SERVICE LEARNING AT THE

TUXTLA LANGUAGE SCHOOL

Mtra. Ana Mara Elisa Daz de la Garza & Mtra. Mara Eugenia Serrano Vila
Escuela de Lenguas Tuxtla
Universidad Autnoma de Chiapas
amediaz57@hotmail.com & marusvila@hotmail.com
ABSTRACT
th

The new academic unit for 8 semester Trainees at the Tuxtla Language School Servicio Social:
Unidad Acadmica seeks to integrate teaching, investigation and community outreach programs by
identifying problems and finding solutions which will help to improve the quality of education in the state of
Chiapas.
Service Learning provides Licenciatura en la Enseanza del Ingls (LEI) Trainees with opportunities
to address issues related to English Language Teaching through experiential learning under the guidance of
Teacher Trainers with the aim of developing student teachers future job skills and professional competencies
with a focus on social impact and relevance.
This article explores the overall experience of the Tuxtla Language School in integrating this new
academic unit into the study program in an attempt to foster reflective practices. By describing this process
during the 2010 spring term and sharing our findings, we hope to help other practitioners who are considering
1
integrating service learning programs in Initial Teacher Training (ITT) in their own professional venues.

This presentation explores the three stages of service learning conducted at the Tuxtla Language School in the Spring Term of 2010
(Jan May) and was part of the investigation El Servicio Social en la Escuela de Lenguas Tuxtla: Nuevo Programa Educativo which is
an UNACH 2010 Investigation Project. This is a continuation of the initial stage presented at the ENEL in Tlaxcala in March 2010 & the
intermediate stage presented at the Congreso de Investigacin Educativa at the UNACH in April 2010.

SERVICE LEARNING AT
THE TUXTLA LANGUAGE SCHOOL
INTRODUCTION
Currently social, economical, political, demographic, and cultural realities have forced
Mexico to reflect on the mission and organization of education. In accordance with
international recommendations from the United Nations Educational, Scientific and Cultural
Organization (UNESCO 1998, 2009) and the Organization for Economic Co-operation and
Development (OCDE, ANUIES 2004), the Autonomous University of Chiapas (UNACH) is
fostering Service Learning to develop undergraduates competencies and the development
of intellectual and social capital.
The American Association of Community Colleges (AACC) defines service learning
as combining community service with academic instruction, focusing on critical, reflective
thinking and personal and civic responsibility (Prentice & Robins 2010:1).
This paper explores the overall process of how EFL trainees at the Tuxtla Language
School (ELT) at the UNACH constructed their service learning project, implemented,
reflected upon and evaluated its impact in the Chiapanecan community.
The main aim of the eighth semester academic unit: Servicio Social (SL) at the
Tuxtla EFL teacher training program, the Licenciatura En la Enseanza del Ingls (LEI), is
to provide trainees with an opportunity to design a Service Learning project which will allow
them to develop professional skills, work on their final research project and make a
contribution to the institutions where they apply their Knowledge, Awareness and Skills
(KAS).
1. SERVICE LEARNING
Mexicos 2007-2012 Educational Plan establishes the need to offer an integrated
approach to undergraduate education which develops social values through service
learning and community development (SEP, 2007:50). According to article five of the
Mexican Constitution, all university students in Mexico are required to complete at least 480

hours of social service in social impact outreach programs upon obtaining 70 % of course
credits to be eligible to graduate.
Prentice & Robins (2010:2) point out that service learning provides students with
experiences that can be linked back to course content, so that they gain both of what
Hussey and Smith (2002) note as knowledge that (knowledge of facts, rules,
procedures) and knowledge how (learned skills and abilities). Furco (in Billig &
Waterman 2003:13) states that all service learning activities involve a complex interaction
of learners, social service activities, curricular content and learning outcomes. However, it
is important to emphasize that the results of service learning are highly idiosyncratic
situational experiences for which there is a minimal predictability of how each learning
experience will unfold; as a result each experience will be unique (Billig & Waterman
2003:13).
1.1 Service Learning at the Tuxtla Language School
Our new academic program El Servicio Social en la Escuela de Lenguas Tuxtla
seeks to integrate teaching, investigation and community outreach programs by identifying
problems and finding solutions which will help to elevate the quality of education in the state
of Chiapas. In the past most trainees at the ELT complied with this requirement four hours
per day for a sixth month period during the seventh semester of their academic study
program, whilst they struggled to study six subjects in their morning classes. Many
problems occurred including a drop in trainees Grade Point Average (GPA) because they
were overburdened and overwhelmed with juggling so many activities. As a result, it was
challenging to take full advantage of this opportunity to develop their KAS regarding their on
the job skills development.
The curriculum was redesigned in 2006 in an attempt to take advantage of this service
learning opportunity in an effort to link both administrative and academic aims. The new
academic unit SL is now the only subject for trainees in eighth semester. In January 2010
the first cohort began the new program which ended in July 2010.

The goal of service learning at the ELT in 2010 is for trainees in the redesigned program
to learn and develop through thoughtfully organized service that is conducted in and meets
the needs of a community. This learning opportunity is intended to foster civic responsibility
and includes structured time for students to reflect on their service experience. At its heart,
service learning is a form of experiential learning that employs service as its modus
operandi. Trainees have the opportunity to select, design, implement, and evaluate their
service activity, encouraging relevancy and sustained interest within community settings
whilst they develop professional competencies. Fulcro and Billig (2002:24) state that
school sponsored service programs seek to provide opportunities for students to engage in
authentic community service activities that extend beyond the classroom.
As Social Service Coordinator and Teacher Trainer of this new academic unit together
with my colleague, Maria Eugenia Serrano Vila who provides her point of view obtained
from her experience as a Service Learning advisor with two students in Tonala; and with the
help of a research assistant helping us to conduct this study, we decided to explore
trainees experiences during the six month period of Service Learning. In the following
section of this paper we shall discuss the assessment criteria for Service Learning in
undergraduate programs.
2. ASSESSMENT
Given that teaching is unpredictable, Trainees require undergoing a reflective process
which includes noticing, interpreting and evaluating, then developing their skills of selecting
and planning based on the concept of metacognition (Rolfe-Flett in Malderez and
Bodoczky 1999:16) which is defined as becoming an observer of your own thinking and
action (Fogarty 1997, in Malderez and Bodoczky 1999:16) and stepping back to evaluate
what was successful and why, as well as to ponder alternatives for future practice.
Trainees achievements were assessed on a continuous basis. Instruments included:
1. Photographs
2. Creation of didactic resources

3. Written reports and reflections.

(See Appendix 1 Questionnaires
and Appendix 2; Reflections )

The Service Learning course was divided into three modules:

a. Module 1: Induction and Project Design

Trainees participated in a 25 hour induction session which prepares trainees for their
service learning by developing their KAS and explores the history and social impact of
community service in Mexico. During this module trainees visited the institutions where
they were assigned and together with their advisors developed Community Service Projects
in an attempt to address issues related to ELT with the aim of developing student teachers
future job skills with a focus on social impact and relevance.
b. Module 2: Service Learning
Trainees carried out their 480 hour Learning Project and were instructed to keep in
touch with their Teacher Trainer, Social Service Coordinator and Advisors. This study
explores Trainees experiences and reflections (See Appendices 1 & 2) where students
explore their Values/Attitudes/Beliefs (VABs) regarding their service Learning (SL)
Experience.
c. Module 3: Final Evaluation
As a final project trainees presented their findings at a Service Learning Forum for their
Teacher Trainer, Social Service Coordinator, Academic Body Leaders, students and faculty
at the ELT. This was an opportunity for 8th semester LEI trainees to share the most
significant experiences of their Service Learning with the ELT community (See Appendix 3).
In the following section of this paper we shall explore the methodology used in this
investigation.
3. METHODOLOGY
To investigate the relationship between service learning participation and academic
learning, we decided to use both quantitative and qualitative methodologies as evaluation
tools for this investigation. Three quantitative instruments (initial/intermediate and final
report) were designed for Trainees (See Appendix 1). Three qualitative instruments in the
form of reflections were developed to explore the impact of service learning on the

development of Trainees competencies (See Appendix 2). A checklist (See Appendix 3)

and rubric (See Appendix 4) were employed for the final evaluation of the SL experience.
4. OBJECTIVES
The main objectives of this study were to:
Explore and provide support to 8th semester LEI trainees in carrying out Service
Learning projects focused on solving social problems within vulnerable social groups.
To foster a constructivist approach to develop Trainees KAS regarding personal and
professional goals which should provide opportunities to link theory and practice
acquired throughout their EFL Teacher Training Program as well as to develop
learners reflective skills.
To provide an opportunity for Trainees to conduct a research project to be able to
fulfill their thesis requirement for graduation upon completing the ninth semester.
The ABCD method of objectives (Heinich, et al., 1996) was employed in this study. In
this system, "A" is for audience; "B" is for behavior, "C" for conditions and "D" for degree of
mastery needed. Service Learners were given the opportunity to select, design, implement,
and evaluate their service activity (See Figure 1).
Audience
Behavior
KAS the Service Learning project addresses
Conditions
Degree of Mastery
Outcome of this Project

8th semester LEI Trainees

Professional competencies to succeed in the workforce

Selecting, designing, implementing, and evaluating their service

activity
Address social problems within vulnerable social groups in an
attempt to foster civic responsibility, experiential learning and
reflective practices.
Figure 1: ABCD Objectives

5. PARTICIPANTS
Participants in this study included:
16 eighth semester LEI Trainees complying with their 480 hour Community Service
Requisite and developing research studies for their thesis requirement.
10 Public Institutions where trainees are carrying out their research projects
throughout the state of Chiapas

 1 Service Learning Coordinator & Teacher Trainer who provided induction

sessions/workshops as well as follow-up feedback for this course as an academic
space for reflection on theory and practice that favors analyzing the reality of the
problem that the social service addresses, thus contributing to Trainees KAS as well
as their professional response to the demands of society.
8 Academic Advisers who provided support & guidance for Trainees constructing
their research project throughout the process.
1 Research assistant who is planning to use this study as his thesis research project
(See Figure 2).
Location
TGZ. &
Outskirts

Elementary School
2

Jr. High School

1

High School
2

1
1
1

Tapachula
Tonala

Other
UNACH
Municipal Tourism
Office
Cultural Center providing
ELT to the visually
handicapped

1
1
Figure 2: 2010 Participating Service Learning Institutions

6. RESULTS ANALYSIS
In the following section of this article Trainees responses to the initial, intermediate and
final questionnaires and reflections are explored.
6.1 Quantitative Instruments
After four weeks of conducting Service Learning at the different institutions the initial
instrument was applied. Trainees were instructed to answer and to describe the activities
they have been involved in during the first four weeks. The different types of Service
Learning conducted during the 2010 Spring Term are illustrated in the following figure:
9%

0%

Type of SL

9%

Investigation
82%

Teaching
Others

Figure 3: Type of SL

The following figure illustrates the results of Trainees perceptions regarding the use
and development of KAS in the first month of their Service Learning Projects:

KAS
10
8
6
4
2
0

Kinds of KAS
mentioned the most in
the Initial Instrument
answers

Figure 4: Types of KAS Mentioned by Trainees

Trainees also reported that service learning had shown them how to be more
involved in their communities; helped them to have a better understanding of their role as
community members; and helped them to have a better understanding of the challenges in
dealing with class management.
6.2 Qualitative Instrument: Reflective Tasks
To explore qualitative aspects Trainees were instructed to reflect upon their KAS
during their SL experience in an attempt to foster critical thinking. Reflection allows trainees
to learn from themselves since learning happens through a combination of:

theory & practice

thought & action

observation
&
interaction
(After Cress et al 2005)

Trainees were instructed to write three reflections about their SL Experience (See
Appendix 2).
Reflection 1 The Mirror (After 4 weeks in the Institution)
Reflection 2 The Microscope (After 8 weeks in the Institution)
Reflection 3 The Binoculars (At the end of their SL)

How they see themselves through the SL experience

Analyzes SL and explores changes in VABs
Explores the implications of their SL experience for
the future.
Figure 5: Reflective Tasks

On February 18th, 2010 trainees sent us their reflections; a representative sample is

summarized in the following chart:
Reflection 1: The Mirror

Subject A: Mentions that she is taking full advantage of SL to develop her investigation project.

Subject B: Is confident of his ability and skills as a teacher and provides evidence of developing
introspective skills.
Subject C: Does not mention any problem or difficulty. Change of opinion concerning relationship
with learners and colleagues.
Subject D: Uncomfortable in the space provided by the institution to teach English. KAS developed as
a result of the situation. Lack of a good relationship between the English teacher from the institution
and the social server.
Figure 4: Trainees Initial Reflective Perceptions

On March 25th trainees sent us their reflections where they analyzed their VABs. A
representative sample of their responses is summarized in the following figure:
Reflection 2: The Microscope
Trainees mention that they are feeling more comfortable adapting to each school & have more confidence
developing their projects.
Trainees adapt their projects to the needs & wants of each institution.
Trainees test their problem solving skills & face ups & downs during their SL.
In some cases the institutions have provided the proper support; however some institutions have seen Trainees as
free labor.

Figure 5: Trainees Intermediate Reflective Perceptions

On May 22th, 2010 trainees sent us their final written reflections; a representative
sample is summarized in the following chart:
Reflection 3: The Binoculars
Subject A

Target population which frequently skips classes causes a great deal of distress.

Subject B

Has faced no major challenges except for having spent a great deal of her own money on didactic
materials.

Subject C

Has noticed that INSETs are valuable as mentors but is worried about developing his action research
project.
Has had to find alternatives to be a successful educator due to school policies but advancing in research
project. Feels very confident as an English Teacher.

Subject D
Subject E

Is currently not providing EFL Lessons due to school policies and is preparing didactic materials instead.
Failing students who attended private tutoring sessions were finally successful in passing their
extraordinary exams but admit that they do not feel their learning is significant.

Figure 6: Trainees Final Reflective Perceptions

Analyzing reflections from a qualitative point of view, 62% of trainees mentioned that
they experienced problems while working as teachers in the institution. This provides
evidence of facing challenges and having to adapt to each classroom culture.
The main issues that trainees are dealing with are:
Class management: There is a great deal of evidence that Trainees are struggling
to control a large amount of learners in a single classroom and that they are
struggling to address discipline issues.
Institutional problems: Problems and limitations that might be due to each
institutions unique policies such as schedule, lack of a suitable classrooms and
Teaching resources among others.

In addition, as investigators it is our belief that a great number of the service learners
may have felt it necessary to not share all of the challenges they faced to not appear
incompetent. It is also our belief that many Trainees wrote what they thought their advisors
would want to hear and not what they had actually experienced. However, the main aim of
this investigation is to explore how personal development is taking place and how Trainees
deal with problem solving.

CONCLUSIONS AND IMPLICATIONS FOR THE FUTURE

Service Learning as an academic unit seeks to develop Trainees social conscience

and give back to society (SEP, 2007: 29). If properly carried out it is an ideal opportunity to
scaffold learners competencies development during the three stages of planning,
implementation and evaluation. The final objective of this academic unit at the Tuxtla
Language School is to provide Trainees with opportunities to apply knowledge from their
pre-service Teaching Program to identify and solve problems in their community. Service
learning provides students with opportunities to learn information that is important not only
in acquiring specific curricular content, but also in developing skills beyond the curriculum
that are necessary for their academic development and preparation for professional
success.
As had been explored in this paper, Service Learning has provided varied, unique,
and sometimes unexpected opportunities for Trainees to practice applying their newly

acquired academic knowledge to solve problems in complex real-world situations. In their

final reflections during the 3rd Service Learning Forum Trainees reported that service
learning had shown them how to be more involved in their communities; helped them to
have a better understanding of their role as community members; and helped them to have
a better understanding of methodologies, class management and didactic resources.
Repeatedly, Trainees commented that, because of service learning, they believed they
currently felt more aware of the reality of teaching in public institutions in the state of
Chiapas and feel better prepared to be successful in their careers in the future. Trainees
repetitively remarked that service learning had provided them with confidence in applying
their new academic knowledge in public schools.
We look forward to exploring Service Learners journey with future cohorts as well as
learning more about the unique contribution that service learning appears to provide in
preparing Trainees for the workforce.

BIBLIOGRAPHY
ANUIES. Hacia un programa estratgico para el desarrollo del servicio social de la
educacin superior. Mxico D.F. Mayo de 2004.
Billing, S. & A. Waterman (Editors) Studying Service Learning: Innovations in Education
Research Methodology. Mahwah, N.J.: Lawrence Erlbaum Associates, Inc. Publishers.
Buck Institute for Education (2010) [on line] Rubric Design Available from
http://www.bie.org/tools/. Accessed 1/June/2010.
Cress, C., P. Collier, V. Retenauer (2005) Learning through Serving. Sterling, Va.: Stylus
Publishing.
Furco, A. & S. Billig (Editor) Service-Learning: The Essence of the Pedagogy (Advances in
Service-Learning, V. 1). Greenwich: Information Age Publishing.
Heinrich, R., Molenda, M., Russell, J.D., Smaldino, S.E. (1996). Instructional Media and
Technologies for Learning. Englewood Cliffs, NJ: Merrill.
Hussey, T. and P. Smith (2003) Uses of Learning Outcomes: Teaching in Higher
Education. Volume 8, Issue 3 Pages 357 368
Ley reglamentaria del artculo 5 constitucional, relativo al ejercicio de las profesiones en el
DF. Mxico: Ediciones DELMA
Malderez, A. and C. Bodoczky (1999) Mentor Courses: A Resource Book for TrainerTrainers. New York: Cambridge University Press.
OECD 2006. Education at glance. Available from: .
http://www.oecd.org/document/52/0,3343,en_2649_39263238_37328564_1_1_1_1,00.html

(Accessed

2/01/.2010).
Prentice, M. & G. Robins (2010) [On-line] Improving Student Learning Outcomes With
Service Learning. American Association of Community Colleges. Available from:
http://www.aacc.nche.edu/Resources/aaccprograms/horizons/Documents/slorb_jan2010.pdf.

Accessed 21/Feb/2010.
Secretara de Educacin Pblica (2007). Plan Nacional de Educacin 2007-2012. Mxico:
SEP.
UNESCO (1998). Conferencia Mundial sobre educacin superior. Available from:
http://www.unesco.org/education/educprog/wche/declaration_spa.htm. Accessed on
28/01/2010

APPENDIX 1

QUANTITATIVE QUESTIONNAIRES
AUTONOMOUS UNIVERSITY OF CHIAPAS
SERVICE LEARNING ACADEMIC UNIT
DATA COLLECTION QUESTIONNAIRE
SITUATIONAL DIAGNOSIS

The situational diagnosis is an instrument which registers information about your Service Learning (SL)
Project. It will also be useful to help you to explore the development of your KAS (Knowledge/Awareness &
Skills) academically, socially and professionally.

Personal Information
Name__________________________________________________________________________
Registration ID ___________________________ e-mail
___________________________
Name of your Service Learning Project ________________________________________________
Name of your SL Advisor ___________________________________________________________

Information about the Institution where project is being conducted

Name__________________________________________________________________________
Address ________________________________________________________________________
Name of Advisor at the Host School _______________________ Phone: _________________
Please answer the following questions about your SL experience.
1. The Project you are working on deals with:
a) Teaching

b) Investigation

c) Other ______________

2. In your own words please describe your SL Project.

3. What activities do you plan to carry out during your SL?
4. What social impact will your SL have on your host school?
5. Mention five KAS (Knowledge/Awareness/Skills) which you have developed during ITT (Initial
Teacher Training that you believe will help you in your SL experience?
*Remember that the information you provide will remain confidential and will help us to improve the study program.
AUTONOMOUS UNIVERSITY OF CHIAPAS
SERVICE LEARNING ACADEMIC UNIT
INTERMEDIATE DATA COLLECTION QUESTIONNAIRE
The intermediate questionnaire will help you to keep a record of your progress during your SL experience as well
as the development of your KAS. Collection

Personal Information
Name_____________________________________________
Registration ID _________________________ e-mail
____________________
Name of your Service Learning Project _______________________________________
Name of your SL Advisor ___________________________________________

Information about the Institution where you will carry out your project
Name__________________________________________________________________________
Address _______________________________________________________________________
Name of Advisor at the Host School ____________________ Phone: ____________________
Please answer the following questions about your SL experience.

1. Have you been able to follow through on your original action plan?
Yes O
No O
If your answer was No please explain how and why you found it necessary to change your action plan.
2. Do you feel that you have been able to achieve the course objectives?
Yes _____
No_____
If your answer was No please explain why.
3.
4.
5.
6.

What changes have you made to your original project?

What activities have you carried out in your SL?
What contributions have you made to your host school? What is the social impact of your actions?
Describe the professional competencies you have developed throughout your SL experience. These may
include the development of critical thinking skills, use of IT, autonomous learning, and interpersonal skills

*Remember that the information you provide will remain confidential and will help us to improve the study program
AUTONOMOUS UNIVERSITY OF CHIAPAS
SERVICE LEARNING ACADEMIC UNIT
DATA COLLECTION QUESTIONNAIRE
FINAL ANALISIS
The final analysis questionnaire will help you to keep a record of your progress and success during your SL
experience as well as the development of your KAS.
Personal Information
Name_____________________________________________
Registration ID _________________________ e-mail
____________________
Name of your Service Learning Project _______________________________________
Name of your SL Advisor ___________________________________________
Information about the Institution where you carried out your project
Name ________________________________________________________________________________
Address ______________________________________________________________________________
Name of Advisor at the Host School _______________________ Phone: ________________________
Please answer the following questions about your SL experience.
1. Have you been able to follow through on your action plan?
Yes O
No O
If your answer was No please explain how and why you found it necessary to change your action plan.
2. Do you feel that you have been able to achieve the course objectives?
Yes _____
No_____
If your answer was No please explain why.
3. What changes did you make to your original project?
4. In your own words please describe your final SL Project.
5. What activities did you ultimately carry out during your SL?
6. What social impact will your SL have on your host school?
7. Describe the professional competencies and the KAS you developed during your SL experience.
8. Do you feel that your SL was beneficial?
Yes O
No O
Why?
*Remember that the information you provide will remain confidential and will help us to improve the study program

APPENDIX 2

REFLECTION TASKS

Write your Teacher Trainer three 200 word reflections which will be emailed before the set deadlines.
Reflection is the key to getting meaning from your service experience. What is reflection? A process by
which service-learners think critically about their experiences. Why is reflection important? It allows
trainees to learn from themselves. Learning happens through a mix of:
theory & practice
observation & interaction
thought & action
The Three Levels of Reflection (After Cress et al 2005)
1. The Mirror: How I See Myself

February 25th, 2010

What have I learned about myself through this experience? In what ways, if any, has your
sense of self, your values, your sense of "community," your willingness to serve others, and
your self-confidence/self-esteem been impacted or altered through this experience? Any
realizations, insights, or especially strong lessons learned or half-glimpsed? Will these
experiences change the way you act or think in the future?
2. The Microscope: Makes The Small Experience Large

March 25th, 2010

What happened? Describe your experience. What would you change about this situation if you
were in charge? What have you learned about this institution, these people, or the community?
Was there a moment of failure, success, indecision, doubt, humor, frustration, happiness,
sadness? Do you feel your actions had any impact? What more needs to be done?
3. The Binoculars: Makes What Appears Distant, Appear Closer

May 22nd, 2010

From your service experience, are you able to identify any underlying or overarching issues
which influence the problem? What could be done to change the situation? How will this
alter your future behaviors/attitudes/and career? How is the institution where youre serving
impacted by what is going on in the larger political/social sphere? What does the future hold?
What can be done?

APPENDIX 3
SERVICE LEARNING PROJECT CHECKLIST
Does the Project . . .
Focus on significant content & authentic issues? Trainees learn important subject
matter content and address problems and issues from the world outside the classroom.
Organize activities around a driving question or challenge? Trainees find the
complex, open-ended question or challenge to be a meaningful focus for their work.
Establish a need to know and do? Trainees are brought into the project by an entry
event that captures interest and begins the inquiry process.
Engage students in inquiry? Trainees think deeply and ask further questions as they
generate answers and solutions.
Require motivation? Trainees generate new answers and/or create unique products in
response to the Driving Question or challenge.
Develop 21ST Century skills? Trainees build critical & creative thinking, collaboration,
and presentation skills that are taught and assessed.
Encourage student voice and choice? Trainees, with guidance from the Teacher
Trainer, make decisions that affect the course of the project.
Incorporate feedback and revision? Trainees use feedback to improve their work and
create high quality products.
Conclude with a public presentation? Trainees exhibit products or present solutions
and explain their work to others and respond to content- and process-focused
questions.
*COMMENTS:

APPENDIX 4

UNIVERSIDAD AUTNOMA DE CHIAPAS

ESCUELA DE LENGUAS TUXTLA
LICENCIATURA EN LA ENSEANZA DEL INGLS
FINAL ASSESSMENT ORAL PRESENTATION SERVICE LEARNING RUBRIC

Professor : Ana Maria Elisa Diaz de la Garza Trainee ___________________ Project __________________ Date ________

10

TIME
Limited down time,
focused on project,
obvious preparation.
DELIVERY
Voice, tone, body
language, eye
contact, language,
reference to notes.

9-10 minutes.
Excellent use of time.

8-9 minutes.
Excellent use of time.

7-8 minutes.
Effective use of
time.

6-7 minutes.
Good use of time.

5-6 minutes.
Poor use of time.

Less than 5
minutes.
Waste of time.

Crystal clear.
Constant eye contact.
Excellent word usage. No
notes.
Excellent use of tone.
Commanding
presence.

Very clear.
Exceptional eye
contact. Precise word
usage.
Little use of notes.
Varied tone.
Very confident.

Clear. Maintains
eye contact.
Correct word
usage. Occasional
use of notes.
Varied tone.
Relaxed
,confident.

Usually clear.
Some eye contact.
Some usage
problems.
Use of notes.
Rarely varies tone.
Some confidence.

Inaudible, not
clear.
No eye contact.
Terrible word
usage. Reads
from notes.
Monotone.
Lack of poise.

OVERALL
PRESENTATION
Quality, appearance,
attitude. (Attire may
reflect topic.)

Exceptional quality.
Professional
appearance.
Exceptionally neat.
Exceptionally
positive.
Exceptional use.

Excellent quality.
Business attire.
Extremely neat.
Extremely positive.

High quality.
Business attire.
Well-groomed.
Very positive

Good quality.
Business/Casual.
Neat.
Positive attitude.

Not always clear.

Little eye contact
Multiple word
usage problems.
Heavy use of
notes.
Monotone.
Nervous &
hesitant.
Fair quality.
Casual attire.
Not very neat.
Attitude not clear.

Excellent use.

Effective use.

Adequate use.

Minimal use.

Little/no use.

RESPONSE TO
QUESTIONS

Answers questions
with utmost authority &
confidence.

Answers questions
with poise & ease.

Relevant &
concise answers.

Adequate
responses.

CONTENT

Exceptional
organization, focus,
knowledge,
understanding, &
self-reflection.
Outstanding
preparation.
Detailed tie-in with
career.

Excellent
organization, focus,
knowledge,
understanding, and
self-reflection.
Excellent preparation.
Career consideration
well supported.

Well organized,
clear focus.
Proficient
knowledge and
understanding.
Good selfreflection
Well prepared.
Career
consideration
supported.

Organized and
focused.
General
knowledge
& understanding.
Some selfreflection
Adequately
prepared.
Career
consideration
evident.

Brief responses.
Questions not
fully
addressed.
Loose
organization
and focus.
Limited
knowledge,
understanding, and
self-reflection.
Minimal
preparation.
Career
consideration
weakly supported.

Inadequate,
awkward, or
inappropriate
responses.
Lack of
organization and
focus.
Little knowledge
and
understanding
of topic.
No evidence of
preparation.
Little, if any,
career
consideration.

USE OF A-V

Poor quality.
Inappropriate
attire.
Lacks neatness.
Negative attitude.

Quality & quantity

Self Assessment
Send 200 word reflection to
amediaz57@hotmail.com asap

SCORE

AUTHORS BIODATA
M. en Ed. Ana Maria Elisa Daz de la Garza
Escuela de Lenguas Tuxtla
Universidad Autnoma de Chiapas
Blvd. Belisario Domnguez Km. 1081
Tuxtla Gutirrez, Chiapas 29000
Ana Maria is a full time Teacher Trainer at the Autonomous University of Chiapas and is the coordinator of
Social Service Programs at the Tuxtla Language School. She has been awarded the COTE, Perfil PROMEP
and an M. Ed. degree in ELT Trainer Development, is an oral examiner for Cambridge Exams, member of
the Academic Body Professional Development & Evaluation in TESOL and has developed research
projects and written academic articles.
Ana Maria may be contacted at amediaz57@hotmail.com or anadiaz57@yahoo.com.mx
M. in Ed. Ma. Eugenia Serrano Vila
Escuela de Lenguas Tuxtla
Universidad Autnoma de Chiapas
Blvd. Belisario Domnguez Km. 1081
Tuxtla Gutirrez, Chiapas 29000
Maria Eugenia has been a full-time teacher at the Language School (ELT) Tuxtla of the Autonomous
University of Chiapas (UNACH) for 21 years. She has held different academic-administrative positions in the
ELT such as the Examinations of Cambridge Coordinator, Academic Adviser of the General Coordination of
Languages, Coordinator of the Language Department, Director of the ELT. She currently is Coordinator of
the PAT and of Research and Postgraduate. She holds A Regional Diploma, a B. Ed. in ELT and a M. Ed.
degree in ELT Trainer Development.
Maru may be contacted at marusvila@hotmail.com