Universidad Nacional Abierta y a Distancia

Academic and Research Vice-rector

Guide for the use of Educational Resources

1. General description of the course

Faculty or Academic Escuela de Ciencias de la Educación

Unit
Academic level Profesional
Academic field Formación disciplinar
Course name Methods of Teaching English as a Foreign Language
Course code 551005
Course type Metodológico Retake Exam Yes x No
Number of credits 3

2. Description of the activity

Remote Web Mult Which one?

Type of Virtual
Laborato resou ime Other x Practical
Resource simulator
ry rce dia activity
Number
Type of activity: Individual x Collaborative of 3
weeks
Moment of evaluation: Initial Intermediate x Final
Score of the activity (if Environment where the resource is
40
applies): used: Practical environment
Starting date of the activity: Closing date of the activity:
October 7, 2019 October 27, 2019
Topics addressed in the resource:
Communicative and Art approaches:
*Community Language Learning
*Total Physical Response
*Communicative Language Teaching
*Whole Approach
*Cooperative Language Learning
Activities to develop
Task 1

The student will choose one of the methods or approaches from this moment (See
course contents Unit 2: Communicative approaches) and create an infographic about
its characteristics, weaknesses and strengths, which abilities focus (Speaking,
reading….)

Task 2

After doing the infographic you have to propose an English activity to be developed
according to the following template: (This template is on the tab Educational
Resources in the file Task 4: Practical Activity Unit 2)

Method:
Activity
Topic: Grade:

Objectives Description of
the activity

Task 3

Design a rubric for evaluating the proposed activity. If you want, you can take the
following template.
Rubric Template

Criterion Average Low

High score Score
(Score 0 if element is absent) score score
Identify each grading element or
criterion (example participation)
Criterion 2

Criterion 3

TOTAL

Or you can visit this web page, there you will find some examples of rubrics

https://www.thoughtco.com/rubric-template-2081369

Development
Practical Learning Environment
environment:
Products to deliver by PDF with PDF document in the Monitoring and
student: evaluation Learning environment, with:
 -Front page
-Mind map
-Activity chart (template)
Type of No product must be
Individual x Collaborative 1
product: delivered
Individual:
A PDF file must be uploaded by each student in the Evaluation and Monitoring
Environment as a final product. The PDF file must include:
Front page
-Mind map
-Activity chart (template)
- References APA Style
Collaborative:
N/A

3. General guidelines for the collaborative work

Collaborative learning is a strategy that allows students to work

together in order to achieve a common goal. Accordingly, the
collaborative work proposed for the course is based on a structured
and planned process that includes individual and group activities,
as well as interaction and socialization in the virtual classroom.
1. Explore the syllabus of the course.
2. Make several readings of the activity guide and the evaluation
rubric for each of the units of individual and collaborative work.
Planning of
3. All the activities that are carried out for the development of the
the activities
activity should be reflected within the course through the different
for the
media and especially in the forum of each activity, since the
development
interaction; if they work by Skype or other means they should
of
evidence it in the forum with screenshots.
collaborative
4. Be in constant communication with the colleagues and tutor
work
during the development of activities.
5. In case of any concern, ask the tutor or the colleagues with time,
using the various communication channels arranged in the course.
6. Enter the contributions with time for the Timely feedback from
peers and tutor.
7. Establish a schedule of activities within each forum and a table of
roles and functions for meet during the development of each
activity.
 Different roles are proposed within the collaborative environment,
which allow an appropriate space for academic growth and effective
interaction that promotes learning and interpersonal relationships.
Every student will take up one of these roles for the development of
the course assignments and can only be changed if decided by the
group members.
Roles to be Facilitator: Makes sure that every voice is heard and focuses work
performed by around the learning task. Provides leadership and direction for the
students in group and suggests solutions to team problems.
the Recorder: Keeps a public record of the team's ideas and progress.
collaborative Checks to be sure that ideas are clear and accurate.
group Time keeper: Encourages the group to stay on task. Announces
when time is halfway through and when time is nearly up.
Planner: States an action for the completion of the task at hand
according to the instructions and course agenda.
Task monitor: Looks for supplies or requests help from the
teacher when group members agree that they do not have the
resources to solve the problem.
Compiler: Puts together the final product and includes the work
done only by those who participated on time. Informs the student
in charge of alerts about people who did not participate and will not
be included in the final product.
Reviser/Editor: Makes sure the written work follows all the
criteria established in the activity guide.
Roles and Evaluator: Evaluates the final document to ensure it follows the
duties to evaluation criteria of the rubric and informs the student in charge
accomplish of alerts about any changes that need to be made before delivering
by the the product.
student Deliveries: Student in charge of informing about the dates set for
presenting each task and delivering the final product according to
the course agenda. Also informs other students that the final
product has been sent.
Alerts: Informs group participants about any news in the work
being done and reports the delivery of the final product to the
course tutor.
Use of All references considered for this activity have to be cited using APA
references Style.
In agreement 029 of December 13th, 2013, article 99, considers as
Plagiarism
offenses that infringe upon the academic order, among others, the
policy
following: paragraph e) “To plagiarize is to present as your own the
 total sum or part of the whole of a piece or work, writing, report,
task, document of invention developed by another person. It also
implies the lack of citation or lack of references, or including
citations where there is no coincidence between them and the
reference” and paragraph f)”To reproduce, or copy for profit,
educational resources or results of research products, which have
intellectual rights reserved for the University”.

The academic penalties that the student may face are:

a) In case of proved academic fraud in the academic work or
evaluation, the student will receive a zero (0.0) score without
separation of the corresponding disciplinary sanction.
b) In case of proved plagiarism in the academic work of any
nature, the student will receive a zero (0.0) score without
separation of the corresponding disciplinary sanction.

Note: If the educational resources does not have any score, delete the
evaluation rubric from the document, do not include it and delete this text.

4. Evaluation rubric

Evaluation rubric

Collaborative
Activity type: Individual Activity X
Activity
Evaluation
Initial Intermediate X Final
moment
Evaluated Performance levels of the individual activity
Score
items High score Average score Low score
The infographic
presented contains The infographic
the characteristics, presented misses
There is no mind
Task 1 weaknesses the characteristics,
map at all 10 points
strengths and weaknesses or
activity. It is strengths, and
complete and activity.
meaningful.
 (up to 10 points) (up to 5 points) (up to 0 points)
The activity is not
The activity is
related to the
related to the There is not
method or doesn’t
method and activity in the
Task 2 supporting the 15 points
support the chart
objective.
objective.
(up to 15 points) (up to 10 points) (up to 0 points)
Criteria being
Criteria being assessed are
assessed are unclear, There is not
Task 3 clear, appropriate inappropriate rubric. 10 points
and distinct. and/or have
significant overlap
(up to 20 points) (up to 10 points) (up to 0 points)
The student
makes some
The students uses
errors in grammar The student
a wide range of
Grammatical and punctuation cannot use
structures with full
range and but they rarely sentence forms 5 points
flexibility and
accuracy reduce at all
accuracy
communication.

(up to 10 points) (up to 5 points) (up to 0 points)

Final score 40