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Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector


Activity Guide and Evaluation Rubric – Task 1 – Teacher’s
experiences

1. General Description of the Course

Faculty or School of education


Academic Unit
Academic Level Professional
Academic Field Disciplinal
Course Name Teaching English to adolescents and adults
Course Code 551004
Course Type Methodological Retake Yes ☐ N ☒
Exam o
Number of Credits 3

2. Description of the Activity

Type of Individua Collaborativ Number of


☒ ☐ 1
Activity: l e Weeks

Evaluation Initial Intermediat


☒ ☐ Final ☐
Moment: Unit 1 e

Total Score of the Activity: Environment to Submit the


Activity: Monitoring and Evaluation
25 Environment
Starting Date of the Activity: Deadline of the Activity:
June 10th, 2020 June 16th, 2020
Competences to Develop:
Interpretative, argumentative and propositional
Topics to Develop:
Learning styles, strategies and students’ characteristics
Steps, Phase or Stage of the Learning Strategy to Develop
This stage is going to be developed first individually with a post about the
best learning strategies teachers can use to teach English to adolescents
and adults, and then collaboratively designing an activity for adolescents
and one for adults according to a specific learning strategy.
Activities to Develop

Task 1: Individual activity

1. Read the article from Quesada (2005). Reflective teaching and its impact on
foreign language teaching. Revista Electrónica "Actualidades Investigativas en
Educación", 5, 1-19, you will find in the knowledge environment, and
summarize the reading by designing a mind map.

2. Based on the document by Quesada (2005) personally reflect upon the


following questions:

a. What is the importance of experience in your future or present role as a


teacher?

b. What is most important for you as a teacher to develop in the program,


the theory you learn inside the courses or the practice you do when you
are finishing the program?

Note: you must justify your answers writing a paragraph per question.

3. Post the document with a cover page, the mind map, your answers and the
references to the collaborative forum.

Task 2: Collaborative activity


1. Write some meaningful feedback to two of your partners’ final document
and respond with arguments to the commentaries they write about your
job.

Environments This activity will be developed in the forum created in the


for the collaborative environment. The final document must be
Development submitted in the monitoring and evaluation environment
of the Activity individually.

Individual:

A word or pdf document including the cover page, mind map,


Products to answers to the questions and the references.
be Submitted
by Students
Collaborative:

Meaningful participation in the collaborative forum,


writing comments to at least two of the contributions.

3. General Guidelines for the Collaborative Work


Planning of Collaborative learning is a strategy that allows
Activities for the students to work together in order to achieve a
Development of common goal. Accordingly, the collaborative work
Collaborative proposed for the course is based on a structured and
Work 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.
3. All the activities that are carried out for the
development of the activity should be reflected
within the course through the different media and
especially in the forum of each activity, since the
interaction; if they work by Skype or other means
they should evidence it in the forum with
screenshots.

4. Be in constant communication with the colleagues


and tutor 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.

Roles to Be Different roles are proposed within the collaborative


Performed by the environment, which allow an appropriate space for
Student in the academic growth and effective interaction that
Collaborative promotes learning and interpersonal relationships.
Group 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.
Facilitator: Makes sure that every voice is heard
and focuses work around the learning task. Provides
leadership and direction for the group and suggests
solutions to team problems.

Recorder: Keeps a public record of the team's ideas


and progress. Checks to be sure that ideas are clear
and accurate.

Timekeeper: 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.
Roles and Duties Compiler: Puts together the final product and
for the includes the work done only by those who
Submission of participated on time. Informs the student in charge
Products by of alerts about people who did not participate and
Students will not be included in the final product.
Reviser/Editor: Makes sure the written work
follows all the criteria established in the activity
guide.

Evaluator: Evaluates the final document to ensure


it follows the evaluation criteria of the rubric and
informs the student in charge of alerts about any
changes that need to be made before delivering the
product.

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.
All references considered for this activity have to be
References
cited using APA Style
Plagiarism Policy Students must be aware of the risks and penalties in
case of plagiarism.

Under the Academic Code of Conduct, the actions


that infringe the academic order, among others, are
the following: paragraph e) "Plagiarism is to present
as your own work all or part of a written report, task
or document of invention carried out by another
person. It also implies the use of citations or lack of
references, or it includes citations where there is no
match between these and the reference" and
paragraph f) " To reproduce, or copy for profit,
educational resources or results of research
products, which have rights reserved for the
University ". (Acuerdo 029 - 13 De Diciembre de
2013, Artículo 99)

The academic penalties that the student will face


are:

a) In case of academic fraud demonstrated in the


academic work or evaluation, the score obtained will
be zero (0.0) without any disciplinary measures
being derived.

b) In case of proven plagiarism in academic work of


any nature, the score obtained will be zero (0.0),
without any disciplinary measures being derived.

To learn how to properly cite all your tasks, see the


following:
BibMe. (n.d.). APA Citation Guide. Retrieved from
http://www.bibme.org/citation-guide/apa/

4. Evaluation Rubric

Evaluation Rubric
Teacher’s experiences
Activity Collaborative
Individual Activity ☒ ☐
Type: Activity
Evaluation Initial ☒ Intermediate ☐ Final ☐
Moment Unit X

Evaluated Performance Levels of the Individual Activity


Score
Items High Score Average Score Low Score
You summarize
the complete
You summarize
content of the
the reading
reading using the You did not
using the mind
mind map design the mind
map, but the
Interpretati properly, map,
content is
ve considering the summarizing the
incomplete, or 9 points
competenc correct content of the
the connections
e connections reading
are applied in
according to the
the wrong way.
content of the
reading.
(up to 5 (up to 0
(up to 9 points)
points) points)
You personally
reflect upon the Your answers
importance of were
experience, incomplete, or
theory, and simply come
You did not write
Argumentat practice, in your from the
any kind of
ive future role as a reading, and
reflection. 9 points
competenc teacher, there is no
e demonstrating a deeper
deeper reflection on the
understanding of topic.
the topic.
(up to 5 (up to 0
(up to 9 points)
points) points)
Document The document The document There is not a 4 points
format, submitted is is incomplete, written work to
complete and its its structure fits check.
structure fits the the established
established
requirements,
requirements,
but it has some
besides, it is well
mistakes of
written having in
Structure spelling,
terms of spelling,
and grammar,
grammar,
submission vocabulary and
vocabulary and
coherence.
coherence.
(up to 2 (up to 0
(up to 4 points)
points) points)

Evaluated Performance Levels of the Collaborative Activity


Score
Items High Score Average Score Low Score
You write some
meaningful
feedback to two You write some
You did not write
of your partners’ meaningful
any meaningful
Meaningful final document feedback to just
feedback to your
participatio and respond with one of your
partners’ final 3 points
n in the arguments to the partners’ final
document.
forum commentaries document.
they write about
your job.
(up to 1 (up to 0
(up to 3 points)
points) points)
Final Score 25