Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity Guide and Evaluation Rubric – Task 1
Designing a Teacher Development strategy

1. General description of the course

School or Escuela de Ciencias de la Educación

Academic Unit
Academic Level Professional.
Academic Field Disciplinary formation.
Course Name Teacher Development
Course Code 551023
Course Type Theoretical- Retake yes ☐ No ☒
practical. exam
Number of Credits 2

2. Description of the activity

Numbe
Type of
Individual ☐ Collaborative ☒ r of 2
activity:
weeks
Evaluation
Initial ☐ Intermediate ☒ Final ☐
moment:
Total score of the activity: Environment to submit the activity:
150 points. Monitoring and Evaluation Environment.
Starting date of the Deadline of the activity: October 22th,
activity: September 9th, 2020 2020
Competence to develop:
The students recognize and understand the importance of teacher
development processes to maintain interest, creativity, motivation, and
enthusiasm in their teaching practice in any educational context in order to
provide an optimal learning environment for all learners.
Topics to develop:
Workshops, Teacher support groups, Keeping a teaching journal,
Teaching portfolios, peer observation, Competencias y estándares TIC
desde la dimensión pedagógica (Chapter 3 – pag 26-56)

Step, phase or stage of the learning strategy to develop

Task 1: Designing a Teacher Development strategy
Activities to develop

Individual

Task 1. Reading.
Go to knowledge environment and read the contents in Unit 1.

Task 2: Teaching experiences time line.

Read the following statement:

Development means change and growth. Teacher development is the

process of becoming ‘the best kind of teacher that I personally can be’
(Underhill 1986 p1). To the extent that teachers are regularly asking
themselves ‘How can I become a better teacher?’ ‘How can I enjoy my
teaching more?’ ‘How can I feel that I am helping learning?’ they are
thinking about ways of developing. They are acknowledging that it is
possible to change the way they teach and perhaps also the
preconceptions that they have about teaching and learning. Teacher
development, as we understand it, draws on the teacher’s own inner
resource for change. It is centred on personal awareness of the
possibilities for change, and of what influences the change process. It
builds on the past, because recognizing how past experiences have or
have not been developmental helps identify opportunities for change in
the present and future. It also draws on the present, in encouraging a
fuller awareness of the kind of teacher you are now and of other
people’s responses to you. It is a self-reflective process, because it is
through questioning old habits that alternative ways of being and doing
are able to emerge. (Head, K, & Taylor, P.1997).

Draw or design a time line representing the time you have been in teaching
or you have been learning English and mark these ‘significant phases’ on it.
Support them by an explanation. You can draw it or design it on this page:
https://www.visme.co/timeline-maker/

Task 3: Teacher role graphic

 Read the text “The role of the teacher” page 3-4 and respond the following
questions in the forum:
a. How many of the roles listed on pages 3-4 do teachers have in an
institution you are familiar with?
b. What other roles do teachers have in the institution?
c. How do these roles support the kind of teaching that the teachers do?
d. What do you think are the ideal roles for teachers to have in an
institution?
e. In which roles are you often involved?
f. Are there any roles in which you have less experience?
g. Choose one of the role you might try in the future and represent it
with a picture. You can draw it or you can take it from the web site
and develop a graphic with the following information: This a graphic
example, you are free to use a different one.
Picture
Write some characteristics about the role.
Justify you choosing.

• Role characteristics
Picture
• Justification

P Participation in the forum:

E Each student has to give comments to his/her mates ´task 1 and task 2.
Responding the following questions:
1. What do you think about the student teaching experience?
2. Look at the picture and think of a situation into a real classroom
activity/task.
 Task 4: Individual strategy
The student must choose one of the Unit 1 individual strategies to
implement professional development for language teachers: Workshops,
teacher support groups, teaching journal, teaching portfolio or peer
observation and answer the following information as a message in the
forum on time so others students can comment your participation.

a. Definition of the chosen strategy

b. Why did you select that strategy? Why is it important for your
professional development?
c. Advantages and disadvantages
d. If you were an English teacher right now, how would you apply and
implement the strategy? Include specific information about the means,
audience, objective, time, steps, and other aspects or factors you consider
important to include.
e. Would you involve other people in the implementation of the strategy? If
so, who and why?

T Participation in the forum:

E Each student has to give comments to his/her mates ‘task 1 and task 2.
Responding the following questions:
What do you think about the student teaching experience?
Look at the picture an image a situation into a real classroom activity/task and
describe what you see.

Collaborative

Task 5: Group strategy

The group decides and agrees on the best individual strategy and
implement the strategy by means of a technological tool. (Web page, a
blog, an online presentation so fourth). Choose the best that fits with the
chosen strategy. In the practical environment, you will find a file with the
name of Task 1 -Template – Strategy development. (You don’t have to add
the information from the template in the web tool)

Task 6: Conclusions and recommendations

The group writes some conclusions about the benefits of using the strategy
and also gives recommendations.

Task 7:Delivery
In a whole document Word or PDF the group leader is going to paste the link
for the technological strategy and send the final product to the Evaluative
Environment (only one file per group will be allowed).

Note: De acuerdo con la resolución establecida para trabajo colaborativo y

acompañamiento docente: art. 19: “Para aquellos estudiantes que ingresan
faltando dos o tres días para el cierre de la actividad, el docente no tendrá
en cuenta estas participaciones para la asignación de la calificación en
respeto del cumplimiento de aquellos estudiantes que sí lo han hecho”
Environmen
Initial information environment
ts for the
Knowledge environment
developmen
Collaborative learning environment
t of the
Evaluation and monitoring environment
activity
Individual:
The answers about the individual strategy in the forum.

Collaborative:
Products to
A PDF file with the following content:
be
1. Cover page (name and last name, course info,
submitted
tutor name, date).
by students
2. A screenshot of the timeline of each student.
3. A screenshot of the teacher role graphic.
4. Template – Development Strategy.
Name your file as follows:
Task 1 _group number.pdf

3. General Guidelines for the Collaborative Work

Collaborative learning is a strategy that allows

Planning of
students to work together in order to achieve a
Activities for the
common goal. Accordingly, the collaborative
Development of
work proposed for the course is based on a
Collaborative
structured and planned process that includes
Work
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.
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
Roles to Be take up one of these roles for the development
Performed by the of the course assignments and can only be
Student in the changed if decided by the group members.
Collaborative Facilitator: Makes sure that every voice is
Group 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.
 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 Duties
Evaluator: Evaluates the final document to
for the
ensure it follows the evaluation criteria of the
Submission of
rubric and informs the student in charge of
Products by
alerts about any changes that need to be made
Students
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
References
be cited using APA Style
Students must be aware of the risks and
penalties in case of plagiarism.
Plagiarism Policy
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

Collaborative
Activity type: Individual Activity ☒ ☒
Activity
Moment of
Unit
the Initial ☐ ☒ Final ☐
Intermediate:
evaluation
Performance levels of the individual activity Score
 Assessed
High score Media score Low score
Aspects
The time line
The time line includes includes some of the
entries which describe entries which
important teaching describe important
and learning teaching and
experiences that have learning experiences
made major that have made
No time line
contributions to the major contributions
Time line 20
teacher´s to the teacher´s
development. All development. Not
entries in the timeline all entries in the
are supported by an timeline are
explanation. supported by an
explanation.
(up to 1
(up to 20 points) (up to 10 points)
points)
Students respond to
Students respond to
questions accurately
questions accurately
and appropriately.
and appropriately.
The graphic has lack The student
The graphic has an
of original and didn´t post
original and creative
creative design. the task in the
design. Students
Students do not forum or
demonstrate the
Teacher role demonstrate the didn’t give
ability to interpret the 30
graphic ability to interpret comments to
content through an
the content through her/his
image. Features
an image. Features mates.
show in-depth
show analysis and
analysis and evidence
evidence of original
of original thought.
thought
(up to 1
(up to 30 points) (up to 15 points)
points)
Features show in-
The information is
depth analysis and There is not
Individual adequate and
evidence of original template or 10
strategy supports clearly each
thought.The ideas the links don’t points
answer. The ideas
do not support open
show critical thinking
clearly the topic. It
 and it was posted on does not have
time. illustrations or
creative design
(up to 1
(up to 10 points) (up to 5 points)
points)
The student takes The student takes
part in the forum on part in the forum
time and answer the late or answer the The student
questions with strong questions with weak didn’t answer
Participation in
arguments about the arguments about the the questions. 10
the forum
mates’ task 1 and mates’ task 1 and
task 2. task 2.
(up to 10
(up to 10 points) (up to 5 points)
points)
Assessed Performance levels of the collaborative activity
Score
Aspect High score Media score Low score
The template has the
The template has
required information.
partial information.
It presents relevant There is not
The ideas does not
information, well template or
support clearly the
Group developed and the links 20
topic. It does not
strategy complete. It has didn’t open points
have illustrations
illustrations and
and creative design.
creative design
(Up to 1
(Up to 20 points) (Up to 10 points)
points)
The link opens
The link opens
properly. The
properly. The strategy
information is
has the appropriate The link does
Teacher appropriate or it
information and not open.
development does not have 20
includes illustrations
strategy illustrations or
and creative design.
creative design.
(Up to 1
(Up to 30 points) (Up to 15 points)
points)
The conclusions and It presents some of It doesn’t
10
Conclusions recommendations the required have any
points
summarize the ideas information but conclusions
 and details from the doesn’t include
group discussion conclusions or
recommendations..

(Up to 1
(Up to 20 points) (Up to 15 points)
points)
The student
socialized his/her
individual task, and The student
The student
gave meaningful socialized the work
did not
feedback about but didn´t contribute
socialize
Group partners’ to partners’ works or 20
his/her
interaction contributions and to the final points
document
supports the document.
development of the
final document.
(Up to 1
(Up to 20 points) (Up to 10 points)
points)
The PDF has
Introduction, strategy The PDF
The PDF lacks the
link, conclusions and document is
Introduction, the
it’s written in APA not uploaded
conclusions or it’s
Final format and it is in the 10
written in APA
Product uploaded in the evaluative points
format.
evaluative environment
environment.
(Up to 1
(Up to 20 points) (Up to 10 points)
points)

Final score 150