Universidad Nacional Abierta y a Distancia

Academic and Research Vice-rector

Activity guide and evaluation rubric - Pre-task – Language
Teaching Theories

1. General description of the course

Faculty or Academic Education Sciences School
Unit
Academic Level Professional
Academic Field Disciplinary training
Course Name Didactics of English
Course Code 551026
Course Type Theoretical Can be enabled yes ☒ No ☐
Number of Credits 2

2. Description of the activity

Type of the Number of

Individual ☒ Collaborative ☐ 1
activity: weeks
Moment of Unit
Initial ☒ ☐ Final ☐
evaluation: Intermediate:
Evaluative score of the Delivery Environment of the activity:
activity: 25 Monitoring and Evaluation Environment
Starting date of the activity: Deadline of the activity: June 20th
June 14th 2019 2019
Competence to develop:
To identify and analyse critically the main scope of English language
education, from the point of view of the pragmatic pedagogy of language,
in order to strengthen the knowledge and skills in the teaching practices.
Topics to develop:
-Concepts of Didactics of English
-Theories of language teaching
Steps, phases of the learning strategy to develop:
Pre-task: at this time is required to make an introduction to the topic and
task.
Students get acquainted with the main scope of English didactics and
discover some theories about language teaching.
Activities to develop:
1. Go to the forum Pre-task and make your contributions about the
concept of the term Didactics of English. For that, post what you
think this field makes reference to, what it studies, and so on. You
can read about this term and share the information in the forum.

2. Read the document “Theories of teaching in language teaching”, found

in the Course Contents, UNIT 1, in the Knowledge Environment and
once you have understood and internalized the contents, discuss in
the forum the theories presented in the document. Likewise, express
what your own view of language teaching is, according to those
perspectives and explain your reasons.
These activities will be developed in the forum available
Environment in the Collaborative Learning Environment. If your ideas
for the are too extensive, you’d better attach a word document.
development The idea is to construct knowledge collaboratively in the
forum.
Individual:
After discussing in the forum the tasks assigned, gather
the information needed for the final document. In this
document, include the following information:
Products to 1. Definition of Didactics of English.
deliver by 2. Explanation of your own views of language
student teaching according to the theories presented in the
suggested reading.

Collaborative:
No collaborative deliveries.

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
Planning of includes individual and group activities, as well as
activities for interaction and socialization in the virtual classroom.
the 1. Explore the syllabus of the course.
development 2. Make several readings of the activity guide and the
of evaluation rubric for each of the units of individual and
collaborative collaborative work.
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 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
Facilitator: Makes sure that every voice is heard and
perform by
focuses work around the learning task. Provides
the student
leadership and direction for the group and suggests
in the
solutions to team problems.
collaborative
Recorder: Keeps a public record of the team's ideas and
group
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.

The proposed roles are:

• Compiler: consolidates the document that is
constituted as the final product of the debate, taking into
account that the contributions of all the participants have
been included and that only the participants who
participated in the process are included. He must inform
the person in charge of the alerts to notify those who did
not participate, that they will not be included in the
product to be delivered.
• Reviser: ensures that the writing complies with the
Roles and
rules for submission of work required by the teacher.
responsibility
• Evaluator: ensures that the document contains the
for the
criteria present in the rubric. He must inform the person
delivery of
in charge of the alerts so that he informs the other
products by
members of the team in case there is an adjustment to be
students
made on the subject.
• Deliveries: alerts about the delivery times of the
products and sends the document in the stipulated times,
using the resources destined for the shipment, and
indicates to the other colleagues that the delivery has
been made.
• Alerts: ensures that the members of the group are
notified of the novelties at work and informs the teacher
through the work forum and the course's messaging, that
the document has been sent.

Use of All references considered for this activity have to be cited

references using APA Style

In the agreement 029 of December 13, 2013, article 99,

the mistakes that infringe upon the academic order,
Plagiarism among others, are the following: paragraph e) “To
policy plagiarize is to present as your own work the whole or
part of a writing, report, task or document of invention
performed by another person. It also implies the use of
cites or lack of references, or includes cites 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 punishments that the student will face are:
a) In case of academic fraud proved in the academic
work or evaluation, the score achieved will be zero (0.0)
without leading to disciplinary measures.
b) In case of plagiarism proved in the academic work
of any nature, the score achieved will be zero (0.0),
without leading to disciplinary measures.
To know how the documents must be cited, check the
following document:
Centro de Escritura Javeriano ( ) Normas APA. Sexta
edición. Taken from
http://centrodeescritura.javerianacali.edu.co/index.php?o
ption=com_content&view=article&id=138:normas-
apa&catid=45:referencias-bibliograficas&Itemid=

4. Evaluation rubric

Evaluation rubric
Activity type: Individual Activity ☒ Collaborative Activity ☐
Moment of the
Initial ☒ Unit Intermediate: ☐ Final ☐
evaluation
Assessed Performance levels of the individual activity
Score
Aspects High score Media score Low score
It’s evident that It’s partially evident It’s not evident that
the student read that the student the student read
and understood read and and understood the
the contents of understood the contents of the
the suggested contents of the suggested reading.
References 5
reading. suggested reading. Additionally, he
check out points
Additionally, he
Additionally, he didn’t check more
checked more
partially checked references in order
references in
order to learn more references in to learn more and
more and order to learn more
 reconstruct his and reconstruct his reconstruct his
knowledge. knowledge. knowledge.

(up to 5 points) (up to 2 points) (up to 1 point)

Some of the None of the
following aspects following aspects
The student
are missing: the are evident: the
entered the
forum on time student entered the student entered the
and participated forum on time and forum on time and
actively and in a participated actively participated
meaningful way: and in a meaningful actively and in a
he made his way: he made his meaningful way: he
contributions contributions about made his
about the topics the topics contributions about
Participa-
discussed, discussed, the topics
tion in the 7
interacted with interacted with his discussed,
forum and points
his mates, gave mates, gave high- interacted with his
delivery
high-quality
quality feedback. mates, gave high-
feedback. The
The final document quality feedback.
final document is
is well presented, The final document
well presented,
complete and complete and is well presented,
uploaded to the uploaded to the complete and
evaluation evaluation uploaded to the
environment. environment. evaluation
environment.

(up to 7 points) (up to 3 points) (up to 1 point)

The student The student partially The student didn’t
constructed the constructed the construct the main
main scope of main scope of this scope of this field,
this field, along field, along with along with some
with some some features. The features. The
Concept
features. The information is information is not 5
of English
information is partially accurate accurate neither points
Didactics
accurate and and shows student’s shows student’s
shows student’s
point of view. critical point of
critical point of
view.
view.
(up to 5 points) (up to 2 points) (up to 1 point)
 The student The student partially The student didn’t
identified the identified the identify the
different theories different theories of different theories of
of language language teaching language teaching
teaching and and explained them. neither explained
View of explained them He partially them accurately. 8
language accurately. He expresses his own He didn’t express points
teaching expresses his vision and supports his own vision nor
own vision and
it theoretically or supported it
supports it
empirically. theoretically or
theoretically or
empirically.
empirically.
(up to 8 points) (up to 4 points) (up to 1 point)
25
Final score
points