Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity guide and evaluation rubric

1. General description of the course

Faculty or Faculty of Education

Academic Unit
Academic Level Professional
Academic Field Disciplinary
Course Name Didactics of English
Course Code 551026
Course Type Theoretical Retake yes ☐ No ☒
exam
Number of Credits 2

2. Description of the activity

Numbe
Type of
Individual ☐ Collaborative ☒ r of 12
activity:
weeks
Evaluation
Initial ☐ Intermediate ☒ Final ☐
moment:
Total score of the activity: Environment to submit the
100 activity: Evaluation and monitoring
Starting date of the Deadline of the activity:
activity: November 7th 2017 November 28th 2017
Competence to develop:
Task-Based-Learning which, according to Richards (2010), refers to a
focus on the use of tasks as the core of the planning process and to
bring language learning approach. Some of its proponents portray it as
a logical development of the communicative approach. Some of the
characteristics of TBL are the use of: 1. Activities that involve real
communication since they are essential to language learning, 2.
Activities that are meaningful to the student since they help the
learning process, 3. Activities in which language is used to develop
meaningful tasks since they promote real learning the language.
Topics to develop:
The ELT curriculum, Lesson Planning
Step, phase or stage of the learning strategy to develop
Intermediate evaluation.
Activities to develop
1. Read the document “The ELT curriculum, a flexible model for a
changing world” found in the Course Contents UNIT 2, in the
Knowledge Environment.
2. Once you have understood and internalized the contents, create
a comparative chart regarding the different models of
curriculums. When creating your charts, the following aspects
must be evident in there: -definition of curriculum -the 4 models
showed by the author -definition of them, their main goals,
advantages and disadvantages, and an example of objectives,
activities, or didactic procedures. These 5 aspects must be
evident in your chart. Pay attention to not to copy and paste
information from the text, but you have to say this information
with your own words. If you copy the definitions from the text,
and much other information, and put this on your written work,
the tutor won’t accept this, and your grade will be negatively
affected.

Individually, write your comparative charts and post it to the forum

Unit 2: task 4, found in the Collaborative Environment. Do not paste
the chart directly to the forum, but attach it in a word document.
Remember to participate on time so that your mates could check your
work to give feedback and improve, and to agree in the collaborative
phase. Finally, when you have corrected your chart according to the
feedback given, the leader of the group is going to compile the charts
created by all the members of the group and upload them in a single
document (pdf or word) to the link Cycle-task: task 4, found in the
Evaluation Environment. Don’t forget to write the name of each
student in front of each chart.

3. After developing the individual activity, read the document

“Lesson planning”, found in the UNIT 2, in the Knowledge
Environment.
4. Taking into account the information presented in this document,
collaboratively answer the following questions:
- what is a lesson plan?
- why is it important to plan a lesson?
- what are the different models of lesson planning?
 - what are the different elements that must be included in a
lesson plan?
- what are the steps or stages when planning and implementing
a lesson plan?

As a group, reach some agreements about the way you will answer
the questions. All your contributions must be done in the forum. At the
end, the whole group must hand in a document containing these
questions and their answers. Make sure the information is complete,
rigorous and show that all of you understood the information.

The leader of the group will collect all the contributions of the mates
and create the final document, which must be sent to the link Task 4,
found in the Evaluation Environment. Make sure you include the
names of the partners who contributed to the work.
Environmen
ts for the
Collaborative learning
developmen
Evaluation and monitoring
t of the
activity
Individual:
Products to
be Comparative chart
submitted
by students Collaborative:
Final document compilation with the answers

3. General guidelines for the collaborative work

1. In order to have the necessary knowledge that will

enable students to participate actively and assertively
Planning of
in the activity, it is necessary to read carefully the
activities for
established contents, the integrated guidelines, the
the
evaluation format given and to consult each phase of
development
the course.
of
2. It’s very important for students to participate on
collaborative
time (take a look to the course agenda), to send the
work
asked exercises and to feedback meaningfully to their
partners’ contributions in order to get excellent
 results, so it is necessary to write a motivational
message to get partners read and comment
contributions.
3. Keep in mind the commentaries sent by the tutor
and partners to the making of the final product.
4. Propose a work agenda to the making of the
assigned task.
5. Verify the product conditions and consolidated
materials carefully. The final products will be assessed
according to the guidelines and the Evaluation Format.
6. Send the contributions and the final product to the
learning environments and links provided in this
integrated activity guide.
Each student must participate actively in each
assessment moment in the course, taking into
account individual and collaborative activities.

All the students must participate meaningfully in the

Roles to be
making of the final product which is the result of
performed
interaction of all team members.
by the
student in
All the participants must check carefully the final
the
product so it fulfills all the established requirements
collaborative
given in the activity guide.
group
One of the students who plays the role of leader sends
a message indicating which the final product is and
will have the responsibility to send the final product
file.
Because of the nature of the collaborative tasks and
the importance of team work, each student will select
the role that each one will take to develop the
Roles and
collaborative tasks in this course:
duties for
Director: To organize, coordinate, lead and evaluate
the
the topic to be debated in the group based on
submission
previous experience.
of products
Co director: To fulfill and highlight the most important
by students
contributions which will be include in the final product
Debate Leader: To encourage the academical debate
needed to highlight concepts and handle on the
 discussed topic. To inquire constantly to the group in
order to look for some connections between the issues
learned and those which are proposed.
Rapporteur: To argue in a rigorous way in order to
enrich the topics deal with; to compile and
systematize the information to be delivered.
The summarizer: To develop the outcome document,
this becomes the final product of the debate and the
academical synthesis with the collaborative or
cooperative group; to watch up that the guidelines
given in evaluation rubric.
“Direct quotes:
Direct quotes show where another person's original
thoughts, words, ideas, images etc. have been used
directly in someone else's work.

Direct quotes should be used sparingly, particularly

longer quotes. If you use too many, you are simply
reporting information that you have found.
Paraphrases, on the other hand, require you to
rewrite the reference in your own words showing that
you have really understood the ideas or issues.

References Direct quotes (short):

Follow these steps to use direct quotes in your
assignments.

Copy the exact words from the original source.

Use quotation marks " " at the beginning and end of
the copied text.
Reference the author, year and page number
information.”

Taken from:
https://www.dlsweb.rmit.edu.au/lsu/content/1_studys
kills/study_tuts/apa_ll/direct.html
 Plagiarism is a real risk in academic environments. At
Plagiarism UNAD, plagiarism is a serious offense which could lead
policy the student to get a 0 (Zero) grade on the
assignment. If there is a reoccurrence, it leads
student to fail the course immediately.

4. Evaluation rubric

Evaluation rubric

Collaborative
Activity type: Individual Activity ☐ ☒
Activity
Evaluation
Initial ☐ Intermediate ☒ Final ☐
moment
Performance levels of the individual activity
Evaluated items Score
High score Average score Low score
The charts don’t
The charts
The charts show show that the
partially show that
that the student student explored
the student
explored and and analyzed the
explored and
analyzed the reference for unit
analyzed the
references for unit 2. The
reference for unit
Checking references 2. The information information
2. The information 10 points
shows that the doesn’t show that
partially shows
student student
that student
understood the understood the
understood the
concepts and concepts and
concepts and
masters the topics. masters the
masters the topics.
topics.
(up to 10 points) (up to 5 points) (up to 0 points)
The information
The information The information
presented in the
presented in the presented in the
charts is partially
charts is well- charts is not
well-organized,
Comparative charts organized and well-organized,
clear and 10 points
design clear. The clear and
complete. The
document doesn’t complete. The
document presents
present important document
some important
language errors. presents many
language errors.
 important
language errors.
(up to 10 points) (up to 5 points) (up to 0 points)
The charts The charts The charts
present all these partially present didn’t present all
aspects: - these aspects: - these aspects: -
definition of definition of definition of
curriculum; -the 4 curriculum; -the 4 curriculum; - the
models showed by models showed by 4 models showed
the author; - the author; - by the author; -
definition of the definition of the definition of the
Comparative charts models, their main models, their main models, their
20 points
Contents goals, advantages goals, advantages main goals,
and and advantages and
disadvantages, disadvantages, disadvantages,
and an example of and an example of and an example
objectives, objectives, of objectives,
activities, or activities, or activities, or
didactic didactic didactic
procedures. procedures. procedures.
(up to 20 points) (up to 10 points) (up to 0 points)
The student
The student
entered the
entered the forum The student
forum late and
on time and didn’t enter the
did not
participated forum on time and
Individual forum participate
actively partially 10 points
participation frequently. The
(frequently and in participated
contributions
a meaningful actively.
were not
way).
meaningful.
(up to 10 points) (up to 5 points) (up to 0 points)
Performance levels of the collaborative activity
Evaluated items Score
High score Average score Low score
The document The document The document
shows that the partially shows does not show
student explored that the student that the student
Checking references and analyzed the explored and explored and 15 points
references for unit analyzed the analyzed the
2. The information reference for unit reference for
shows that the 2. The information unit2. The
 student partially shows information
understood the that student shows that
concepts and understood the student did not
masters the topics. concepts and understand the
masters the topics. concepts and
does not master
the topics.
(Up to 15 points) (Up to 7 points) (Up to 0 points)
The document The document The document
presents the partially presents does not present
answers to the 5 the answers to the the answers to
questions. The 5 questions. The the 5 questions.
Questions answers 20 points
information is information is The information
clear and partially clear and is neither clear
pertinent. pertinent. nor pertinent.
(Up to 20 points) (Up to 10 points) (Up to 0 points)
The student did
The student got The student got not get
interested in interested in interested in
developing a good developing a good developing a
work, so he/she work, but he/she good work, so
checked the partially checked he/she did not
partners’ answers the partners’ check the
in order to give answers in order partners’ answers
Collaborative
feedback and to give feedback and did not give 10 points
participation
improve. The and improve. The feedback to
student actively student partially improve. The
participated in participated in student did not
order to present order to present participate in
an excellent final an excellent final order to present
task. task. an excellent final
task.
(Up to 10 points) (Up to 5 points) (Up to 0 points)
The final task is The final task is The final task is
well-presented, partially well not well
with no significant presented, with no presented, with
Delivery guidelines language significant some significant 5 points
mistakes, and is language language
uploaded by the mistakes, and is mistakes, and/or
group leader to uploaded by the is not uploaded
 the Evaluation group leader to by the group
Environment. the Evaluation leader to the
Environment. Evaluation
Environment.
(Up to 5 points) (Up to 2 points) (Up to 0 points)
Final score 100 Points