Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity Guide and Evaluation Rubric – Stage 1 – Getting Started
for Conducting Online Classes

1. General Description of the Course

Faculty or Escuela de Ciencias de la Educación

Academic Unit
Academic Level Profesional
Academic Field Formación disciplinar
Course Name Pedagogical Experience II
Course Code 551025
Course Type Methodological Retake Yes ☐ No ☒
Exam
Number of credits 3

2. Description of the Activity

Type of Number of
Individual ☒ Collaborative ☐ 2
activity: weeks
Evaluation Intermediate,
Initial ☒ ☐ Final ☐
Moment: unit:
Total Score of the Activity: Environment to Submit the
25 Activity: Monitoring and Evaluation
Starting Date of the Activity: Deadline of the Activity: February
February 1st, 2020 14th, 2020
Competences to Develop:
- Student teacher identifies the features of the practicum to be
developed on virtual environments regarding methodology, strategies,
tools, types of activities, the number of students in charge, schedule,
the number of sessions, etc.
- Student teacher reflects on former teaching experience to take
advantage of it and be settled in the current practicum.

Topics to Develop:
Previous knowledge about teaching experience and contextualization
for current teaching practice
Steps, Phase or Stage of the Learning Strategy to Develop
Stage 1 of the Task-Based Approach (TBA) – Student teachers will be
settled for current practice and reflect on previous teaching
experiences.

Activities to Develop:
1. The very first thing you will need to do in this course is to settle
the schedule of the 6-hour-online alive encounters you will be
conducting. You will be in charge of two groups of students (A
and B) working 3 hours with each group where each session will
be 1,5 hours long. That means you will work 4 sessions per
week: 2 sessions with group A and 2 sessions with group B, for
a total of 6 hours per week of alive encounters, plus 2 hours for
preparing lessons per week. This will be along 8 weeks to
complete 64 hours of teaching practice in online environments.
To settle your schedule, please complete the following form by
the 5th day after starting the term as your availability must be
posted in the language courses from the very beginning so that
students can subscribe accordingly. Fill in this form only once:
551025 – Personal Information and Schedule for Hangout
Sessions. In addition, be attentive to the course internal mail
for getting directions to schedule an interview by phone or
Skype with the course director and your inclusion in the course
Skype group. These steps are mandatory, and if you fail any of
them, your practicum might be awkwardly affected.

2. After accepting the Course Rules and Conditions, browse all

environments in the classroom, introduce yourself in the forum
Stage 1 in the Collaborative Learning Environment, and make a
brief summary in the forum of such rules and conditions. It is a
summary using your own words, so you do not have to copy
and paste the 10 items, but it is a must that you get a deep
understanding of such rules. Include also the schedule you set
for your online encounters in the Google form above, in Activity
1.

3. Read thoroughly the course Syllabus posted in the Knowledge

Environment, and answer these questions with complete
sentences, not just short answers.
 a. As a student of Pedagogical Experience II, I am called a
_______ _______ in __________ environments.
b. Among all language skills, my teaching will be focused on
_________ skills.
c. The synchronic ICT tools I will use to perform my alive
lessons are __________ __________ and __________.
d. The whole pedagogical experience in this course will last
_______ hours along ______ weeks.
e. How many hours will you teach per week?
f. About how many hours will you devote for lesson
planning?
g. How many groups will you be in charge of?
h. How many sessions will you conduct per week?
i. How many sessions will you conduct weekly per group?
j. How long will each lesson be?
k. How many students can you expect per group?
l. What are the units’ names in this course?
m. How many stages or moments does Pedagogical
Experience II have?
4. Write a description of your teaching experience (whether if you
are already a teacher or only taught in the course Pedagogical
Experience I) taking into account the best and the difficulties of
being an English teacher. Your description must be accurately
structured with a title, an introduction, a body paragraph, and a
conclusion.

5. Post answers for above activities 2, 3, and 4 in the forum Stage

1 in the Collaborative Learning Environment and comment your
peers’ contributions. Then, in the Monitoring and Evaluation
Environment post individually a PDF file with the same
information you shared in the forum.
 Knowledge Environment: Check out the course
Syllabus to get the answers to questions “a.” to “m.”
from Activity 3.

Collaborative Learning: Share your answers to

Activities 2, 3 and 4 in the Collaborative Learning
Environment in the forum Stage 1: Getting Started
for Conducting Online Classes and comment on
your peers’ outcome in a meaningful way.
Environments
for the Monitoring and Evaluation: Post individually a PDF
Development file to the Monitoring and Evaluation Environment
of the with:
Activity • Cover page
• Your self-introduction
• Summary of Course Rules and Conditions
• Schedule for online sessions you set in the Google
form in Activity number 1.
• Complete answers to questions a. – m, from
Activity 3.
• Description of your previous teaching experience
(Activity 4).

Individual outcome:

Activities 1 to 5.
Products to
be submitted
Collaborative outcome:
by students
Interaction in the forum through comments to peers’
contributions.
3. General Guidelines for the Collaborative Work

Planning of This initial activity, mainly individual, available for

Activities for the two first weeks of the term, is the core to
the understand what is coming along current online
Development teaching practice. The collaborative stage has to do
of with interaction in the forum through comments to
Collaborative peers’ contributions.
Work
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.
Facilitator: Makes sure that every voice is heard
and focuses work around the learning task. Provides
leadership and direction for the group and suggests
Roles to be
solutions to team problems.
performed
Recorder: Keeps a public record of the team's ideas
within the
and progress. Checks to be sure that ideas are clear
collaborative
and accurate.
group
Timekeeper: Encourages the group to stay on task.
Announces when the time is halfway through and
when the 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 Compiler: Puts together the final product and

Duties 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.

Any source of information must be referenced

according to APA Rules. Find guidelines here:
In Spanish - http://normasapa.com/
References
In English - http://www.bibme.org/citation-
guide/apa/

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 the invention carried out by another
Plagiarism
person. It also implies the use of citations or lack of
Policy
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
Stage 1 – Getting Started for Conducting Online Classes
Individual Collaborative
Activity Type ☒ ☐
Activity Activity
Evaluation Intermediate
Initial ☒ ☐ Final ☐
Moment , unit
Evaluated Performance Levels of Individual Activity
Score
Items High Score Average Score Low Score
Student submits Student submits Student teacher
the Google form the Google form, does not fill in
correctly with but the the Google form
the required information to provide
contact about the contact
Form information, schedule is not information,
4
submission English level, posted in the English level,
and schedule for forum or not and schedule for
conducting included in the speaking
online sessions. document. sessions.
(Up to 4 (Up to 2
(0 points)
points) points)
The document
Student misses
includes the self-
the self-
introduction, the The student
introduction, or
summary of doesn’t include
the summary of
course rules and the summary of
course rules and
conditions, course rules and
Course conditions, or the
schedule of conditions nor 8
Recognition answers to the
encounters, and answers to
questions are
correct answers questions
incomplete or not
to questions “a.”
correct.
to “m.”
(Up to 8 (Up to 4
(0 points)
points) points)
The description The description
Description Student doesn’t
of previous of previous
of teaching describe their 8
teaching teaching
experience previous
experience is an experience is
 accurate text superficial and/or teaching
with reflexive is not accurately experience.
deep thoughts structured with
and structure title,
(title, introduction,
introduction, body, and
body, and conclusion.
conclusion).
(Up to 8 (Up to 4
(0 points)
points) points)
The document
The document Major grammar
and participation
and participation and writing
in the forum
in the forum are difficulties are
have some
written with found in the
Grammar difficulties in
correct paper and the
and writing regards to 5
grammar, forum, which
skills structures,
spelling, and deeply affect
spelling and/or
punctuation. meaning.
punctuation.
(Up to 5 (Up to 2
(0 points)
points) points)
Final score 25