Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity Guide and Evaluation Rubric – Stage 3 – Lesson
Planning and Material Design for 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 ☐ 7
activity: weeks
Evaluation Intermediate,
Initial ☐ ☒ Final ☐
Moment: unit: 1
Total Score of the Activity: Environment to Submit the
150 Activity: Monitoring and Evaluation
Starting Date of the Activity: Deadline of the Activity: March
February 15th, 2020 31st, 2020
Competence to Develop:
- Student teacher conducts online speaking sessions accurately with
the support of well-structured lesson plans, reliable didactic material,
and the tool Teams.
- Student teacher provides a suitable characterization of their
students and keeps a detailed record of the practicum in the teaching
journal format.

Topics to Develop:
Teams, lesson planning, material design, learners’ characterization,
teaching journal
Steps, Phase or Stage of the Learning Strategy to Develop
Stage 3 of the Task-Based Approach (TBA) – Student teachers will
plan their lessons in the provided format, design material to support
the encounters, provide a characterization of their students, and
register the required information and reflections in the teaching
journal format.

Activities to Develop:
1. The tool you will use for conducting your alive speaking sessions is
Teams from Office365 attached to your UNAD student’s email
(campususer@unadvirtual.edu.co). Check out the tutorial you will
get through the course internal mail. Get familiar with this tool to
create a virtual classroom and become an expert using it. Anyway,
you must be attentive to the News Forum, the course internal
mail, your institutional email, and Skype to get informed about the
dates of training sessions through Web conference.
2. Before you get the lists of both groups of students you will be in
charge of, you will get in your UNAD student’s email the e-book of
the language course you will be working with, so that you can
start your lesson planning. Download the Word lesson plan
format from the Practical Learning Environment.
3. Go to the contents of Unit 1 and 2 in the Knowledge Environment
and go over the references about how to plan speaking lessons
online and how to design material for your sessions.
4. Update your profile in UNAD student’s email and What’s App with
a picture of you, suitable for academic settings.
5. Once the starting date for the alive sessions conducted by you is
set, you will need to have prepared two lesson plans per week, as
you will work twice a week with each group. The same lesson plan
can be used for both groups.
6. Likewise, you will have to design material for your speaking
lessons. You can prepare the presentation of the topics and some
practice exercises in PowerPoint, Word, PDF, etc. You can also
design some material online like web pages, interactive activities
in Educaplay, quizzes, etc.
7. Prepare a set of rules for your encounters and let your students
know them. You can do this in Spanish. The rules can include
aspects related to punctuality to start the lessons, turning
 microphones and cameras on and off during the class, a silent
environment to avoid interruptions (for teacher and students – no
people around speaking, no music, no TV sets on, no children
crying, no dogs barking, etc.), to be focused only in the lesson
(the use of cellphone or checking stuff in the computer should be
forbidden), etc.
8. Regardless of the response of your students, it is mandatory to
invite all of them to every single session to join your encounters in
the tool Teams from Office365. The invitations will be sent to their
UNAD institutional email.
9. Never answer phone calls during your lessons to show respect to
your students.
10. Never improvise your classes because your students will notice it
and will be demotivated to keep on working with you. To maintain
their interest and constant attendance in your classes will depend
on you, not on them.
11. Bring a variety of interesting activities to your lessons and pay
special attention to the “production” stage in your lesson planning.
Remember that it is in the production stage where your students
will demonstrate they can perform accurately the functions of
language you are teaching them.
12. Be sure you will accomplish the required number of hours for this
practicum or you will fail this course. You need to complete 16
sessions with each group, which is 32 sessions in total. You can
have your sessions even with a single student. If for any reason,
nobody attends one of your lessons, you need to record the
presentation of the topic and share the link of the video to your
students, to continue with the lesson in the following encounter.
Every single class must be fully recorded and the videos uploaded
to the cloud of your UNAD institutional email.
13. Once you are working on your weekly speaking sessions, your
performance will be assessed by your learners and your tutor. Be
attentive to the link you will get through your UNAD institutional
email and the course internal email.
14. You will have to keep an accurate record of your learners’
attendance to sessions and performance for the report of their
grades in the language courses. Be attentive to get an email from
 the course director for you to register in an online Excel
spreadsheet grades and performance of your students in charge.
15. Prepare a detailed characterization of each of your students
including name, age, occupation, where from, English level,
interests, attitude and aptitude towards English, and expectations
about these lessons. Be aware that you will gather some
information from your students, but you need to complete the
characterization with your own analysis of attitudes and aptitudes.
This characterization does not have a specific format.
16. A reflective teaching journal will be a great tool for your self -
assessment and monitoring. After each session, write down your
thoughts about your strengths, weaknesses, and comments.
Download the format to keep your teaching journal from the
Practical Learning Environment. Be aware that this format
must be filled after every single encounter. Do not delay it. Please,
follow this advice. Remember that links to your class videos must
be “public” before you paste them in the teaching journal format.
If your videos are private, there will not be a chance to check
them, and your grade will be deeply affected.Moreover, it is
mandatory that the links open directly and are not plain text only.
Finally, your teaching journal must be submitted in PDF format.

Knowledge Environment: Check out the contents

from Unit 1.
Collaborative Learning: Share your lesson plans
and material designed by you in the forum Stage 3,
and comment on your peers’ outcome.

Environments Practical Learning: Download the Word formats for

for the both lesson plans and teaching journal.
Development Monitoring and Evaluation: Post individually a
of the tidily arranged Zip file or “public” link to Office365
Activity OneDrive in the Monitoring and Evaluation
Environment with the following:
 A folder with lesson plans (this folder must
have two lesson plans per week)
 A folder with your designed material (files or
links with the material designed by you)
  A Word or Excel or PDF file with the
characterization of students
 PDF format with your teaching journal,
including the “public” links to your videos. Be
sure the links are not plain text, but “links”
that open without any trouble

Individual outcome:
Lesson plans, the material designed, students’
Products to characterization, and teaching journal.
be submitted Collaborative outcome:
by students
Interaction in the forum Stage 3 with comments to
peers’ contributions.

3. General Guidelines for the Collaborative Work

This stage includes a series of activities to allow the

teaching practice in online environments through the
Planning of tool Google Hangouts. For a speaking session to be
Activities for successful requires an internet speed of at least 5
the MB, a detailed lesson plan, support of accurate
Development didactic material, excellent management of Google
of Hangouts or Skype, timely communication with
Collaborative students in charge, registration of events after each
Work encounter, and a record of students’ performance.
All this will be carried out individually.

Roles to be
performed This stage does not require to perform any roles as
within the it is mainly individual and no group outcome is
collaborative required.
group
Roles and
This stage, in particular, does not require role
Duties for the
distribution among student teachers as the outcome
Submission of
to be posted in the Monitoring and Evaluation
Products by
Environment is individual.
students
 Any source of information for lesson planning and
material design must be referenced according to APA
Rules. Find guidelines here:
References In Spanish - http://normasapa.com/
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
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
Plagiarism 2013, Artículo 99)
Policy
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 3 - Lesson Planning and Material Design for Online Classes
Individual Collaborative
Activity Type: ☒ ☐
Activity Activity
Evaluation Intermediate
Initial ☐ ☒ Final ☐
Moment , unit 1
Assessed Performance Levels of Individual Activity
Score
Items High Score Average Score Low Score
The student
uploads the
The student
required number
uploads fewer
of lesson plans,
lesson plans than Lesson plans
which include
required, or they uploaded need a
complete
are incomplete in lot of
information
regard to format, improvement in
according to the
or language terms of format,
format. Topic
level, activities, language level,
and aim(s) are
Lesson timing, use of activities, timing,
coherent with 20
planning teaching aids are and use of
language level,
not coherent with teaching aids.
activities,
aims and topic. Writing skills
strategies,
The lesson plans require lots of
teaching aids,
have several improvement.
timing, and
grammar and
sources.
writing issues.
Excellent writing
skills.
(Up to 20 (Up to 10 (Up to 4
points) points) points)
To support the The designed
The student
encounters, the material has
teacher doesn’t
student designs some
Didactic attach any
accurate didactic shortcomings in
material material 20
material, which regard to visual
design designed by
meets the attractiveness,
them, but only
following criteria: clarity, support
external sources.
visual to understand
 attractiveness, content and
clarity, support meaning,
to understand language level,
content and suitability for
meaning, learners’ age and
language level, needs.
suitability for
learners’ age and
needs.
(Up to 20 (Up to 10 (Up to 4
points) points) points)
Student teacher
Student teacher
keeps a teaching
keeps a reliable
journal format,
teaching journal
but not all the
format, in which The format of
information
dates, links to teaching journal
required is
videos, and is not accurately
registered, or
reflections about completed due to
reflections about
Reflective their teaching lack of
their teaching
competence experience information or
experience are
through including too general 20
not deep enough
teaching strengths and thoughts or
to allow
journal aspects to be writing skills
improvement
improved along require lots of
along the
the lessons are improvement.
process, or there
being registered.
are several
Excellent writing
grammar and
skills.
writing issues.
(Up to 20 (Up to 10 (Up to 4
points) points) points)
Student teacher The
lays out a characterization The student did
reliable is incomplete or not lay out any
Learners’ characterization is not accurate characterization
characteriza- of their learners according to of their learners 20
tion with a detailed guidelines or or writing skills
description of there are several require lots of
them according grammar and improvement.
to guidelines. writing issues.
 Excellent writing
skills.
(Up to 20 (Up to 10 (Up to 4
points) points) points)
Student teacher
Student teacher
Student teacher lacks
conducts lessons
needs to improve commitment in
accurately in
in some of the most of the
terms of the
following following
number of
aspects: the aspects: the
sessions,
number of number of
technological
encounters, lessons,
competence,
technological technological
lesson pacing,
competence, competence,
the
lesson pacing, lesson pacing,
accomplishment
the the
of aims, balance
Performance accomplishment accomplishment
between teacher
in speaking of aims, balance of aims, balance 30
vs student
lessons between teacher between teacher
talking time, use
vs student vs student
of didactic
talking time, use talking time, use
resources,
of didactic of didactic
feedback, and
resources, resources,
assessment.
feedback, and feedback, and
Likewise,
assessment. Or assessment.
student-teacher
learners' Moreover,
provides the
evaluation is not learners'
evaluation of
reported. evaluation is not
learners.
reported.
(Up to 30 (Up to 15 (Up to 5
points) points) points)
Student teacher Student teacher Student teacher
demonstrates a does not demonstrates a
full command of demonstrate at low or very basic
Student
the English least an level of English
Teacher’s
language to intermediate to conduct their 40
Language
conduct their English level to encounters;
Level
lessons, and conduct their issues with
there aren’t any encounters; grammar,
issues related to there are some vocabulary,
 grammar, issues with pronunciation,
vocabulary, grammar, and intonation
pronunciation, vocabulary, are evident OR
and intonation. pronunciation, L2 is not the
In addition, there and intonation. main language of
is a good balance There are a lot of communication
between the use difficulties to during the
of L1 and L2. present the lessons but L1.
topics in L2 and
give accurate
feedback to
learners.
(Up to 40 (Up to 20 (Up to 5
points) points) points)
Final score 150