Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity Guide and Evaluation Rubric - Task 3 - Language Skills

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 Didactics of English
Course Code 518022
Course Type Metodológico Can be enabled Yes ☐ No ☒
Number of Credits 2

2. Description of the Activity

Type of Number of
Individual ☐ Collaborative ☒ 6
Activity: Weeks
Evaluation Intermediate
Initial ☐ ☒ Final ☐
Moment: Unit 2
Delivery Environment of the
Evaluative Score of the
Activity: Monitoring and Evaluation
Activity: 175 points
Environment
Starting Date of the Activity: Deadline of the Activity:
March 28th, 2020 May 8th, 2020
Competences to Develop:

- The student acquires the necessary skills for the successful teaching of
English by means of curricular analysis, class observations and teaching
proposals that brings innovation to the field of language education.
Topics to Develop:

Unit 2 - Language Skills: writing, speaking listening and reading.

Steps, Phase or Stage of the Learning Strategy to Develop:

In this task students develop the following Phases:

Pre-Task: The language skills
Task Cycle: practical work at the educational institution
Post Task: interpretations and reflections
Activities to Develop
1. Pre-Task: The language skills
Step 1: Read the documents “Teaching receptive and productive
language skills with the help of techniques” and “Receptive and
productive language skills in language teaching”, found in the Unit 2, in
the Knowledge Environment and in group, prepare an interactive
presentation where you will present the skills. Include in there the
following aspects:
-Definition of receptive and productive skills
-The order of development of the skills
-Five strategies per skill to develop the skills
To create the presentation, you can use any of these online sites.
Include the link in the final document.
https://www.genial.ly/en
https://slidedog.com/
https://www.visme.co/
https://www.emaze.com/?emazehome)

Step 2: In group, you are going to propose a didactical activity to

develop the language skills. For this part, propose one activity per
skill, and share the material. For instance, for reading, propose a text
and the activities to encourage reading skills, or for listening, share the
audio and the activities. Be creative.

2. Cycle-task: practical work at the educational institution

Step 1: Go back to the institution and observe 13 hours. The number
of classes will depend on those hours. Take the Format 3 that you
started in the previous task and continue completing it. Make the
supervisor teacher sign these 13 hours.
For the observations, you will complete the Observation Protocol-
Part 2. In there, you will complete all the items according to what you
see in the different classes. You have to complete this format per class,
it means that if you observe 5 classes, then you will complete the
format 5 times. All of them have to be delivered for this task. Once you
finish this part, upload these documents to the same file in Google Drive
where you have the other documents.

3. Post-task: interpretations and reflections

Step 1: Attend the face-to-face meeting at the UNAD Center where
you are signed up. In this meeting, you are going to develop a
 workshop related to the practical work you are carrying out at the
institution. Be on the lookout for the date and requirements to this
meeting. Don’t forget to register in the questionnaire that you will
receive in your personal and institutional email. Take in mind that the
attendance to this meeting is mandatory.

Step 2: Make a videoconference with all the members of the group.

Get together synchronically to talk about the experiences while
observing. It is suggested to do it using skype. Record the video call,
download the recording and attach it to the final work. To start the
video, say your names and during the whole video your faces have to
show up.
Consider the following questions to develop the meeting:

• Provide a general description of the observed classes: institution,

grade of students, remarkable features, teacher, etc.
• Did you perceive that the teacher planned every class, or he/she
rather improvised in the sessions? Is that planning or improvisation
successful or not? Explain why.
• What pedagogical skills do you stand out of the English teacher?
• What were the general attitudes of students towards the English
class, their teacher and mates? Why do you think that happens?
• Do you consider students learnt thanks to those teacher’s skills? Why
or why not?
• Would you change anything in teacher’s attitudes? What and why?
• In the case that students are not very fluent in English, why do you
think that happens?
• Which skills does the teacher encourage the more in students:
writing, speaking, listening or reading? Why do you think he/she
focuses mostly in that or those skills and not in all of them?

Knowledge Learning Environment: Students must

check the references and for Unit 2.
Environmen
Collaborative Learning Environment: Students must
ts for the
participate in the forum Task 3 - Language Skills. Try to
Developme
participate in an organized way in this forum to avoid the
nt of the
misuse of it. If your ideas are too extensive, you’d better
Activities
upload a Word document. You will be expected to
participate frequently and meaningfully in the forum.
 As this is a collaborative task, you are asked to choose
one of the roles presented below in order to 1) develop
the work in the forum and 2) to organize and deliver the
final paper or work. Make sure you achieve the
responsibilities of the roles you choose. This will be
evaluated.
Practical Learning Environment: Students are advised
to check the educational resources suggested and find the
formats for the practical work of the course.
Monitoring and Evaluation Environment: The task
must be submitted to Task 3 - Language Skills - Delivery
of the Activity.
Individual:
After developing the activities at the institution, upload to
the file in google drive the Format 3 with the signatures
and the Observation Protocols-Part 2.

Collaborative:
After carrying out the activities of this task, the compiler
role gathers the main information to be included in the
Products to final work, the reviser, evaluator, and alerts roles
be check it out, and only the deliveries role uploads a single
Submitted pdf document to the Monitoring and Evaluation
by Students Environment. No individual papers will be accepted since
this is a collaborative task. Include the names of the
participants in the cover page and the organization of the
final paper is as follows:
1. link of the interactive presentation.
2. 4 activities for the language skills (1 per skill and
include materials).
3. link of the recording of the videoconference.

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 includes individual and group activities, as well as
interaction and socialization in the virtual classroom.
1. Explore the syllabus of the course.
Planning of 2. Make several readings of the activity guide and the
Activities for evaluation rubric for each of the units of individual and
the collaborative work.
Development 3. All the activities that are carried out for the
of development of the activity should be reflected within
Collaborative the course through the different media and especially in
Work 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
Roles to Be
decided by the group members.
Performed by
Facilitator: Makes sure that every voice is heard and
the Student
focuses work around the learning task. Provides
in the
leadership and direction for the group and suggests
Collaborative
solutions to team problems.
Group
Recorder: Keeps a public record of the team's ideas
and progress. Checks to be sure that ideas are clear and
accurate.
Timekeeper: 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 Evaluator: Evaluates the final document to ensure it
Duties for the follows the evaluation criteria of the rubric and informs
Submission of the student in charge of alerts about any changes that
Products by need to be made before delivering the product.
Students 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 be
cited using APA Style.
American Psychological Association APA rules: It is very
References important for students to take into account these rules
in order to avoid difficulties with plagiarism and the
consequences they may face in the assessment
processes.
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?
option=com_content&view=article&id=138:normas-
apa&catid=45:referencias-bibliograficas&Itemid=

4. Evaluation Rubric

Evaluation Rubric
Task 3 - Language Skills
Activity Individual Collaborative
☐ ☒
Type: Activity Activity
Moment of
Intermediate
the Initial ☐ ☒ Final ☐
Unit 2
evaluation
Evaluated Performance Levels of the Individual Activity
Score
Items High Score Media Score Low Score
The student The student The student did not
entered the forum partially entered enter the forum in
in time to the forum in time time to participate
Participatio
participate actively to participate actively and in a 10
n in the
and in a actively and in a meaningful way: to points
Forum
meaningful way: to meaningful way: to make his
make his make the contributions about
contributions about contributions about the topics
 the topics the topics discussed, to
discussed, to discussed, to interact with the
interact with the interact with his mates, to give
mates, to give mates, to give high-quality
high-quality high-quality feedback.
feedback. feedback.
(Up to 10 points) (Up to 5 points) (Up to 1 point)
The student chose The student did not
The student chose the roles for the choose the roles
the roles for the development of the for the
development of the work and for the development of the
work and for the delivery of the final work and for the
delivery of the final document but delivery of the final
Accomplish document and fully partially document or did
5
ment of the accomplished their accomplished their not fully
points
roles responsibilities. responsibilities. accomplished their
This is evident in This is evident in responsibilities.
the forum as well the forum as well This is evident in
as in the final as in the final the forum as well
work. work. as in the final
work.
(Up to 5 points) (Up to 2 points) (Up to 1 point)
The student
uploaded these
documents
thoroughly
completed to the
file in Google
Drive: ARL The student The student did not
Certificate; delivered some of deliver any of the
Pedagogical
Presentation the formats asked formats required or 20
Practice
Formats
Letter; Format 3 or they are all of them are points
containing 29 partially filled out barely filled out or
hours: 26 hours of or not signed. not signed.
classes observed
and 3 hours for the
interview and the
signatures of the
English teacher;
Format 2, Working
 Program; all the
Observation
Protocols-Part 1;
all the Observation
Protocols-Part 2.
(Up to 20 points) (Up to 10 points) (Up to 1 point)
The student filled The student did not
The student filled
in few times the fill in several times
in several times
Protocol depending the Protocol
the Protocol
on the number of depending on the
depending on the
classes observed. number of classes
number of classes
All parts in the observed.
observed.
Protocols are All parts in the
All parts in the
partially filled in. Protocols are not
Protocols are filled
There’s partial filled in. There’s no
in. There’s
evidence of well- evidence of well-
evidence of well-
done observation done observation
done observation
and note taking. and note taking.
and note taking.
The student was The student was
The student was
partially able to not able to identify
Observation able to identify the
identify the the nuances of 20
Protocol- nuances of English
Part 2
nuances of English English teaching. A points
teaching. A
teaching. A partial detailed description
detailed description
detailed description of the classes is
of the classes is
of the classes is not evidenced
evidenced which
evidenced which which allowed the
allowed the
allowed the student’s analysis
student’s analysis
student’s analysis and reflection.
and reflection.
and reflection. Objective analysis
Objective analysis
Objective analysis of the classes is
of the classes is
of the classes is not evident as well
evident as well as
partially evident as as student’s own
student’s own
well as student’s interpretations and
interpretations and
own interpretations outlooks.
outlooks.
and outlooks.
(Up to 20 points) (Up to 10 points) (Up to 1 point)
Face-to- The student The student did not The student did not
face attended on time attend on time the attend on time the 30
meeting the meeting carried meeting carried out meeting carried out points
attendance out at the UNAD at the UNAD at the UNAD
 Center. He/she Center, or he/she Center or he/she
participated partially did not participate
actively by participated by interacting with
interacting with the actively by the mates and
mates and tutor, interacting with the tutor, sharing
sharing knowledge mates and tutor, knowledge and
and completing the sharing knowledge completing the
activities proposed. and completing the activities proposed.
activities proposed.
(Up to 30 points) (Up to 15 points) (Up to 5 point)
Evaluated Performance Levels of the Collaborative Activity
Score
Items High Score Media Score Low Score
The group The group did not
The group participated in a participate in a
participated in a videoconference videoconference
videoconference where all the where all the
where all the members partially members discussed
members discussed discussed the the experiences of
the experiences of experiences of the the practical work
the practical work practical work at at the institution,
at the institution. the institution. or they did but
Interventions are Interventions are interventions are
interesting, critical partially not interesting or
and evidence interesting, critical critical or did not
reflection from and partially evidence reflection
Videoconfe 25
students as well as evidence reflection from students as
rence points
the application of from students as well as the
the course well as the application of the
contents. application of the course contents, or
Ideas to improve course contents. ideas to improve
language education Ideas to improve language education
are shared. language education are not shared, or
The suggested are partially the suggested
questions proposed shared. questions proposed
in the guide were The suggested in the guide were
addressed as well questions proposed not addressed as
as other important in the guide were well as other
information. partially addressed important
as well as other information.
 important
information.
(Up to 25 points) (Up to 12 points) (Up to 1 point)
The group The group did not
The group
uploaded the upload the
uploaded the
recording of the recording of the
recording of the
videoconference to videoconference to
videoconference to
a file. There were a file, or they did
a file. There are no
some troubles to but there were
troubles to
download, see or troubles to
download, see or
listened the video. download, see or
listened the video.
Recording The length is listened the video.
The length is
of the partially The length is not 10
appropriate to the
videoconfe appropriate to the appropriate to the points
number of
rence number of number of
participants and
participants and participants and
quality of
quality of quality of
interventions.
interventions. All interventions. All
All the members
the members took the members did
took part of the
part of the meeting not take part of the
meeting with
without similar meeting without
similar timing.
timing. similar timing.
(Up to 10 points) (Up to 5 points) (Up to 1 point)
The group The group The group did not
designed an designed an design an
interactive interactive interactive
presentation that presentation that presentation that
shows the partially shows the shows the
definition of definition of definition of
receptive and receptive and receptive and
Interactive productive skills, productive skills, productive skills,
15
presenta- the order of the order of the order of
points
tion development of the development of the development of the
skills and five skills and five skills and five
strategies per skill strategies per skill strategies per skill
to develop the to develop the to develop the
skills. Information skills. Information skills. Information
is accurate and is partially accurate is not accurate and
organized. and organized. organized.
(Up to 15 points) (Up to 7 points) (Up to 1 point)
 The presentation is The presentation is The presentation is
really interactive; partially not very
is creative, interactive, interactive,
appealing; contains creative, and creative,
Resource charts and images appealing; and appealing; does 20
Creativity to avoid much text. barely contains not contain charts points
There were no charts and images and images to
troubles to see the to avoid much text. avoid much text.
resource.
(Up to 10 points) (Up to 5 points) (Up to 1 point)
The activities The activities
The activities
proposed partially proposed do not
proposed really
develop the develop the
develop the
Pertinence language skills. language skills.
language skills.
of the They are partially They are not
They are original,
didactical original, partially original, do not
facilitate learning
activities facilitate learning facilitate learning
and the material is
and some material and the material is
shared.
is shared. not shared.
(Up to 20 points) (Up to 10 points) (Up to 1 point)
Only the deliveries Someone else The final work was
role handed in the different to the not uploaded by
final work to the deliveries role the assigned role
Evaluation handed in the final and to the right
Environment. It is work to the place. It is not
complete, well- Evaluation complete, well-
presented, Environment. It is presented,
organized, and partially complete, organized, and
contains the well-presented, does not contain
Presentatio
guidelines organized, and the guidelines 10
n and
suggested in the partially contains suggested in the points
delivery
Activities Guide. the guidelines Activities Guide.
The formats of the suggested in the The formats of the
practical work at Activities Guide. practical work at
the institution were The formats of the the institution were
uploaded practical work at not uploaded to the
individually to the the institution and file at google drive.
file at google drive the final paper with
and not to the the activities were
course.
 uploaded to the
wrong places.
(Up to 10 points) (Up to 5 points) (Up to 1 point)
175
Final Score
points