Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity Guide and Evaluation Rubric – Post Task –
Post task: Designing a lesson plan

1. General description of the course

School or Escuela de Ciencias de la Educación

Academic Unit
Academic Level Professional.

Academic Field Disciplinary formation.

Course Name Teacher Development

Course Code 551023
Course Type Theoretical- Retake ye ☐ N ☒
practical. exam s o
Number of 2
Credits

2. Description of the activity

Numb
Type of Individua Collaborativ
☒ ☐ er of 1
activity: l e
weeks
Evaluation Intermediat
Initial ☐ ☐ Final ☒
moment: e
Total score of the Environment to submit the activity:
activity: 125 points. Monitoring and Evaluation.
Starting date of the Deadline of the activity: May 22th,
activity: May 9th, 2020 2020
Competence to develop:
Students get involved in effective self-reflection actions that produce
necessary changes in the way they usually do things in the classroom,
following different procedures about a lesson planning and evaluation.

Students strategically apply teacher development strategies in their

institutions or real teaching situations.

Topics to develop:
Units 1 and 2
Step, phase or stage of the learning strategy to develop
Post task: Designing a lesson plan
Activities to develop

Individual

Task 1: Lesson plan reflection

Review the course material Unit 2 and answer the following questions
about a lesson planning.
a. How important do you think a lesson plan is to a successful
lesson? What features do you think a lesson plan should include?
b. Do you think it is a good idea to strictly follow a lesson plan?
Why?
c. Some people think that lesson plans severely restrict teachers’
creativity. Do you agree? Explain your answer.
Post your individual contribution in the forum on time so others
students can comment your participation.

Task 2: Lesson plan

The students will complete the components of a lesson planning
according to the course level and a specific topic or theme selected by
the group for teaching English through a punctual lesson plan to define
in a detailed form the guide of a class. bearing in mind the template
that you find a file in the practical environment with the name Post –
Task – Template Lesson Plan
Note: If you consider any other important items you are free to add
them.

Task 3: Research reflection

Bearing in mind the contents of Unit 2 more specifically the final
chapter “The contribution of research to teachers’ professional learning
and development” write minimum 3 argumentative - reflective
paragraphs about the contribution of research to teachers’ professional
learning and development to effective continuing professional
development and learning. 

Task 4: Group interaction

Discuss and give feedback to your partners’ contributions in the forum.
Take a screenshot of your participation.

Task 5: Delivery
Each student must send a PDF document to the Evaluative
Environment.

Environmen
ts for the Initial information environment
developmen Knowledge environment
t of the Evaluation and monitoring environment
activity
Individual:
A word or PDF which must include:
1. Personal details, including name, your ID number,
group number, title, course name, name of the
university, name of the program, city and date.
2. The most relevant answers about the proposed
questions.
3. Screenshot of your participation in the forum.
Products to 4. The lesson plan format with the description of the
be procedures.
submitted 5. Research reflection
by students 6. Bibliography
References (APA Style)

Collaborative:

Each student must participate at least three times in

the forum on time and give meaningful feedback about
partners’ contributions.

3. General Guidelines for the Collaborative Work

Planning of Collaborative learning is a strategy that allows

Activities for the students to work together in order to achieve a
Development of common goal. Accordingly, the collaborative work
Collaborative proposed for the course is based on a structured
Work 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.
2. Make several readings of the activity guide and
the evaluation rubric for each of the units of
individual and collaborative 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.
Roles to Be Different roles are proposed within the
Performed by collaborative environment, which allow an
the Student in appropriate space for academic growth and
the effective interaction that promotes learning and
Collaborative interpersonal relationships. Every student will
Group 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 solutions to team problems.
Recorder: Keeps a public record of the team's
ideas and 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.
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 Duties
Evaluator: Evaluates the final document to
for the
ensure it follows the evaluation criteria of the
Submission of
rubric and informs the student in charge of alerts
Products by
about any changes that need to be made before
Students
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.
All references considered for this activity have to
References
be cited using APA Style
Plagiarism Students must be aware of the risks and penalties
Policy 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 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 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
Post – Name of the Task
Activity Collaborative
Individual Activity ☒ ☐
Type: Activity
Evaluation Intermediate
Initial ☐ ☐ Final ☒
Moment Unit X
Evaluated Performance Levels of the Individual Activity
Score
Items High Score Average Score Low Score
 Students answer
Students answer
some of the
questions The student did not
questions
correctly and answer the
correctly and
Lesson completely and questions or to has
completely or did 20
plan give strong too grammar
not give opinions points
reflection opinions and mistakes.
but no
arguments.
arugments.
(up to 20 (up to 10
(up to 1 points)
points) points)
The student was
able to state
The student had
objectives
some difficulties
clearly . These
to state the The student
determine what
obejtives. These definitely had
they should know
are unclear or difficulties to
and be able to do
not related to identify and
Interpretat as a result of
purpose of the understand the
ive - learning and 20
activities. The objetives or the
Competenc instruction. The points
student identifies context of the
e student identifies
properly the learning.
properly the
context of the
context of the
learning
learning.
.

(up to 20 (up to 10
(up to 1 points)
points) points)
Propositive The student was The student had a The student had 40
Competenc able to plan the little ability to difficulty to points
e synthesize clearly synthesize clearly synthesize clearly
his/her ideas to his/her ideas to his/her ideas to
integrate all the integrate all the integrate all the
components of a components of a components of a
lesson plan, lesson plan, lesson plan, taking
taking into taking into into account a topic
account a topic to account a topic to to be developed
be developed be developed following a specific
following a following a
specific structure. specific structure.
 (up to 30 (up to 15
(up to 1 points)
points) points)
The student
demonstrated The student
The student had
ability to definitely
some difficulties
recognize and demonstrated
to reflect the
reflect clearly the difficulty to reflect
importance of
importance of the importance of
Reflective teacher’s
teacher’s teacher’s 30
Competenc contribution to
contribution to contribution to points
e research in
research in research in learning
learning and
learning and and teaching
teaching process.
teaching process. process.

(up to 30 (up to 15
(up to 1 points)
points) points)
Evaluated Performance Levels of the Collaborative Activity
Score
Items High Score Average Score Low Score
The student
socialized his/her
work but didn´t
The student
contribute to
socialized his/her The student did not
partners’ works or
Activity document, gave socialize his/her
the student
socializatio meaningful contributions and
contributed 15
n feedback about didn’t comment
meaningfully to points
and group partners’ partners’ works
partners’ works,
interaction contributions.
but didn’t
socialize his/her
own document.
(up to 15
(up to 7 points) (up to 1 points)
points)
Final Score 125