Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity Guide and Evaluation Rubric – Task 1
Designing a Teacher Development strategy

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 yes ☐ No ☒
practical. exam
Number of Credits 2

2. Description of the activity

Numbe
Type of
Individual ☐ Collaborative ☒ r of 2
activity:
weeks
Evaluation
Initial ☐ Intermediate ☒ Final ☐
moment:
Environment to submit the
Total score of the activity:
activity: Monitoring and Evaluation
150 points.
Environment.
Starting date of the Deadline of the activity: March 27th,
activity: February 15th, 2020 2020
Competence to develop:
The students recognize and understand the importance of teacher
development processes to maintain interest, creativity, motivation,
and enthusiasm in their teaching practice in any educational context in
order to provide an optimal learning environment for all learners.
Topics to develop:
Workshops, Teacher support groups, Keeping a teaching journal,
Teaching portfolios, peer observation, Competencias y estándares
TIC desde la dimensión pedagógica (Chapter 3 – pag 26-56)

Step, phase or stage of the learning strategy to develop

 Task 1: Designing a Teacher Development strategy
Activities to develop

Individual

Task 1. Reading.
Go to knowledge environment and read the contents in Unit 1.

Task 2: Teaching experiences time line.

Read the following statement:

Development means change and growth. Teacher development is

the process of becoming ‘the best kind of teacher that I
personally can be’ (Underhill 1986 p1). To the extent that
teachers are regularly asking themselves ‘How can I become a
better teacher?’ ‘How can I enjoy my teaching more?’ ‘How can I
feel that I am helping learning?’ they are thinking about ways of
developing. They are acknowledging that it is possible to change
the way they teach and perhaps also the preconceptions that they
have about teaching and learning. Teacher development, as we
understand it, draws on the teacher’s own inner resource for
change. It is centred on personal awareness of the possibilities for
change, and of what influences the change process. It builds on
the past, because recognizing how past experiences have or have
not been developmental helps identify opportunities for change in
the present and future. It also draws on the present, in
encouraging a fuller awareness of the kind of teacher you are now
and of other people’s responses to you. It is a self-reflective
process, because it is through questioning old habits that
alternative ways of being and doing are able to emerge. (Head, K,
& Taylor, P.1997).

Draw or design a time line representing the time you have been in
teaching or you have learning English and mark these ‘significant
phases’ on it. Support them by an explanation. Look at the examples
Task 3: Individual strategy
The student must choose one of the Unit 1 individual strategies to
implement professional development for language teachers:
Workshops, teacher support groups, Teaching journal, teaching
portfolio or peer observation and answer the following information as a
message in the forum on time so others students can comment your
participation.

a. Definition of the chosen strategy

b. Why did you select that strategy? Why is it important for your
professional development?
c. Advantages and disadvantages
d. If you were an English teacher right now, how would you apply and
implement the strategy? Include specific information about the
means, audience, objective, time, steps, and other aspects or factors
you consider important to include.
e. Would you involve other people in the implementation of the
strategy? If so, who and why?

Collaborative

Task 4: Group strategy

The group decides and agrees on the best individual strategy and
designs an example of the strategy using a technological tool. (Web
page, a blog, an online presentation so fourth). Choose the best that
fits with the chosen strategy. In the practical environment, you will
find a file with the name of Task 1 -Template – Strategy development.
Task 5: Conclusions and recommendations
The group writes some conclusions about the benefits of using the
strategy and also gives recommendations.

Task 6:Delivery
In a whole document Word or PDF the group leader is going to paste
the link for the technological strategy and send the final product to the
Evaluative Environment (only one file per group will be allowed).

Note: De acuerdo con la resolución establecida para trabajo

colaborativo y acompañamiento docente: art. 19: “Para aquellos
estudiantes que ingresan faltando dos o tres días para el cierre de la
actividad, el docente no tendrá en cuenta estas participaciones para la
asignación de la calificación en respeto del cumplimiento de aquellos
estudiantes que sí lo han hecho”
Environment
Initial information environment
s for the
Knowledge environment
developmen
Collaborative learning environment
t of the
Evaluation and monitoring environment
activity
Individual:
The answers about the individual strategy in the
forum.

Collaborative:
Products to
be A PDF file with the following content:
submitted 1. Cover page (name and last name, course
by students info, tutor name, date).
2. A screenshot of the timeline of each
student.
3. Template – Development Strategy.
Name your file as follows:
Task 1 _group number.pdf

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
 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.
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
Development of
and especially in the forum of each activity,
Collaborative
since the interaction; if they work by Skype or
Work
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 the collaborative environment, which allow an
Student in the appropriate space for academic growth and
Collaborative effective interaction that promotes learning and
Group 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 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
Products by
alerts about any changes that need to be made
Students
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.
All references considered for this activity have to
References
be cited using APA Style
Plagiarism Policy 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
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

Activity Individual Collaborativ

☒ ☒
type: Activity e Activity
Moment of Initial ☐ Unit ☒ Final ☐
the Intermediat
evaluation e:
Performance levels of the individual activity
Assessed
Low Score
Aspects High score Media score
score
The time line
The time line
include some of
include entries
the entries which
which describe
describe
important
important
teaching and
teaching and
learning
learning
experience that
experience that No time
have made major
have made major line
Time line contributions to 20
contributions to
the teacher
the teacher
development. All
development.Not
entries in the
all entries in the
timeline are
timeline are
supported by an
supported by an
explanation.
explanation.
(up to 20 (up to 10 (up to 1
points) points) points)
Some of the
information is
The information
adequately and
is adequately and The
supports clearly
supports clearly answers
each answer. The
each answer. The does not
Individua ideas show 30
ideas show critical meet any f
l strategy relevant. The task point
thinking and it the
was posted 3 days s
was posted on criteria.
after deadline or
time.
it was not posted
in the forum.
(up to 30 (up to 20 (up to 1
points) points) points)
Performance levels of the collaborative
Assessed activity
Score
Aspect Low
High score Media score
score
 The template has The template has
the required partial
There is
information. It information. The
not
presents relevant ideas does not
template
information, well support clearly 20
Group or the
developed and the topic. It does point
strategy links didn’t
complete. It has not have s
open
illustrations and illustrations and
creative design creative design.
(Up to 20 (Up to 10 (Up to 1
points) points) points)
The link opens
The link opens
properly. The
properly. The
strategy has the
information is The link
appropriated
Teacher appropriated but did not
information and
developme it does not have open. 30
includes
nt strategy illustrations and
illustrations and
creative design.
creative design.
(Up to 30 (Up to 15 (Up to 1
points) points) points)
It presents some
The conclusions
of the required
and
information or It doesn’t
recommendations
doesn’t have
summarize the 20
Conclusio conclusions and conclusion
ideas and details point
ns recommendations s.
from the group s
.
discussion
(Up to 20 (Up to 15 (Up to 1
points) points) points)
Group The student The student The 20
interaction socialized his/her socialized the student point
document, gave work but didn´t did not s
meaningful contribute to socialize
feedback about partners’ works or his/her
partners’ to the final document
contributions and document.
supports the
development of
 the final
document.
(Up to 20 (Up to 10 (Up to 1
points) points) points)
The PDF has
The PDF
Introduction,
document
strategy link, The PDF lacks
is not
conclusions and the Introduction,
uploaded
it’s written in APA the conclusions or 10
Final in the
format and it is it’s written in APA point
Product evaluative
uploaded in the format. s
environme
evaluative
nt
environment.
(Up to 20 (Up to 10 (Up to 1
points) points) points)
Final score 150