Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity Guide and Evaluation Rubric – Stage 4 – Self-Monitoring
& Assessing Speaking

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 ☐ 5
activity: weeks
Evaluation Intermediate,
Initial ☐ ☒ Final ☐
Moment: unit 2:
Total Score of the Activity: Environment to Submit the
150 Activity: Monitoring and Evaluation
Starting Date of the Activity: Deadline of the Activity:
October 23rd, 2019 November 28th, 2019
Competences to Develop:
- Student teacher conducts online speaking sessions accurately with
the support of well-structured lesson plans, reliable didactic material,
and Google Hangouts or Skype.
- Student teacher provides a suitable self-monitoring exercise and an
accurate proposal for speaking exam to be applied to their students.

Topics to Develop:
Google Hangouts, lesson planning, material design, self-monitoring,
speaking final exam proposal.
Steps, Phase or Stage of the Learning Strategy to Develop
Stage 4 of the Task-Based Approach (TBA) – Student teachers will
plan their lessons in the provided format, design material to support
the encounters, provide a self-monitoring exercise based on one video
of their classes, and propose a speaking final exam for their students.

Activities to Develop:

For this stage, you will need the following guidelines to show your
growth as a teacher:
1. Keep on the proposal of two lesson plans per week, the design of
suitable didactic material for your alive speaking sessions through
Google Hangouts or Skype, the record of your teaching journal in
the format downloadable from the Practical Learning Environment,
as you did in Stage 3 (be sure the links to your videos open
directly and are not in plain text and that the teaching journal is
submitted in PDF), and all the recommendations to conduct your
speaking lessons accurately as stated in Stage 3.

2. In the Knowledge Environment, go to the contents of Unit 3, and

read the chapter “Self – monitoring” from the e-book
Professional Development for Language Teachers: Strategies for
Teacher Learning by Richards and Farrell. After reading it and
having clear what self-monitoring is for, choose one recording of
your Hangout or Skype sessions (one with Group A or Group B),
and prepare a lesson report including the following aspects:
a. Identification of the speaking session (date, group, number of
students, length, topic, link to the recording, etc.)
b. Brief narrative or description of the speaking lesson
c. How successful were activities and materials?
d. What departures did you make from the original lesson plan?
e. What difficulties did learners experience in different stages of
the lesson?
f. What aspects of the lesson did you feel were particularly
successful?
g. What aspects of the lesson did not work particularly well? Why?
h. What aspects of the lesson should be done differently next
time?
3. For week number 8 of your practicum, you will apply a speaking
final exam to your learners. Therefore, you will design a proposal
for such test through a guideline and rubrics. The guide should be
designed in term of competences, main objective, contents to be
assessed, description and procedure to apply the oral test,
additional resources, and references. On the other hand, the rubric
should point out the items to evaluate (for example grammar,
pronunciation, fluency, vocabulary, etc.) and scale of performance
(for example: poor, fair, excellent). In addition, you will get a link
in your Gmail account for reporting your students’ grades,
including this speaking final exam.

Knowledge Environment: Check out the contents

of Units 2 and 3.

Collaborative Learning: Share your lesson plans

and material designed by you in the forum Stage 4,
and comment on your peers’ outcome.

Practical Learning: Download the Word formats for

both lesson plans and teaching journal.

Monitoring and Evaluation: Post individually a

Environments tidily arranged Zip file or “public” link to Google
for the Drive in the Monitoring and Evaluation Environment
Development with the following:
of the  Folder with lesson plans (this folder must have
Activity two lesson plans per week)
 Folder with your designed material (files or
links with the material designed by you)
 PDF format with your teaching journal with the
“public” links to your YouTube videos. Be sure
the links are not plain text, but “links” that
open without any trouble.
 A PDF file with your lesson report of one
session
 PDF with final exam proposal (guideline and
rubric)
 Individual outcome:
Lesson plans, the material designed, one self-
monitoring lesson report, speaking final exam
Products to proposal, and teaching journal.
be submitted
by students Collaborative outcome:
Interaction in the forum Stage 4 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
tools Google Hangouts or Skype. For a speaking
session to be successful requires an internet speed
Planning of
of at least 5 MB, a detailed lesson plan, support of
Activities for
accurate didactic material, excellent management of
the
Google Hangouts or Skype, timely communication
Development
with students in charge, registration of events after
of
each encounter, and a record of students’
Collaborative
performance. Likewise, it is necessary to check the
Work
requirements for the final e-teaching portfolio, to
gather from this third stage some of its inpu, such as
students’ testimonies, selection of lesson plans, etc.
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
functions for This stage, in particular, does not require role
the distribution among student teachers as the outcome
submission of to be posted in the Monitoring and Evaluation
outcomes by Environment is individual.
students
References Any source of information for lesson planning and
material design must be referenced according to APA
 Rules. Find guidelines here:
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
2013, Artículo 99)
Plagiarism
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 4 – Self-Monitoring & Assessing Speaking
Individual Collaborati
Activity Type: ☒ ☐
Activity ve Activity
Evaluation Intermedia
Initial ☐ ☒ Final ☐
Moment te, unit 2
Performance Levels of Individual Activity
Evaluated
Average Score
Items High Score Low Score
Score
The student
The student
uploads the
uploads fewer
required
lesson plans
number of Lesson plans
than required,
lesson plans, uploaded need
or they are
which include a lot of
incomplete in
complete improvement
regards to
information in terms of
format, or
according to format,
language level,
the format. language level,
activities,
Lesson Topic and activities,
timing, use of 20
planning aim(s) are timing, and
teaching aids
coherent with use of
are not
language teaching aids.
coherent with
level, Writing skills
aims and topic,
activities, require lots of
or formats
strategies, improvement.
have several
teaching aids,
grammar and
timing, and
writing issues.
sources.
(Up to 20 (Up to 10 (Up to 4
points) points) points)
Didactic To support the The designed The designed 15
material encounters, material has material lacks
design the student some visual clarity,
designs shortcomings suitability to
accurate in regards to support
didactic visual content and
material, attractiveness, meaning,
which meets clarity, support pertinence to
 the following
criteria: visual
attractiveness,
to understand
clarity, support
content and
to understand
meaning, learners' level,
content and
language level, age, and
meaning,
suitability for interests.
language
learners’ age
level,
and needs.
suitability for
learners’ age
and needs.
(Up to 15 (Up to 8 (Up to 2
points) points) points)
Student
teacher keeps
Student
a teaching
teacher keeps
journal format,
a reliable
but not all the
teaching
information The format of
journal format,
required is teaching
in which dates,
registered, or journal is not
links to videos,
reflections accurately
and reflections
about their completed due
Reflective about their
teaching to lack of
competenc teaching
experience are information or
e through experience 20
not deep too general
teaching including
enough to thoughts or
journal strengths and
allow writing skills
aspects to be
improvement require lots of
improved
along the improvement.
along the
process, or
lessons are
there are
being
several
registered.
grammar and
writing issues.
(Up to 20 (Up to 10 (Up to 4
points) points) points)
Self – Student The self– The lesson
15
monitoring teacher posts monitoring report is not
 a complete experience is
lesson report not completely
based on a supported with
lesson with the lesson
one of the report in
groups in regard to all
included in the
charge. The the required
outcome.
report is items in the
structured guidelines, or
accordingly to there are
items a. to h. several
in the grammar and
guidelines. writing issues.
(Up to 15 (Up to 8
(0 points)
points) points)
The speaking
final exam
proposal lacks
Student
accurate
teacher lays
contextualizati
out a reliable
on and
proposal to
indications to
evaluate their
guide learners
learners’
to perform the The student
speaking skill
test, or the did not lay out
Speaking through a
rubric is not any final exam
final exam coherent 20
originally proposal.
proposal guideline and
proposed by
assessment
the student
rubric,
teacher, or the
including all
proposal has
required
several
aspects.
grammar and
writing
difficulties.
(Up to 20 (Up to 10
(0 points)
points) points)
Performan Student Student Student 20
ce in teacher teacher needs teacher lacks
speaking conducts to improve in commitment in
 lessons
accurately in most of the
some of the
terms of the following
following
number of aspects: the
aspects: the
sessions, number of
number of
technological lessons,
encounters,
competence, technological
technological
lesson pacing, competence,
competence,
the lesson pacing,
lesson pacing,
accomplishme the
the
nt of aims, accomplishme
accomplishme
balance nt of aims,
nt of aims,
between balance
balance
teacher vs between
lessons between
student talking teacher vs
teacher vs
time, use of student talking
student talking
didactic time, use of
time, use of
resources, didactic
didactic
feedback, and resources,
resources,
assessment. feedback, and
feedback, and
Likewise, assessment.
assessment.
student- Moreover,
Or learners'
teacher learners'
evaluation is
provides the evaluation is
not reported.
evaluation of not reported.
learners.
(Up to 20 (Up to 10 (Up to 5
points) points) points)
Student Student Student Student 40
Teacher’s teacher teacher does teacher
Language demonstrates not demonstrates
Level a full demonstrate at a low or very
command of least an basic level of
the English intermediate English to
language to English level to conduct their
conduct their conduct their encounters;
lessons, and encounters; issues with
there aren’t there are some grammar,
any issues issues with vocabulary,
related to grammar, pronunciation,
 vocabulary,
grammar,
pronunciation,
vocabulary, and intonation
and intonation.
pronunciation, are evident OR
There are a lot
and intonation. L2 is not the
of difficulties
In addition, main language
to present the
there is a good of
topics in L2
balance communication
and give
between the during the
accurate
use of L1 and lessons but L1.
feedback to
L2.
learners.
(Up to 40 (Up to 20 (Up to 5
points) points) points)
Final score 150