Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity Guide and Evaluation Rubric – Task 3-
Creation of a worksheet. Description of the used methodologies.

1. General Description of the Course

Faculty or Escuela de Ciencias de la Educación

Academic Unit
Academic Level Professional
Academic Field Disciplinary
Course Name Pedagogical Experience I
Course Code 551024
Course Type Practical Retake Yes ☐ No ☒
(Methodological) Exam
Number of Credits 3

2. Description of the Activity

Indi
Number of
Type of Activity: vidu ☒ Collaborative ☒ 4
Weeks
al
Initi
Evaluation al
☐ Intermediate ☒ Final ☐
Moment: Unit
1
Environment to Submit the
Total Score of the Activity:
Activity: Monitoring and Evaluation
75
Environment
Starting Date of the Deadline of the Activity:
Activity:
07 October 2019 04 November 2019
Competences to Develop:
Diagnosis and analysis of educational population and proposal of
didactic material according to the findings.
Topics to Develop:
Material design in specific contexts
Steps, Phase or Stage of the Learning Strategy to Develop
Intermediate evaluation
Activities to Develop
This activity is divided in four parts. You need to provide a detailed
class profile, analyze the group’s strengths and weaknesses and
design a worksheet to address one of the weaknesses identified.

Part one
Write a class profile for one the groups you are working with in your
practice. (Approximately 450 words)

Use the following subheadings to organize your writing:

• Age and level

• Characteristics of the class and the age group: you must provide
specific examples to illustrate your points
• Apparent learning styles - you must provide specific examples to
illustrate your points
• Motivation - outline some factors and then describe how these
help or hinder their language learning

Part two
Outline the Linguistic ability and needs of the group (approximately
450 words)
• Outline the group’s strengths and weaknesses - you must
provide specific examples from the classroom to support your points.
• Discuss what specific needs the learners have in the following
areas: skills (reading, listening, speaking and writing).

Part three
a) Design a worksheet for the group. You may find materials and
adapt them or produce your own. It must be focused on one of the 4
skills (listening, reading, writing, and speaking). The worksheet should
contain the following:
• An introduction to the topic or tasks in order to contextualize or
arouse interest
• Clear instructions for each activity or task
• Advice on difficult language/vocabulary, if appropriate
• Advice on reading/listening/writing strategies, if appropriate
• An accurate answer key or commentary as appropriate (this may
be on a separate sheet)
The worksheet should provide approximately 20 to 30 minutes’ study
time. Try the worksheet out with the group of students and then
evaluate it.

b) Ask the group to complete the worksheet

c) Collect feedback on the worksheet from the learners.
d) Write a brief summary of (i) aspects that were successful and (ii)
aspects which could be presented differently or improved.
(Approximately 250 words).
Important: Remember to create your own worksheet and not to use
a template from any other teacher or website.

Part four:

Go to the Practice environment and use the simulator Classroom

management. Develop the activities and download the solutions you
propose for every case. Support your arguments using the contents of
the course in APA style. 50 points.

In situ assessment: the tutor assigned by UNAD will assess you up to

15 points, according to your practicum development in the educational
institution.

Environments for
Monitoring and Evaluation Environment
the Development
Knowledge environment.
of the Activity
Individual:
Final product:
For this assignment you need to submit a ZIP file
in which you include:
Products to be
1. A class profile of approximately 450 words.
Submitted by
This written work must be double-spaced
Students
with Arial or Times new Roman style, use
of 12-font and 1-inch margins.

2. An outline of approximately 450 words.

This written work must be double-spaced
 with Arial or Times new Roman style, use
of 12-font and 1-inch margins.

3. A worksheet about a specific topic or task,

focused on one of the 4 skills (listening,
reading, writing, speaking).

4. A summary of approximately 250 words

about the worksheet implementation. This
written work must be double-spaced with
Arial or Times new Roman style, use of 12-
font and 1-inch margins.

5. The results of the simulator Classroom

management.

The final product must be submitted in task

3 space in the Monitoring and Evaluation
environment. All work submitted for
grading must be neat and free of
grammatical/spelling errors.

- Concept of the assigned tutor about the

practice in situ.

3. General Guidelines for the Collaborative Work

Collaborative learning is a strategy that allows

Planning of
students to work together in order to achieve a
Activities for the
common goal. Accordingly, the collaborative
Development of
work proposed for the course is based on a
Collaborative
structured and planned process that includes
Work
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.
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
Roles to be take up one of these roles for the development
Performed by the of the course assignments and can only be
Student in the changed if decided by the group members.
Collaborative Facilitator: Makes sure that every voice is
Group 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
Students must be aware of the risks and
penalties in case of plagiarism.
Plagiarism Policy
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
Task 3
To write a class profile. Creation of a worksheet. Description of the used
methodologies
Activity Collaborative
Individual Activity ☐ ☒
Type: Activity
Evaluation Intermediate
Initial ☐ ☒ Final ☐
Moment Unit X
Performance Levels of the Individual Activity Score
Evaluated
High Score Average Score Low Score
Items
The class profile
does not describe
The class profile
all the required
describes all the
aspects (age and
required aspects
level, learning
(age and level,
styles,
learning styles,
Part 1 & 2: motivation). The
motivation) and Student didn’t
Class outline is not
the outline submit the class
profile and complete 5 points
describes the profile.
outline. (description of the
group’s strengths
group’s strengths
and weaknesses
and weaknesses
and discusses the
and discussion of
needs of learners
the needs of
in the 4 skills.
learners in the 4
skills).
(up to 5 points) (up to 3 points) (up to 0 points)
The Worksheet is The worksheet
completed, the has some Student did not
items and grammatical and submit the
Part 3 : exercises are spelling mistakes worksheet
5 points
Worksheet relevant and or does not designed for the
grammatically develop the four group.
correct. skills.
(up to 5 points) (up to 3 points) (up to 0 points)
The reflections
show pros and
cons about the
The reflections
observed
and proposals are The student did
situations as well
Part 4: shallow or not submit the
as the proposals.
Results of incoherent. The results of the
The results 50 points
the arguments need simulator.
evidence the
simulators. better support.
reading of the
contents of the
course.
(up to 50 (up to 25
(up to 0 points)
points) points)
 The student has
The student has
been attending
been attending to The student
sometimes to the
Concept of the institution hasn´t attended
institution
the assigned or to the institution
assigned or
assigned (SINEP) for the or (SINEP) or
(SINEP) for the
tutor about practice and his/her 15 points
practice and
the his/her, performance has
his/her,
practice in performance has been deficient.
performance has
situ been outstanding.
been regular.
(up to 15
(up to 7 points) (up to 0 points)
points)
Final Score 75