UNIVERSIDAD

PEDAGÓGICA Y
TECNOLÓGICA DE
COLOMBIA
1
INSTITUTO
INTERNACIONAL DE
IDIOMAS FACULTAD SECCIONAL SOGAMOSO

A
University branch: Sogamoso
Instituto Internacional de Idiomas pA
Subject: Idioma Extranjero III A
Critical literacy (HOTS) III syllabus op
Group: 11 p ro
Schedule: Mondays & Wendesdays Code: 8107423
2:00 pm- 4:00 pm o tr
Classroom: 201/202 bldg. AA r Guide 1. Introducing Critical
Activity
et
Thinking
Group: 9 t se
Schedule: Tuesdays & Thursdays e
Supervision time:
ys
6:00 pm- 8:00 pm
Classroom: 202 bldg. AA
s
The activity starts on: Monday, May 26, gy
2020 y
ug
g ends on: Monday, June 5, 2020
The activity íu
u aí
Academic Term: I-2020
Professor:
í sa
E-mail:
a
leidyviviana.perez@uptc.edu.co
s
Leidy Viviana Pérez Cárdenas Skypes ID: leidyvi1027
Dear student,
Welcome to Foreign Language English III. Critical literacy (HOTS) III. Your dedication
and commitment in this course will allow you to develop skills that contribute to your
professional training. For the development of this guide, the following recommendations
are made:

 Familiarize yourself with the focus of the course. Regularly read and refer to the
study program provide

 Carefully read each of the instructions provided in this guide and follow the steps
given.

 In case of any concern, establish immediate communication with the tutor of the
subject, remember there is a WhatsApp group where you can set your questions,
Institutional e-mail or the Virtual room when is available.
 UNIVERSIDAD
PEDAGÓGICA Y
TECNOLÓGICA DE
COLOMBIA
2
INSTITUTO
INTERNACIONAL DE
IDIOMAS FACULTAD SECCIONAL SOGAMOSO

A
Aim: To introduce Critical Thinking concepts and tips in the course. pA
A op
p ro
Learning Outcome: The student will be able too recall or remember the information
tr
given.
r et
Language Focus: t se
 Critical Thinking e ys
 Problem Solving s gy
y
 English as a Foreign Language in Critical Literacy Practices ug
 Describing professions g íu
 Pros, cons, and opportunities u aí
í sa
Introduction a s
This simple and informative TED lesson includes a multipleschoice quiz, some resources to explore,
and a discussion forum about the topic. So go ahead and take some time to learn more about how to
improve your critical thinking skills.
This activity will also offer you a chance to practice making those choices independently (with a little
guidance). You’ll visit and pursue links to Internet sites. The note-taking form will help you zero in on
exactly what you need. And finally, you will use your notes to organize your thoughts and communicate
career information clearly. Using a Venn diagram format also opens the door to self-expression.
 UNIVERSIDAD
PEDAGÓGICA Y
TECNOLÓGICA DE
COLOMBIA
3
INSTITUTO
INTERNACIONAL DE
IDIOMAS FACULTAD SECCIONAL SOGAMOSO

A
Procedure pA
A op
p ro
Step 1. Click on the following link: https://ed.ted.com/on/M7MHWfPt
o tr
You should create an account with your full name and your Institutional e-mail. Once your
r
account is done, you will see the next lesson: 5 TIPS TO IMPROVE YOUR CRITICAL et
THINKING- Samatha Agoos. t se
e ys
s gy
y ug
g íu
u aí
í sa
a s
s

Watch the video attached in TED-ED. This video has English audio but Spanish subtitles for this first
lesson to make clearer your comprehension in this matter. Remember you can zoom it.
 UNIVERSIDAD
PEDAGÓGICA Y
TECNOLÓGICA DE
COLOMBIA
4
INSTITUTO
INTERNACIONAL DE
IDIOMAS FACULTAD SECCIONAL SOGAMOSO

A
pA
A op
p ro
o tr
r et
t se
e ys
s gy
y ug
g
After Watching, click on Think and answer the questions.
íu
u aí
í sa
a s
s
 UNIVERSIDAD
PEDAGÓGICA Y
TECNOLÓGICA DE
COLOMBIA
5
INSTITUTO
INTERNACIONAL DE
IDIOMAS FACULTAD SECCIONAL SOGAMOSO

Step 2. In the section Dig Deeper, you will findAmore information about the topic, by
clicking on Here
You will have access to more information.
A
pA
op
p ro
o tr
r et
t se
e ys
s gy
y ug
g íu
u aí
í sa
a s
s

Finally, in Discuss you have to respond to the Guided Discussion

 UNIVERSIDAD
PEDAGÓGICA Y
TECNOLÓGICA DE
COLOMBIA
6
INSTITUTO
INTERNACIONAL DE
IDIOMAS FACULTAD SECCIONAL SOGAMOSO

A
pA
A op
p ro
o tr
r et
t se
e ys
s gy
y ug
Step 3. Before beginning this activity, familiarize yourselfgwith some readings about the pros and íu
cons of nontraditional career u sites listed at aí
í
http://moodle2.uptc.edu.co/presencial/course/view.php?id=1544&section=2 sa
a s
s
 UNIVERSIDAD
PEDAGÓGICA Y
TECNOLÓGICA DE
COLOMBIA
7
INSTITUTO
INTERNACIONAL DE
IDIOMAS FACULTAD SECCIONAL SOGAMOSO

A
pA
A op
p ro
o tr
r et
t se
e ys
s gy
y ug
g íu
u
You might also visit Build Your Own Venn Diagram With ReadWriteThink’s Creative New Interactive aí
í
to see how to create a Venn Diagram to identify specific concepts while organizing your information
sa
logically.
a s
s
 UNIVERSIDAD
PEDAGÓGICA Y
TECNOLÓGICA DE
COLOMBIA
8
INSTITUTO
INTERNACIONAL DE
IDIOMAS FACULTAD SECCIONAL SOGAMOSO

A
Step 4. Download the note-think document word and complete the chart, thinking about the four pA
A op
aspects of your career detailed on the form: basic description, educational requirements, necessary
p
skills, drawbacks, and other interesting details. Specifics may include daily tasks, pay rates, demand ro
o note-think draft in the forum group at
in the job market, and famous people in this field. Share your tr
moodle platform course. If you are in the same profession ras some of your partners, you can work
et
t
together to complete, edit, and revise the Careers Note-Taking Form.
se
e ys
s gy
y ug
g íu
u aí
í sa
a s
s
 UNIVERSIDAD
PEDAGÓGICA Y
TECNOLÓGICA DE
COLOMBIA
9
INSTITUTO
INTERNACIONAL DE
IDIOMAS FACULTAD SECCIONAL SOGAMOSO

Step 5. Once Careers note-taking form has been shared and edited, you have to write the final A
version of your professional profile by identifying and comparing information. You will create a Venn pA
A
diagram using the Venn Diagram creator to give details about the pros, cons of your career or op
profession. p ro
o tr
r et
t se
e ys
s gy
y ug
g íu
u aí
.
í sa
Save your final product as a PDF file.
a s
s
 UNIVERSIDAD
PEDAGÓGICA Y
TECNOLÓGICA DE
COLOMBIA
1
INSTITUTO 0
INTERNACIONAL DE
IDIOMAS FACULTAD SECCIONAL SOGAMOSO

A
Step 6. Products to deliver: In the assessment environment you are required to upload pA
your final work.
A op
Individual: p ro
o as well as the ones suggested by the t r
After carrying out the activities proposed in this guide

r needed for the final document. In this et

professor in the virtual course, gather the information
document, include the following information:
t se
Page 1. Cover with the main information.
e
Page 2 and 3. Screenshots of the answers for the questions on Think section at TED-ed and ys
(The development of Step 1) s gy
Page 4: Your answer on the Discuss question y on TED- Ed activity. (couple of short u
g
paragraphs, Step 2) g í
Page 5. The final version of your professional profile. Remember you can give details about u
u
the pros, cons of your career or profession by using the Venn Diagram creator, or any í
a
other interactive tool or App you want.
í sa
a s
Collaborative: s
No collaborative deliveries.
Use of
All references considered for this activity have to be cited using APA Style.
references
In the agreement 029 of December 13, 2013, article 99, the mistakes that infringe upon the academic
order, among others, are the following: paragraph e) “To 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.
Plagiarism
To know how the documents must be cited, check the following document:
policy
Centro de Escritura Javeriano ( ) Normas APA. Sexta edición. Taken from
http://centrodeescritura.javerianacali.edu.co/index.php?option=com_content&view=article&id=138:nor
mas-apa&catid=45:referencias-bibliograficas&Itemid=

INSTITUTO
INTERNACIONAL DE
IDIOMAS
Evaluation and Assessment Rubric
Evaluation Rubric p
Activity Guide 1. Introducing Critical Thinking
Activity type:
Individual
☒
Activity
Moment of
evaluation
Initial ☒ Intermediate
Assessed Aspects
Performance levels of the individual
High score
It is evident that the
student watched and
understood the contents
of the video. Additionally,
he/she checked more
sources in order to learn
more and reconstruct
his/her knowledge.
Watch &Think
- The student answered all
the suggested queries.
The information is
accurate according to the
suggested video and other
sources.
(up to 10 points)
The student participates in
the Guided Forum
responds to the proposed
Discuss in the TED questions and additional
concerns are presented
Forum
and developed in the
forum.
(up to 10 points)
The student participates in
the general forum
Note-think arranged in the Moodle
document word platform. They share the
Note Think document
version by showing their
UNIVERSIDAD
PEDAGÓGICA Y
TECNOLÓGICA DE
COLOMBIA
1
1
FACULTAD SECCIONAL SOGAMOSO
A
pA
A op
ro
o
Collaborative Activity ☐ tr
r ☐ Final ☐ et
t activity
Score
se
Media score e Low score
ys
Half of the requirements The students did not
s
asked for the High Score are participate in this
missing in this activity or they activity, or what they
gy
y
are poorly executed. did was not as
required at all, or
ug
g most of the
requirements asked íu
u for the High Score
are missing in this 10 points aí
í activity.
sa
a s
s
(up to 6 points) (up to 1 point)
Half of the requirements The students did not
asked for the High Score are participate in this
missing in this activity or they activity, or what they
are poorly executed. did was not as
required at all, or
most of the
10 points
requirements asked
for the High Score
are missing in this
activity.
(up to 6 points) (up to 1 point)
Half of the requirements The students did not
asked for the High Score are participate in this
missing in this activity or they activity, or what they
15 points
are poorly executed. did was not as
required at all, or
most of the
 UNIVERSIDAD
PEDAGÓGICA Y
TECNOLÓGICA DE
COLOMBIA
1
INSTITUTO 2
INTERNACIONAL DE
IDIOMAS FACULTAD SECCIONAL SOGAMOSO
points of view, show
enough knowledge and
requirements asked
for the High Score
A
skills to talk about
issues related to the topic.
are missing in this
activity.
pA
(up to 15 points)
A
(up to 8 points) (up to 1 point)
op
The student designs a
final Picture This version
p
Half of the requirements
The students did not
ro
asked for the High Score are
participate in this
of the caption under the
image chosen.
o
missing in this activity or they
activity, or what they
are poorly executed.did was not as
tr
They show creativeness
r required at all, or
most of the
et
Venn Diagram by using tools such the
Venn Diagram creator, or t requirements asked
for the High Score
15 points
se
any other interactive tool,
Apps, software or even e are missing in this
activity. ys
hand drawings.

(up to 15 points)
s
(up to 8 points) (up to 1 point) gy
y Final score 50 points ug
g íu
References u aí
Agoos, Samantha. 2016. “5 Tips to Improve your Critical í Thinking. Ted.Ed. March 18. sa
a
https://ed.ted.com/lessons/5-tips-toimprove-your-critical-thinking-samatha-agoos.
s
Elder, Linda. 2016. “The Thinker's Guide to Analytic Thinking: How to Take Thinking Apart and
s
What to Look for When You Do”. Second Edition- Thinker's Guide Library
McNabb, M.L. (2006). Literacy learning in networked classrooms: Using the Internet with
middle-level students. Newark, DE: International Reading Association.