Universidad Nacional Abierta y a Distancia

Vicerrectoría Académica y de Investigación

Course: Pedagogical Mediation in Language Learning
Code: 523001

Activity Guide and Evaluation Rubric – Phase 2 Recognition of the initial

situation

1. Activity Description

Type of Activity: Individual

Evaluation Moment: Intermediate Unit 1
Highest Activity Score: 100 points
The activity starts on: Wednesday, The activity ends on: Tuesday, September
September 9, 2020 29, 2020
With this activity, the following learning outcomes are expected:

Reflect critically on pedagogical practices in languages, through the analysis of different

teaching methods and their findings, to devise innovative ways to mediate the learning of
languages in the post-method era.

The activity consists of:

Explore the Virtual Learning Object in Unit 1: http://hdl.handle.net/10596/24246

1. Read the article:

Richards, J. (2002). 30 Years of TEFL/TESL: A personal Reflection. Singapore. In

RELC Journal, Vol 33, 2, 2002, pp.1-36. Recovered from:
https://www.professorjackrichards.com/wp-content/uploads/30-years-
ofTEFL.pdf

2. According to what you read in the article; socialize the ideas you consider useful for
your pedagogical practice. Then, think about your own experience as an English
teacher or student, answer the following question in the collaborative forum and
comment on your partners' contributions:

• What are the challenges you would like to take in order to be an excellent English
language mediator? Mention at least three.

3. Read the article:

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 Richards, J. (2014). The Changing Face of Language Learning: Learning Beyond
the Classroom. In RELC Journal, Vol 45, 1, pp.1-18. Recovered from:
https://www.professorjackrichards.com/wp-content/uploads/The-Changing-
Face-of-Language-Learning-RELC.pdf

4. Read the text:

Tebar, L. (2011). El panorama educativo en la sociedad actual. In El profesor

mediador del aprendizaje (2nd ed., pp. 19–53). Bogotá D.C.: Editorial
Magisterio. Recovered from:
from http://bibliotecadigital.magisterio.co.bibliotecavirtual.unad.edu.co/libro/el-
profesor-mediador-del-aprendizaje-0

5. Go to the collaborative forum and make a list of ideas for mediating pleasant
English language learning experiences in the classroom and outside of it. interact
with your partners about their participation.

6. Watch the video "Creativity in the Classroom" which is available in the following
link: https://youtu.be/oQqFFaJJ8gc, take notes about what you consider the
most interesting, socialize them in the forum and interact with your partners
about their participation.

7. Read the article:

Richards, J. (2013). Creativity in Language Teaching. Plenary address given at

City University of Hong Kong, 5th June 2013. University of Hong Kong.
Recovered from: https://www.professorjackrichards.com/wp-
content/uploads/Creativity-in-Language-Teaching.pdf

8. Think about your own teaching practices and answer the following question in the
forum:

What new possibilities for teaching come to your mind when you reflect on the
suggestions given in the video and the texts?

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 9. Now that you know more about Emerging challenges in language teaching and
learning, think about your everyday life as a pedagogical mediator and:

-Identify and describe an opportunity to improve your pedagogical practices in

English language learning, something interesting for you, something you can
manage by yourself in your everyday life with your learners (try to use the same
topic you are working in the other courses of this master’s program).

10. Upload your work including all the activities described in the Evaluation
Environment. Creatively present your activities, so you can prepare a document, a
video, a presentation, a documentary, a graphic, a story, a cartoon, etc. Let your
imagination fly, but get sure that the information is clear and complete.

11. Include all your evidence and reflections about the activities creatively proposed in
your virtual portfolio.

keep in mind for the development of the activity:

In the Initial Information Environment, you must: check the agenda and interact in the
web conferences.

In the Learning Environment, you must: read all the contents of Unit 1, and socialize the
activities in Phase 2: Recognition of the initial situation forum.

In the Evaluation Environment, you must: Upload your final work in Phase 2:
Recognition of the initial situation space.

Individual Work Evidences:

The individual evidence to be submitted is:

Choose a form to present the final product (a document, a video, a presentation, a

documentary, a graphic, a story, a cartoon, etc.) That product must have the following
elements:

1. The challenges you would like to take into account to be an excellent English
language mediator.

2. Useful ideas for mediating pleasant English language learning experiences in the
classroom and outside of it.

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 3. Ideas about new possibilities for teaching according to the suggestions given in the
video and the text about creativity.

4. Identification and description of a problem or a purpose to improve your pedagogical

practices in English language learning.

Collaborative Evidence:
The collaborative evidence to be submitted is:

Interact with your partners about their contributions, help them with ideas and feedback.

2. General Guidelines for the Development of Evidences to Submit.

For Individual evidence, consider the following:

• Do not think of how to teach content, think of your students (or future students)
and be empathic.
• Be creative and think of learning as a life experience beyond the classroom.
• Consider emotions as vital for pedagogical mediation.
• Passion is the fuel for creation, so the problem or purpose you identify must
passionate you to work in this and other courses in the master’s program.

Please keep in mind that all individual or collaborative written products must comply
with the spelling rules and presentation conditions defined in this activity guide.
Regarding the use of references, consider that the product of this activity must
comply with APA Format.

In any case, make sure you comply with the rules and avoid academic plagiarism.
You can review your written products using the Turnitin tool found on the virtual
campus.

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)

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The academic penalties students 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.

3. Evaluation Rubric

Type of Activity: Individual

Evaluation Moment: Intermediate Unit 1
Highest Activity Score: 100 points
First Evaluation High Level: The student describes clearly and with arguments
Criterion: the challenges to be an excellent English language mediator.

Identification of If your work is at this level, you can get between 8 points
challenges to be and 10 points
an excellent
English language Average Level: The student describes the challenges to be an
mediator excellent English language mediator, but the description is not
clear or augmented enough.
This criterion
represents 10 If your work is at this level, you can get between 4 points
points of the total and 7 points
of 100 points of
the activity. Low level: The student does not describe any challenge to be
an excellent English language mediator, just mentions
traditional teaching elements.

If your work is at this level, you can get between 1 point

and 3 points

Second Evaluation
High Level: The student proposes useful ideas for mediating
Criterion:
pleasant English language learning experiences in the classroom
and outside of it.
Description of
useful ideas for

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mediating If your work is at this level, you can get between 8 points
pleasant English and 10 points
language learning
experiences Average Level: The student proposes ideas for mediating
English language learning experiences, but they are not
This criterion innovative, nor pleasant.
represents 10
points of the total If your work is at this level, you can get between 4 points
of 100 points of and 7 points
the activity.
Low level: The student does not propose useful ideas for
mediating English language learning experiences in the
classroom or outside of it.

If your work is at this level, you can get between 1 point

and 3 points

Third Evaluation High Level: The student poses at least five well-structured
Criterion: ideas about new possibilities for teaching according to the video
and the text about creativity.
Proposal for new
possibilities for If your work is at this level, you can get between 12 points
teaching and 15 points

Average Level: The student poses less than five structured

This criterion ideas about possibilities for teaching, according to the video and
represents 15 the text about creativity.
points of the total
of 100 points of If your work is at this level, you can get between 8 points
the activity. and 11 points

Low level: The student poses some ideas about new

possibilities for teaching, but they are not according to the video
and the text about creativity.

If your work is at this level, you can get between 1 point

and 7 points.

Fourth Evaluation High Level: The student identifies a problem or a purpose to

Criterion: improve his/her pedagogical practices in the English language.

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Identification of If your work is at this level, you can get between 29 points
the problem or and 35 points
purpose to
improve Average Level: The student identifies a problem or a purpose
pedagogical about the English language learning in his/her context, but it is
practices in the not aimed to improve his/her pedagogical practices.
English language.
If your work is at this level, you can get between 18 points
This criterion and 28 points
represents 35
points of the total Low level: The student does not identify any problem or a
of 100 points of purpose to improve anything in his/her educational context. The
the activity. problem or purpose identified is for a different context.

If your work is at this level, you can get between 1 point

and 17 points.

Fifth Evaluation High Level: The student socializes in the Evaluation

Criterion: Environment the final product and the URL of the virtual portfolio
where he/she includes all his/her evidence and reflections about
Socialization of the activities proposed.
the final product
in the virtual If your work is at this level, you can get between 12 points
portfolio and and 15 points
Evaluation
Environment Average Level: The student socializes in the Evaluation
Environment the final product and the URL of the virtual
This criterion portfolio, but he/she does not include all his/her evidence and
represents 15 reflections about the activities proposed.
points of the total
of 100 points of If your work is at this level, you can get between 8 points
the activity. and 11 points

Low level: The student does not socialize the final product nor
the URL of the virtual portfolio in the Evaluation Environment,
only in the forum or vice versa.

If your work is at this level, you can get between 1 point

and 7 points.

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Sixth Evaluation High Level: The student enters the forum on time and
Criterion: participates frequently with meaningful academic discussion
about all the topics proposed in the guide.
Meaningful
academic If your work is at this level, you can get between 12 points
discussion. and 15 points

This criterion Average Level: The student enters the forum late/ or does not
represents 15 participate frequently, poses discussion but not about all the
points of the total topics proposed in the guide.
of 100 points of
the activity. If your work is at this level, you can get between 8 points
and 11 points

Low level: The student enters the forum late and/ or does not
participate frequently/ or does not pose academic discussion at
all.

If your work is at this level, you can get between 1 point

and 7 points.