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Universidad Nacional Abierta y a Distancia

Vicerrectoría Académica y de Investigación
Course: Didactics of English
Code: 518022

Activity Guide and Evaluation Rubric – Phase 2 Teacher skills

1. Activity Description

Type of activity: Collaborative

Evaluation moment: Intermediate Unit 1
Highest score of the activity: 175 points
The activity starts on: Wednesday, The activity ends on: Wednesday,
September 9, 2020 October 21, 2020
With this activity, you are expected to achieve the following learning
outcomes:
Recognize foreign language theories and types of Syllabus by means of a
comparative chart in the process of observing the teaching of English in educational
settings.
The activity consists of:
Step 1: Read the document Theories of teaching in language teaching found in
the Learning Environment Unit 1 - Language Teaching and discuss the theories
presented in the document, express your own views of language teaching according
to those presented perspectives and explain your reasons in a written word document
(2 pages long) and share it in the forum. Read you partner’s contributions and give
meaningful feedback in the forum.

Step 2: As a group read the material of Unit 1- Teacher skills, Syllabus Design and
The Concept of Syllabus Design and Curriculum Development found in the
Language Environment and having this information in mind, state the definition of
Syllabus, its main components and features. Additionally, design a complete
chart where you all include the different types of language syllabi, including their
definition, their advantages, disadvantages or failures. Use the following given chart.

Syllabus Design and The Concept of Syllabus Design and Curriculum

Development
Definition of Syllabus:
Main components and features:
Types of Definition Advantages Disadvantages
language syllabi

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Step 3: Participate in the first webconference of the course. Go to the Learning
Environment and check out the dates of the webconferences, participation in the
web will be graded, take some screenshots. You are asked to participate actively in
order to clarify some doubts about the activities of Phase 2 and the formats of the
practice.

Link to find and download the practice formats of Didactics of English:

https://drive.google.com/drive/folders/1NQOORPxxl3sLLy1zfzyvxthQwHaBiqTv

Step 4: Before starting your virtual observation-participant practice at the chosen

educational institution, you must arrange the following papers to present to the
school principal and to your school supervisor teacher.
 Presentation letter (will be sent to you)
 ARL insurance certificate (will be sent to you)
(You cannot start your virtual observation practice without it)
 Format 2: Plan de trabajo explaining in detail what you are expected to do
there, show it first to your UNAD tutor to sign it and then to your school
supervisor teacher to sign it too. (download it)

In the school, arrange the schedule of the virtual classes that you will observe and
remember that your role at the school will be as a participant observer then you must
help the school supervisor teacher in all the virtual school activities during your
practice hours. Make this clear with the principal and English teacher to avoid
misunderstandings.

Step 6: You have to complete 16 virtual hours of virtual observation-participant in

the educational institution. Take Format 3 (download it) and complete it with the
dates, the time and the name of the principal observed activity, the name of the
school supervisor teacher, remember that he or she must sign the 16 hours.

For the observations, you must complete the Observation Protocol-Part 1

(download it). In there, you will complete all the items according to what you see in
the different virtual meetings. You have to complete this format per observed class;
it means that if you observe 5 classes, then you will complete the format 5 times. All
of them have to be delivered for this task.

Step 7: You have to attend to a mandatory meeting as a Strategy of presential

accompaniment of the School of Sciences of Education ESAPEC for practicing

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students. This virtual meeting of two hours is graded and it is counted additional to
the 32 hours of observation participant established practice (for period 16-04 given
the health emergency, the participant observation practice will be virtual and the
information will be sent by the course emails).

Step 8: Individually upload the following formats into a Google Drive file (the tutor
will share the link in the forum) in your specific folder:
 Pdf Presentation letter
 Pdf ARL certificate
 Pdf Format 2 – Plan de Trabajo with the 3 signatures
 Pdf Format 3 – 16 hours of observation with signatures
 Pdf Observation Protocol-Part 1 formats (1 per observed class)
Take into account that only the formats of the pedagogical practice will remain there.

Step 9: Upload only one collaborative work including all the activities described in the
Evaluation Environment.
For the development of the activity consider that:

In the Initial Information Environment, you must: check the agenda and check the
date, time and link of the first webconference.

In the Learning Environment, you must: read all the contents of Unit 1, develop and
socialize the activities in Phase 2: Teacher skills forum.

In the Evaluation Environment, you must: upload the collaborative work in Phase 2:
Teacher skills space.

Evidences of individual work:

The individual evidence to be submitted is:
 Screenshots of the participation on the first webconference.
 Screenshot of uploading all the practice formats into a specific folder, in a given
Google Drive.
 Screenshots of the participation on ESAPEC virtual meeting.
Evidences of collaborative work:
The collaborative evidence to be submitted is:
 A pdf document with a cover page, introduction, the written reflections about
theories of teaching in language teaching (2 pages per student).
 The chart of the Concept of syllabus design.
 The individual screenshots of participation in the first web conference,
uploading the practice formats, and participation on ESAPEC meeting.

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  Conclusions and references.

2. General Guidelines for the Development of Evidences to Submit

For Collaborative evidences, consider the following:

 All members of the group must participate with their contributions in the
development of the activity.

 In each group a single member will be chosen to submit the requested product in
the environment indicated by the teacher.

 Before submitting the requested product, students should check that it meets all
the requirements mentioned in this activity guide.

 Only the members of the group that participated with contributions during the
time assigned for the activity should be included as authors of the submitted
product.

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 style.
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 in 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)

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.

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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 Template

Type of activity: Collaborative

Evaluation moment: Intermediate Unit 1
The highest score in this activity is 175 points
First evaluation High level: The student correctly describes the theories of
criterion: teaching in language teaching presented in the reading.
If your work is at this level, you can get between 30 points
Identification of and 30 points
theories of teaching
in language Average level: The student partially describes the theories of
teaching. teaching in language teaching presented in the reading.
If your work is at this level, you can get between 15 points
This criterion and 30 points
represents 30
points of the total Low level: The student does not describe the theories of
of 175 points of teaching in language teaching presented in the reading.
the activity. If your work is at this level, you can get between 1
points and 30 points
Second evaluation High level: The student develops as a group a correct, complete
criterion: and comprehensible chart about the concept of the syllabus
design.
Concept of Syllabus If your work is at this level, you can get between 40 points
Design chart and 40 points

This criterion Average level: The student develops as a group a

represents 40 comprehensible chart about the concept of the syllabus design.
points of the total
of 175 points of If your work is at this level, you can get between 20 points
the activity. and 40 points

Low level: The student does not develop as a group a chart

about the concept of the syllabus design.
If your work is at this level, you can get between 1
points and 40 points

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Third evaluation High level:The students actively participates on the first
criterion: webconference.

Participation on first If your work is at this level, you can get between 15 points
web conference and 15 points

This criterion Average level: The students participated on the first

represents 15 webconference.
points of the total
of 175 points of If your work is at this level, you can get between 7 points
the activity. and 15 points

Low level: The student does not participate on the first

webconference.
If your work is at this level, you can get between 1
points and 15 points
Fourth evaluation High level: The students actively participates on the first
criterion: ESAPEC mandatory meeting.
If your work is at this level, you can get between 25 points
ESAPEC meeting and 15 points

Average level: The students actively participates on the first

This criterion ESAPEC mandatory meeting.
represents 25 If your work is at this level, you can get between 12 points
points of the total and 25 points
of 175 points of
the activity. Low level: The student does not participate on the first
webconference.
If your work is at this level, you can get between 1
points and 25 points
Fifth evaluation High level: The student successfully uploads in her/his folder
criterion: all the requested formats of the observant participant practice in
a complete way.
Pedagogical practice If your work is at this level, you can get between 65 points
formats and 65 points

This criterion Average level: The student partially uploads in her/his folder
represents 65 some of the requested formats of the observant participant
points of the total practice in a complete way.

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of 175 points of If your work is at this level, you can get between 30 points
the activity. and 65 points

Low level: The student does not upload in her/his folder the
requested formats of the observant participant practice.
If your work is at this level, you can get between 1 points
and 65 points