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Activity Guide and Evaluation Rubric - Step 3 - To Follow Guidelines For Designing Teaching Material PDF
Activity Guide and Evaluation Rubric - Step 3 - To Follow Guidelines For Designing Teaching Material PDF
2. Descripción de la actividad
Tipo de Número de
Individual ☒ Colaborativa ☐ 6
actividad: semanas
Momento de Intermedia,
Inicial ☐ ☒ Final ☐
la evaluación: unidad:
Entorno de entrega de actividad:
Peso evaluativo de la Collaborative Environment and
actividad: 175 Monitoring and Evaluation
Environment
Fecha de inicio de la
Fecha de cierre de la actividad:
actividad: lunes, 26 de
lunes, 30 de Noviembre de 2020
Octubre de 2020
Competencia a desarrollar:
Students are able to make and apply the basic concepts involved in the
designing of materials for face to face environments and bring them
onto the practice, by means of some individual and collaborative tasks,
to be aware of the importance of using innovative strategies, updated
media to develop certain skills in the designing of specific material for
traditional contexts in order to succeed in the teaching process.
Transversal Learning Outcomes:
a) Participants examine the importance of the ICT as one very
important tool to support their academic process, by searching for some
information to reinforce and present their points of view.
b) Students can determine the English language properly to express
their points of view, in writing and oral way through the interaction in
the course activities; and are able to understand the contents given in
the course and the speech of their e-partners and tutor in the
synchronous or asynchronous communication.
Topics to develop:
Unit 2: Guidelines For Designing Teaching Material
Steps, phases or stages of learning strategy to develop
Step 3: To Follow Guidelines For Designing Teaching Material
Actividades a desarrollar
Actividad Individual:
1.You must read all documents of Unit 2 and CEFR (Common European
Framework of Reference of Language), especially the Table 2. Common
Reference Levels: self-assessment grid (p.26).
In this step, each student must design one (1) speaking activity and
one (1) writing activity:
*Speaking activity: you must make a six(6) minutes video on the topic
“Assessment strategies for learning in e-learning model” (There
is an example paper at Learning Environment; you could get many
more). You must keep in mind:
1. Video must be recorded with your voice and face in any format for
six(6) minutes.
2. You must design five (5) questions about your own video.
3. These five(5) questions must be recorded in the same video of six
minutes. Remember, six minutes video must have both the topic
and questions.
*Writing activity must be an original text (written by you) of four (4)
paragraphs on topic “Teaching-learning of Spanish as a mother
tongue” (There is an example paper at Learning Environment; you
could get many more). You must keep in mind:
Collaborative:
Collaborative Activity:
Reviser / editor:
Roles y
Makes sure the written work follows all the criteria
responsabili
established in the activity guide.
dades para
la
Evaluator:
producción
Evaluates the final document to ensure it follows the
de
evaluation criteria of the rubric and informs the student
entregables
in charge of alerts about any changes that need to be
por los
made before delivering the product.
estudiantes
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.
In the following links you find information about rules
APA sixth version, please, keep in mind for doing the
teamwork’s references.
Evaluated Rubric
Individual Collaborativ
Type of activity: ☒ ☐
Activity e Activity
Evaluation Intermediat
Initial ☐ ☒ Final ☐
Moment e, unit 2
Evaluated Performance levels of the individual activity Scor
items High score Average score Low score e