Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Course Syllabus

1. COURSE IDENTIFICATION

Faculty or Unit: Escuela de Ciencias de

Abbreviation: ECEDU
la Educación
Academic Level: Profesional Academic Field: Formación disciplinar
Course: Pedagogical Experience II Code: 551025
Course Type: Metodológico Number of credits: 3
Course Designer: Liliana Isabel Moreno Course Editor: Liliana Isabel Moreno
Cervera Cervera
Preparation Date: December, 2016 Update Date: December, 2019
Course Description:

Pedagogical Experience II is a 3-credit course that belongs to the didactical and

pedagogical field of formation, in which students become training teachers in online
environments to assist students of the courses English II, English III, and English IV
from the BA in Foreign Languages with Major in English, and Basic English II, Pre-
Intermediate English, Intermediate English I, Intermediate English II, and English
Conversation from the BA in English as a Foreign Language. Accordingly,
Pedagogical Experience II course allows training teachers to develop their teaching
skills to help students of language courses to improve and strength their English-
speaking ability through the tool Teams from Office365 associated to UNAD
students’ corporate mail campususer@unadvirtual.edu.co. During this practicum,
training teachers will develop their abilities in lesson planning, material design for
virtual environments, and English teaching, focused especially on fostering their
pupils’ speaking skill through 64 hours of real-time lessons, carried out in 8 hours
per week along 8 weeks (8h x 8w = 64 h). The student teacher will be working with
two groups of learners (A and B), 3 hours per group (2 sessions per week, 1,5 hours
long each one), for a total of 32 sessions (16 with Group A and 16 with Group B).
The number of learners per group can vary between 4 to 8 students from the basic
language courses of both LILE and LiLEI programs.
 2. TRAINING PURPOSES

Purpose of course training:

To provide suitable means for training teachers to develop their practicum on virtual
settings emphasizing in their students’ speaking skills fostering.

Course Competences:
a) Communicative Competences: To be communicative competent, the student
needs to be skillful in the following areas:
Grammatical competence
 Students use the rules of the language to understand and produce the
language correctly.
Discourse competence
 Students understand and produce coherent texts (written and oral) within
various genres.
Pragmatic competence
 Students understand and produce utterances that are suitable for the context
in which they are uttered.

b) Technological competence
 Competence in processing information and use of ICT: Student will involve the
use of technological resources to solve problems efficiently, keeping a critical
and reflective attitude when evaluating the available information.
 Student teachers will use technology to interact with their pupils at the same
time in different spaces through the use of synchronic communication tools,
especially Google Hangouts and Skype.
 Training teachers will design material for the virtual setting where their
teaching practice will take place.

c) Professional competence
Competence in linguistic communication: Student presupposes the use of language
as a means of oral and written communication and as a learning tool and for self-
regulation of thinking, emotions, and behavior. It contributes in this way to the
development of a positive self-image and helps forge a constructive relationship with
others and with the environment.
 3. Course Contents

Units/topics Required Educational Resources

UNIT 1 – Virtual classrooms
and lesson planning

1. Tools to create virtual Lewandowski, M. (2015). Creating virtual

classrooms classrooms (using Google Hangouts) for
improving language competency. Language
Issues, 26(1), 37-42. Available at
http://bibliotecavirtual.unad.edu.co:2051/login.
aspx?
direct=true&db=eue&AN=103735587&lang=es
&site=ehost-live
2. Lesson planning and material
design
Woodward, T. (2000) ‘Getting down to the
preparation’, in Planning Lessons and Courses:
Designing Sequences of Work for the Language
Classroom. Cambridge: Cambridge University
Press, pp. 180–211. Available at
https://bibliotecavirtual.unad.edu.co:2300/core
/services/aop-cambridge-
core/content/view/7BB3775C5FAF1E09E5133D
6F6C68FD8A/9780511732973c7_p180-
211_CBO.pdf/getting-down-to-the-
preparation.pdf

Tomlinson, B. (2001) ‘Materials development’, in

Carter, R. and Nunan, D. (eds.) The Cambridge
Guide to Teaching English to Speakers of Other
Languages: Cambridge: Cambridge University
Press, pp. 66–71. Available at
https://bibliotecavirtual.unad.edu.co:2300/core
/services/aop-cambridge-
core/content/view/D1A3671F61C0D827A834C9
DF827D2C1C/9780511667206c9_p66-

3. Students’ characterization
OVI Unit 1 – Google Hangout
Tutorial
UNIT 2 – Developing
speaking skills through
online communication
1. Teaching speaking online
71_CBO.pdf/materials-development.pdf
Woodward, T. (2000) ‘Who are the students?’, in
Planning Lessons and Courses: Designing
Sequences of Work for the Language
Classroom. Cambridge: Cambridge University
Press, pp. 16–46. Available at
https://bibliotecavirtual.unad.edu.co:2300/core
/services/aop-cambridge-
core/content/view/17C41F3261D2230E8AC7B7
4E443A71DD/9780511732973c1_p16-
46_CBO.pdf/who-are-the-students.pdf
Moreno Cervera, L. (23,01,2019). Unit 1 - OVI -
Google Hangout Tutorial. [Video File].
Retrieved from
http://hdl.handle.net/10596/23449
Thornbury, S. and Slade, D. (2006) ‘Teaching
conversation: Approach, design, procedure and
process’, in Conversation: From Description to
Pedagogy. Cambridge: Cambridge University
Press, pp. 274–325. Available at
https://bibliotecavirtual.unad.edu.co:2300/core
/services/aop-cambridge-
core/content/view/F7629D770ADCD31A6C3FF7
0411372D3B/9780511733123c9_p274-
325_CBO.pdf/teaching-conversation-approach-
design-procedure-and-process.pdf
Hockly, N. n. (2015). Five things you always
wanted to know about teaching speaking
online. English Teaching Professional, (98), 61.
Available at
http://bibliotecavirtual.unad.edu.co:2051/login.

2. Feedback in language
teaching and learning
3. Assessing speaking skills
OVI Unit 2 - Teaching speaking
UNIT 3 – Developing a
digital teaching portfolio
1. Self – monitoring
aspx?
direct=true&db=eue&AN=102837409&lang=es
&site=ehost-live
Leeman, J. (2007) ‘Feedback in L2 learning:
Responding to errors during practice’, in
Practice in a Second Language: Perspectives
from Applied Linguistics and Cognitive
Psychology. Cambridge: Cambridge University
Press, pp. 111–138. Available at
https://bibliotecavirtual.unad.edu.co:2300/core
/services/aop-cambridge-
core/content/view/FBF4D90EC58E494CAB6620
C4262B232C/9780511667275c4_p111-
138_CBO.pdf/feedback-in-l2-learning-
responding-to-errors-during-practice.pdf
Hughes, A. (2002) ‘Testing oral ability’, in Testing
for Language Teachers: Cambridge: Cambridge
University Press, pp. 113–135. Available at
https://bibliotecavirtual.unad.edu.co:2300/core
/services/aop-cambridge-
core/content/view/C41C05078E2EEE072B59C5
8538AB8D74/9780511732980c10_p113-
135_CBO.pdf/testing_oral_ability.pdf
Moreno Cervera, L. (20,12,2016). Unit 2 - OVI –
Teaching Speaking. [Archivo de video]. Retrieved
from http://hdl.handle.net/10596/10220
Richards, J.C. and Farrell, T.S.C. (2005) ‘Self-
monitoring’, in Professional Development for
Language Teachers: Strategies for Teacher
Learning. Cambridge: Cambridge University
Press, pp. 34–50. Available at
 https://bibliotecavirtual.unad.edu.co:2300/core
/services/aop-cambridge-
core/content/view/21455D13C53D630FE58139
4AFD33B02F/9780511667237c3_p34-
50_CBO.pdf/self-monitoring.pdf

2. e-Teaching portfolios
Ming Lai, m., Cher-Ping, L., & Lixun, W. (2016).
Potential of digital teaching portfolios for
establishing a professional learning community
in higher education. Australasian Journal Of
Educational Technology, 32(2), 1-14. Available
at
http://bibliotecavirtual.unad.edu.co:2051/login.
aspx?
direct=true&db=eue&AN=116112791&lang=es
&site=ehost-live

Richards, J.C. and Farrell, T.S.C. (2005) ‘Teaching

OVI Unit 3 – Making the Most
out of Your ePortfolio
portfolios’, in Professional Development for
Language Teachers: Strategies for Teacher
Learning. Cambridge: Cambridge University
Press, pp. 98–112. Available at
https://bibliotecavirtual.unad.edu.co:2300/core
/services/aop-cambridge-
core/content/view/9BB5FD88D7F6102D39031F
6C209AB406/9780511667237c7_p98-
112_CBO.pdf/teaching-portfolios.pdf
Power, R. [Rob Power]. (2017, March 27). Making
the Most out of Your ePortfolio [Video file].
Retrieved from https://youtu.be/27t1BY_kfnw

Additional educational resources for this course:

Unit 1:

Haebig, C, & Lawrence, D 2013, '‘Hangout’ with Your Students Using Google',
Learning & Leading With Technology, 41, 4, pp. 26-28, Education Source,
EBSCOhost, viewed 1 December 2016. Available at
 http://bibliotecavirtual.unad.edu.co:2051/login.aspx?
direct=true&db=eue&AN=92600829&lang=es&site=ehost-live

SPARK COLLABORATION WITH GOOGLE HANGOUTS. (2015). Tech & Learning,

36(3), 12. Available at http://bibliotecavirtual.unad.edu.co:2051/login.aspx?
direct=true&db=eue&AN=110350274&lang=es&site=ehost-live

Unit 2:

Bilbrough, N. (2007) ‘Dialogue as learning’, in Dialogue Activities: Exploring Spoken

Interaction in the Language Class. Cambridge: Cambridge University Press, pp.
196–221. Available at
https://bibliotecavirtual.unad.edu.co:2300/core/services/aop-cambridge-
core/content/view/0D81CBCB33D3C4FA65F48B29CAA0CDF9/9780511733130c9_
p196-221_CBO.pdf/dialogue-as-learning.pdf

Bilbrough, N. (2007) ‘Situational dialogues’, in Dialogue Activities: Exploring Spoken

Interaction in the Language Class. Cambridge: Cambridge University Press, pp.
234–236. Available at
https://bibliotecavirtual.unad.edu.co:2300/core/services/aop-cambridge-
core/content/view/6D17F088EB742E51C64EA5578D654A4B/9780511733130me
m5_p234-236_CBO.pdf/situational-dialogues.pdf

Warschauer, M. (2001) ‘On-line communication’, in Carter, R. and Nunan, D. (eds.)

The Cambridge Guide to Teaching English to Speakers of Other Languages:
Cambridge: Cambridge University Press, pp. 207–212. Available at
https://bibliotecavirtual.unad.edu.co:2300/core/services/aop-cambridge-
core/content/view/E71E2FB569658DBE56D3A83ABD16A0B1/9780511667206c30
_p207-212_CBO.pdf/on-line-communication.pdf

Unit 3:

Donaghue, H., & Dolci, I. (2013). Professional Teaching Portfolios. Perspectives

(TESOL Arabia), 20(2), 13-17. Available at
http://bibliotecavirtual.unad.edu.co:2051/login.aspx?
direct=true&db=eue&AN=88260818&lang=es&site=ehost-live

Richards, J.C. and Rodgers, T.S. (2001) ‘The post-methods era’, in Approaches and
Methods in Language Teaching: Cambridge: Cambridge University Press, pp.
244–256. Available at
 https://bibliotecavirtual.unad.edu.co:2300/core/services/aop-cambridge-
core/content/view/580DEB79F0980D656B02FD9B0DC77993/9780511667305c19
_p244-256_CBO.pdf/the-post-methods-era.pdf

4. LEARNING STRATEGY

Description of the learning strategy:

The approach proposed for this course is the Task-Based Approach (TBA) since it
permits goal-oriented and meaning centered activities, which will enhance students’
cognitive processes of comprehension, meaningful production and interaction in the
target language to plan, design, and perform online alive speaking lessons through
ICT.

5. DISTRIBUTION OF ACADEMIC ACTIVITIES FOR THE COURSE

Week Contents to develop Activity to develop according to the

learning strategy
1–2 Course recognition Stage 1 – Getting Started for Conducting
Online Classes

Student gets a clear vision of the practicum in

online environments, sets their schedule, and
reflects on previous teaching experience.
3–6  Regulations about Stage 2 – Simulator Task - Practical Learning
educational settings in Environment
Colombia.
Student proposes a solution to a problem
situation from the practicum simulator.
3–8  Tools to create virtual Stage 3 – Lesson Planning and Material Design
classrooms for Online Classes
 Lesson planning and
Student handles Teams or Skype to teach
material design
speaking online, proposes accurate lesson
 Students’ plans and didactic material, characterizes
characterization learners, and keeps a detailed record on the
 teaching journal format
9 – 14  Teaching speaking Stage 4 – Self-Monitoring & Assessing
online Speaking
 Feedback in language
Student conducts a self-monitoring process to
teaching and learning
improve their teaching skills, proposes a test
 Assessing speaking to assess speaking, and lesson plans and
skills didactic material as well
15 – 16  Self – monitoring Stage 5 – Teaching Portfolios

Student designs own digital teaching portfolio

 e-teaching portfolios
to show growth along current teaching practice

6. STRATEGIES OF ACADEMIC SUPPORT

Description of academic support strategies to apply in this course

The academic support for this course will be provided through several synchronic
and asynchronous means such as training sessions held by Web conferences and
permanent service by Skype, where a group including all the students of the course
will be updated about the teaching practicum. Likewise, the interaction tutor-student
will be carried out through the personal and internal course emails.

7. COURSE EVALUATION PLAN

Highest
Products to deliver Evaluation
WEEK Assessment Score
according to the Learning Score/500
NUMBER Stages /500
Strategy points
points
Stage 1 – Getting Started for
1-2 Initial 25 25
Conducting Online Classes
Intermediate Stage 2 – Simulator Task -
3-6 50
Unit 1 Practical Learning Environment
Stage 3 – Lesson Planning and
Intermediate
3-9 Material Design for Online 350 150
Unit 1
Classes
Intermediate Stage 4 – Self-Monitoring &
10-14 150
Unit 2 Assessing Speaking
 Final
15-16 Stage 5 – Teaching Portfolios 125 125
Unit 3
500
Total Score 500 Points
Points