DE - Integrated Guide August 2015

Universidad Nacional Abierta y a Distancia UNAD Vicerrectoría Académica y de Investigación VIACI
Escuela: Ciencias de la educación Programa: Pregrado

Curso: Didactics of English Código: 551026
INTEGRATED ACTIVITIES GUIDE
Context of the learning strategy to develop in this course:

Task-Based-Learning which, according to Richards (2010), refers to a focus on the use of tasks as the core of the planning process and to bring
language learning approach. Some of its proponents portray it as a logical development of the communicative approach. Some of the
characteristics of TBL are the use of:
1. activities that involve real communication since they are essential to language learning,
2. activities that are meaningful to the student since they help the learning process,
3. activities in which language is used to develop meaningful tasks since they promote real learning the language.
Phases of Learning:
 Pre-task: at this time is required to make an introduction to the topic and task.
 Cycle-task: students establish the framework required for the development of their work: knowledge, strategies, and activities. Cycle of the task:
students perform the task individually or in groups, giving everyone the chance to express themselves and make proposals facing the
development of it.
Post-task: finally, the product of the task is delivered, so you can socialize among different groups in order to compare findings, share realities or
exchange information.
Topics to develop: UNIT 1
Chapter 1: The Language Teaching
-Theories of teaching in language teaching
-The nature of approaches and methods in language teaching
Number of weeks: 3 Dates: from August 10th to August 23rd Evaluation moment: Initial Environments: Collaborative and Evaluation
Phase of the learning strategy: Pre-task: task 1
Academic products and weight Academic products and weight
Individual activity Collaborative activity
from the individual activity from the collaborative activity
3. Read the document “The nature of *Warning:
1. Read the document This activity will be done approaches and methods in language Make sure that all of you contribute to
“Theories of teaching individually. teaching” found in the UNIT 1, in the give clear and complete answers. If
in language It’s important to participate in the Knowledge Environment. the tutor considers that the
teaching”, found in forum in time so that you could 4. In the whole group, answer the questions information stated in the answer of
the UNIT 1, in the check your mates’ work and give below. some questions doesn’t fulfill the
Knowledge feedback. Your mates could also For this, divide the questions among you and goals, some points will be left out to
Environment. give some recommendations in answer them. This means that each student has all the members. This means that if
1
2. Once you have order to improve your work. to choose 1 or 2 questions and share the one of the partners partially answers
understood and You have to upload your map to answer in the forum. one question, all of you will be
internalized the the forum Pre-task: task 1, Pay attention to answer all the questions and affected with the score, because this is
contents, create a found in the Collaborative not to repeat them*. a collaborative work. That’s why is
concept map or a Environment. a. What’s the difference between the following absolutely important your conscious
mind map in order to Finally, when you have corrected concepts: method, approach, design and individual work and that you give
account for your your chart according to the procedure? Give some examples of them. feedback to your mates in order to
understanding of the feedback given, the leader of the b. What are the different perspectives or views improve.
document. group is going to compile the of language? Give an example of a didactic
charts created by all the members activity that could match each one of these Only the leader has to upload the final
of the group and upload them in a views. document to the link Pre-task: task
single document (pdf or word) to c. Mention some methods or/and approaches 1, found in the Evaluation
the link Pre-task: task 1, found in language teaching and learning and give a Environment. It could be in a word or
in the Evaluation Environment. brief explanation of their main principles. pdf document.
Don’t forget to write the name of d. What are the different aspects that must be Make sure you present a well-
each student in front of each map. taken into account when outlining a Design in presented document and the answers
language teaching? Define them. prove that all of you master the
e. Which procedures would you implement in information. Do not forget to include
Score:35 points the following class objective: students will be in the work the names of those who
able to talk about their future plans and participated in the construction of the
projects? task.
5. After each student shared the information in
the forum, you have to check those answers Warning:
and give feedback if necessary in order to The leader is the only person in
improve and learn collaboratively. charge of uploading the two works for
6. After checking and improving the answers, this task: the individual maps in a
the leader of the group is going to compile all single file, and in another file the
the individual answers and upload them in a collaborative answer to the questions.
single document as the final task.
Score: 50 points
2

Chapter 2: Motivational strategies in the language classroom
-Maintaining and protecting motivation
Number of weeks: 3 Dates: from August 24th to Evaluation moment: Environments: Collaborative and
th
September 14 Intermediate Evaluation
Phase of the learning strategy: Cycle-task: task 2
Academic products
Academic products and weight
Individual activity Collaborative activity and weight from the
from the individual activity
collaborative activity
1. Read the document Individually, write your 3. After doing your individual activity, agree with At the end, the leader of
“Maintaining and protecting document and post it to the your mates in order to develop the following the group must collect
motivation”, found in the forum Cycle-task: task 2, found collaborative task: all the links of the
UNIT 1, in the Knowledge in the Collaborative each one of the members of the group is going to individual presentations
Environment. Environment. choose 1 or 2 motivational areas identified in the and paste them in a
2. Once you have Do not write the summary document read. After dividing them, individually word document and
understood and internalized directly to the forum, but attach create a presentation in the online tool upload it to the link
the contents, make a it in a word or pdf document. POWTOON. Cycle-task: task 2,
summary by answering the Remember to participate in time In this presentation, you have to suggest some found in the Evaluation
question: what are the 8 so that your mates could check didactic/pedagogical activities according to the Environment.
most powerful executive your work to give feedback and motivational area chosen. The idea is that you Score: 50 points
motivational areas proposed improve, and to agree in the propose some activities in order to encourage
by the author? collaborative phase. motivation in learners, taking into account the Warning:
You must write your Finally, when you have areas. If each one of you
summary, and in there, the corrected your summaries Pay attention to include all the motivational areas upload your links to the
answer to the question must according to the feedback given, and not to repeat them. evaluation environment,
be evident. Explain each individually upload your Follow this link in order to watch a video tutorial and not the leader,
one of the areas with your document in a single document how to make presentations in POWTOON: some points will be left
own words. Pay attention to (pdf or word) to the link Cycle- http://www.youtube.com/watch?v=zW4YrG0Wdws out, because you are not
not to paste and copy parts task: task 2, found in the It’s necessary to check your mates’ presentations following the guidelines
of the document. Evaluation Environment. and give some recommendations in order to and because the leader
improve them. You mates will also check yours and is not achieving his/her
Score: 40 points give recommendations. responsibilities.
3

Chapter 3: Teaching Language Skills
-Listening
-Speaking
-Reading
-Writing
Number of weeks: 3 Dates: from September 22nd to Evaluation moment: Intermediate Environments: Collaborative and
th
October 14 Evaluation
Phase of the learning strategy: Cycle-task: task 3
3. After developing the individual *Warning:
Individually, write your activity, agree with your mates in Make sure that all of you contribute
1. Read the 4 documents document and post it to the order to develop the following to give clear and complete activities.
regarding the 4 language forum Cycle-task: task 3, found collaborative task: If the tutor considers that the
skills, found in the UNIT 2, in the Collaborative The whole group is going to present information stated in the activities
in the Knowledge Environment. some didactic activities regarding the doesn’t fulfill the goals, some points
Environment. Do not write the summary language skills. will be left out to all the members.
2. Once you have directly to the forum, but attach To do this, each one of you chooses This means that if one of the partners
understood and internalized it in a word or pdf document. one skill and proposes a didactic partially presents a good activity, all
the contents, make a Remember to participate in time activity in order to develop that skill. of you will be affected with the
summary by answering the so that your mates could check The objective to take in mind when score, because this is a collaborative
question: what is the your work to give feedback and proposing the activities is the work. That’s why is absolutely
perspective given by the improve, and to agree in the following: students will be able to important your conscious individual
author, regarding each one collaborative phase. identify and compare different work and that you give feedback to
of the language skills? You final document must show educational systems around the world. your mates in order to improve.
You must write your the answer to each one of the So, the activities that you are going to
summary and in there, the skill. The paper must be of 4 or propose must be proposed under the Only the leader has to upload the
answer to the question must 5 pages. topic of educational systems. final document to the link Cycle-
be evident. Explain each Finally, when you have 5. After each student shared the task: task 3, found in the Evaluation
one of the language skills corrected your summaries activities in the forum, you have to Environment.
with your own words. Pay according to the feedback given, check those contributions and give Make sure you present a well-
4
attention to not to paste and individually upload your feedback if necessary in order to presented document and the answers
copy parts of the document. document in a single document improve and learn collaboratively. prove that all of you master the
(pdf or word) to the link Cycle- 6. After checking and improving the information. Do not forget to include
task: task 3, found in the tasks, the leader of the group is going in the work the names of those who
Evaluation Environment. to compile all the individual activities participated in the construction of the
and upload them in a single PDF task.
Score: 50 points document as the final task. Score: 50 points
5

Chapter 4: The ELT curriculum and Lesson Planning
Number of weeks: 3 Dates: October 15th to November 15th Evaluation moment: Environments: Collaborative and
Intermediate Evaluation
Phase of the learning strategy: Cycle task: task 4
Academic products and
Academic products and weight
Individual activity Collaborative activity weight from the
from the individual activity
collaborative activity
1. Read the document “The ELT 3. After developing the individual
curriculum, a flexible model for a Individually, write your comparative activity, read the document “Lesson
changing world” found in the charts and post it to the forum Cycle- planning”, found in the UNIT 2, in
UNIT 2, in the Knowledge task: task 4, found in the the Knowledge Environment. The leader of the group
Environment. Collaborative Environment. 4. Taking into account the will collect all the
2. Once you have understood and Do not paste the chart directly to the information presented in this contributions of the mates
internalized the contents, create a forum, but attach it in a word document, collaboratively answer the and create the final
comparative chart regarding the document. following questions: document, which must be
different models of curriculums. Remember to participate in time so -what is a lesson plan? sent to the link Cycle-
When creating your charts, the that your mates could check your -why is important to plan a lesson? task: task 4, found in the
following aspects must be evident work to give feedback and improve, -what are the different models of Evaluation Environment.
in there: and to agree in the collaborative lesson planning? Make sure you include the
-definition of curriculum phase. -what are the different elements that names of the partners who
-the 4 models showed by the must be included in a lesson plan? contributed to the work.
author Finally, when you have corrected -what are the steps or stages when
-definition of them, their main your chart according to the feedback planning, implementing a lesson Score: 50 points
goals, advantages and given, the leader of the group is going plan?
disadvantages, and an example of to compile the charts created by all
objectives, activities, or didactic the members of the group and upload As a group, reach some agreements
procedures. them in a single document (pdf or about the way you will answer the
These 5 aspects must be evident in word) to the link Cycle-task: task 4, questions. All your contributions must
your chart. Pay attention to not to found in the Evaluation Environment. be done in the forum.
copy and paste information from Don’t forget to write the name of each At the end, the whole group must
the text, but you have to say this student in front of each chart. hand in a document containing these
6
information with your own words. questions and their answers.
If you copy the definitions from Make sure the information is
the text, and much other Score: 50 points complete, rigorous and show that all
information, and put this on your of you understood the information.
written work, the tutor won’t
accept this, and your grade will be
negatively affected.
7
Number of weeks: 2 Dates: November 16th to Evaluation moment: Final Environments: Collaborative and Evaluation
November 29th
Phase of the learning strategy: Post task: final evaluation POA
Post your individual contribution in
Each student is going to create a All these aspects must be evident in the forum in time so others students
Lesson Plan. your lesson plan. Your lesson plan can comment your participation. This document must be done by all
For this, you will choose a level will take no more than 4 pages, and the members of the group with the
(in primary or secondary no less than 2. You are going to check your mates’ title of “Lesson Plan Reflections”.
school) and propose a specific Each student will design a daily lesson plan and give relevant Is a single document. Your text
topic to teach. Lesson Plan with the a selected topic feedback in order to improve. Take cannot take more than 3 pages, and
In your lesson plan you are and group to describe how the in mind that comments like “well must be sent in Word format.
going to establish the following students will move toward attaining done, you did a good job,
aspects: specific objectives for the successful congratulations, excellent work…” One of the mates of the groups will
-Level: 2nd grade, or 5th, or 7th, outcome of a lesson based on the are not considered comments for a send the document to the link
or 11th grade… understanding of the topic. relevant feedback. You must named Post-task: final evaluation
-Characteristics of students: recommend your mates to improve POA in the Evaluative
age, context, knowledge… Each student has to share his/her in terms of contents, grammar, Environment.
-Situations: Number of organization, presentation, etc.
individual contribution in the forum
students, classroom, Post-task: final evaluation POA in
materials… After improving the individual
the Collaborative Learning Score: 75 points
-Kinds of objectives: General lesson plans, the whole group is
objective; grammar objectives, Environment. going to discuss and choose one of
communicational objectives, the lesson plans to be used for this The final documents that the tutor
linguistic objectives, cultural All contributions have to be sent in activity. will check and grade in the
objectives… Word format. Evaluation environment are:
Contents: topic, activities, class Make a reflection to the chosen -the 5 individual lesson plans
organization, materials, lesson plan about its contents. In (compressed in RAR or ZIP)
When you have your final Lesson
evaluation… plan corrected, one of your mates your reflection you must include: -the group document with the
Language components: must send a compressed file with all -the possible type of lesson plan, reflections of 1 lesson plan.
Grammar, sound, vocabulary, the individual lesson plans to the
8
communication… link named Final Task in the -what aspects of the different
Language skills: Listen, read, Evaluative Environment. models of curriculum this lesson
write and/or speak… plan could possibly fit,
Roles: Teacher role, student -what would you improve to create a
role… Score: 50 points better lesson plan,
Evaluation: formative, -any other comment you would like
summative… to do regarding the lesson plan.
9
*Lineamientos para el desarrollo del trabajo colaborativo

Roles a desarrollar por el Roles y responsabilidades para la
Planeación de actividades para el desarrollo del trabajo
estudiante dentro del grupo producción de entregables por los
colaborativo
colaborativo estudiantes
Pasos que componen el desarrollo del trabajo colaborativo Los roles propuestos son:
por parte de los estudiantes: • Líder: Es el encargado de coordinar  Compilador
El alto potencial de interacción del trabajo colaborativo en la y organizar los esfuerzos del equipo Consolidar el documento que se constituye
construcción de procesos de aprendizaje requiere de un así como la comunicación. Busca como el producto final del debate, teniendo
componente derivado de acciones organizadas y sistemáticas desarrollar un buen proceso de en cuenta que se hayan incluido los aportes
de los estudiantes para concretarse. En este sentido, se sugiere trabajo. de todos los participantes y que solo se
que los estudiantes definan sus acciones, escenarios y • Utilero: Es quien cuestiona incluya a los participantes que intervinieron
mecanismos de interacción sobre la base de 3 pasos definidos, críticamente el trabajo del equipo, con en el proceso. Debe informar a la persona
que se orientan a facilitar y potenciar el ejercicio colaborativo el propósito de asegurar que toda la encargada de las alertas para que avise a
en el proceso formativo de cada curso académico. información que se genere, sea quienes no hicieron sus participaciones, que
 Primer paso: reconocimiento de actores como pertinente al caso y evitar que se no se les incluirá en el producto a entregar.
sujetos. desvíen los esfuerzos.  Revisor
Los estudiantes al inicio del curso, en el espacio destinado para • Tracker: Es el encargado de Asegurar que el escrito cumpla con las
ello, se reconocerán como participantes de un grupo mantener la atención del equipo en la normas de presentación de trabajos exigidas
colaborativo, podrán presentar sus fortalezas al servicio del solución del problema. Debe hacer por el docente.
grupo y definirán los canales de comunicación (datos de que el equipo evite la pérdida de  Evaluador
contacto, dirección de correo institucional y personal, skype, tiempo y la divagación de ideas. Asegurar que el documento contenga los
links de redes sociales.) de los cuales dispondrán para • Relator: Es el responsable de criterios presentes en la rúbrica. Debe
interactuar de manera efectiva y proactiva. organizar la información y comunicar a la persona encargada de las
 Segundo paso: planeación de las actividades documentación generada por el alertas para que informe a los demás
académicas. equipo y mantenerla al día para el integrantes del equipo en caso que haya que
De acuerdo con los elementos que componen el principio de momento en que se necesite. También realizar algún ajuste sobre el tema.
acción responsable, los estudiantes pueden diseñar un plan de es el responsable de entregar la  Entregas
trabajo a partir de la reflexión analítica de la agenda de versión final de reporte escrito.
Alertar sobre los tiempos de entrega de los
actividades, el plan de evaluación, las guías y rúbricas •Vigía del tiempo: Es la persona
productos y enviar el documento en los
entregadas para el desarrollo de cada actividad académica. responsable de tomar nota de las
tiempos estipulados, utilizando los recursos
Diseñarán una propuesta para la planeación de su trabajo actividades de cada uno de los
destinados para el envío, e indicar a los
colaborativo, para lo cual podrán tomar como insumo la guía miembros del equipo.
demás compañeros que se ha realizado la
10
presentada en la tabla 1, que responda a las particularidades y entrega.
necesidades de la estrategia de aprendizaje que movilice el  Alertas
trabajo que se va a desarrollar. Asegurar que se avise a los integrantes del
En cuanto a la definición de roles, es importante que éstos grupo de las novedades en el trabajo e
puedan determinarse con base en la propuesta que hayan informar al docente mediante el foro de
realizado los directores de curso y la red de docentes, con el fin trabajo y la mensajería del curso, que se ha
de hacer que el espacio colaborativo se enriquezca desde el realizado el envío del documento.
diálogo de saberes y el debate académico. (Documento de trabajo colaborativo y
Es importante aclarar que cada escuela acorde con su acompañamiento docente, 2014)
disciplina, con la movilización de conocimiento en su
profesión y con los propósitos de formación del programa,
puede presentar alternativas diferentes de roles a ser tenidos en
cuenta por docentes y estudiantes.
 Tercer paso: puesta en escena de los principios de
trabajo colaborativo.
Es importante que los estudiantes interioricen cada uno de los
principios del trabajo colaborativo y los pongan en práctica
desde el inicio del curso académico y con ello asegurar la
excelencia en sus procesos de aprendizaje y la presentación de
productos escriturales que respondan a la calidad esperada en
el curso.
Recomendaciones por el docente: Seguir los siguientes principios:
 Principio de Interacción. En la perspectiva del estudiante, este principio se materializa al definir las vías y mecanismos que posibilitarán la
interacción en el trabajo colaborativo. La intención es que los estudiantes participen en espacios que permitan que haya procesos de
interacción entre ellos. Para esto pueden emplear los escenarios sugeridos por el docente del curso, o bien contar con alternativas y recursos
adicionales donde podrán socializar sus documentos, la información que consigan y debatir frente a la actividad que se va a desarrollar.
 Principio de crecimiento. Cada estudiante puede aportar al proceso de los demás compañeros. Desde esta idea, en el mismo escenario donde
suceden las interacciones, los estudiantes pueden aportar a los demás en términos de sugerir mayor participación a quienes no intervienen
frecuentemente, ofrecer estrategias de búsqueda de información, proponer recursos tecnológicos que apoyen el proceso que se está
realizando, entre otras que permitan que el equipo avance y que cada uno pueda fortalecer su proceso formativo.
 Principio de Acción Responsable. Los estudiantes deben organizar su trabajo para lograr las metas trazadas. Es importante que cada uno
asuma acciones en el desarrollo del trabajo que aporten en la consecución de buenos resultados del equipo. Se trata de conseguir que la
organización de responsabilidades, la definición de hojas de ruta en el desarrollo del trabajo y la coordinación de los esfuerzos individuales,
permita un ejercicio colaborativo exitoso.
11
Es importante que también se consideren aspectos de la evaluación en el ejercicio del estudiante, para ello se cuenta con dos escenarios:
 Autoevaluación. Es el proceso en el cual el estudiante, mediante un instrumento diseñado por el docente, puede reconocer y presentar sus
fortalezas y dificultades en el desarrollo del trabajo colaborativo. No se asigna un puntaje sobre este proceso, se trata de una actividad
formativa que tiene por objeto permitir al estudiante volver sobre lo realizado para así reconocer aspectos que le permitan avanzar en su
proceso formativo.
 Coevaluación. Es el proceso en el cual el estudiante, mediante un instrumento diseñado por el docente, puede reconocer y presentar desde
su perspectiva las fortalezas y debilidades que presentó el grupo durante el desarrollo del trabajo. No se asigna un puntaje sobre este
proceso, se trata de una actividad formativa que tiene por objeto permitir al estudiante volver sobre lo realizado para así reconocer aspectos
de la interacción del grupo que pueden movilizar el proceso de aprendizaje.
Uso de la norma APA, versión 3 en español (Traducción de la versión 6 en inglés)

Se recomiendan los siguientes enlaces: http://www.cibem.org/paginas/img/apa6.pdf
http://es.slideshare.net/gerinaldocamacho/manual-de-estilo-apa6taed2010-2011
http://www.marymountbogota.edu.co/mavi/documentos/NORMAS-APA-2014.pdf
Políticas de plagio: ¿Qué es el plagio para la UNAD? El plagio está definido por el diccionario de la Real Academia como la acción de "copiar
en lo sustancial obras ajenas, dándolas como propias". Por tanto el plagio es una falta grave: es el equivalente en el ámbito académico, al robo. Un
estudiante que plagia no se toma su educación en serio, y no respeta el trabajo intelectual ajeno.
No existe plagio pequeño. Si un estudiante hace uso de cualquier porción del trabajo de otra persona, y no documenta su fuente, está cometiendo un
acto de plagio. Ahora, es evidente que todos contamos con las ideas de otros a la hora de presentar las nuestras, y que nuestro conocimiento se basa
en el conocimiento de los demás. Pero cuando nos apoyamos en el trabajo de otros, la honestidad académica requiere que anunciemos
explícitamente el hecho que estamos usando una fuente externa, ya sea por medio de una cita o por medio de un paráfrasis anotado (estos términos
serán definidos más adelante). Cuando hacemos una cita o un paráfrasis, identificamos claramente nuestra fuente, no sólo para dar reconocimiento a
su autor, sino para que el lector pueda referirse al original si así lo desea.
Existen circunstancias académicas en las cuales, excepcionalmente, no es aceptable citar o parafrasear el trabajo de otros. Por ejemplo, si un
docente asigna a sus estudiantes una tarea en la cual se pide claramente que los estudiantes respondan utilizando sus ideas y palabras
exclusivamente, en ese caso el estudiante no deberá apelar a fuentes externas aún, si éstas estuvieran referenciadas adecuadamente.
Para mayor información visitar el siguiente link:

http://datateca.unad.edu.co/contenidos/551026/syballus_corregido_2014-1/7_poltica_antiplagio.html
12

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DE - Integrated Guide August 2015

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Universidad Nacional Abierta y a Distancia UNAD Vicerrectoría Académica y de Investigación VIACI

Escuela: Ciencias de la educación Programa: Pregrado

INTEGRATED ACTIVITIES GUIDE

Context of the learning strategy to develop in this course:

Topics to develop: UNIT 1

Topics to develop: UNIT 2

Topics to develop: UNIT 2

*Lineamientos para el desarrollo del trabajo colaborativo

Uso de la norma APA, versión 3 en español (Traducción de la versión 6 en inglés)

Para mayor información visitar el siguiente link:

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