Universidad Nacional Abierta y a Distancia Vicerrectoría Académica y de

InvestigaciónCourse: Integral Pedagogical Practice Code: 518018

Activity Guide and Evaluation Rubric – Phase 2 – An action plan for the
practice

1. Activity Description
Type of activity: Individual
Evaluation moment: Intermediate Unit 2
Highest score of the activity: 75 points
The activity starts on: The activity ends on: Sunday,
Monday, September 5, 2022. September 25, 2022
With this activity, you are expected to achieve the following learning
outcomes:

At the end of the activity, the student will be able to elaborate an action plan based
on the previous experience, the description, own knowledge, and theories, for the
development of the immersion practice.

The activity consists of:

1. Explore the contents of Unit 2.

2. Based on the contents of unit 2:

- Make a pedagogical and methodological action plan to develop the immersion

practice in this period.
- Use the following example:

Action N.1:

Purpose:

To improve the listening skills in 5th-grade students

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 Specific student’s needs:

The students of fifth grade present in general a relevant deficit in their listening skills.
They do not understand the basic words like commands and personal information.

Methodologies:

According to Mart (2013), The Audio- “Lingual method aims to develop the
communicative competence of students through dialogues. Dialogues and pattern
drills that students need to repeat are used to form habits in learners that will allow
them to develop quick and automatic responses” p.1. I consider it important to give
the students the opportunity to express what they have learned through performances
and dialogues to interact. This is appropriate for English language learning since…

Techniques:

The teacher reads a dialogue by modeling it.

Students repeat the dialogue through repetition.

Students create dialogues based on specific situations provided by the teacher

Students perform the dialogue…

References

Mart, C. T. (2013). The audio-lingual method: An easy way of achieving speech.

International Journal of Academic Research in Business and Social Sciences, 3(12),
63.

Ahmad, S., & Rao, C. (2013). Applying communicative approach in Teaching English
as a foreign language: a case study of Pakistan.
- Write a minimum of six actions. Research appropriate methodologies and
techniques for the specific need you want to improve in the students. Make sure

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 the methodologies and techniques are in coherence with the purposes and
context.

3. Once you have deepened and researched the needs, methods, and
techniques. Talk with the teacher assigned by the educational institution of the
practice and plan concrete activities for each methodology, dates, times, and
specific resources to fill up the format:
Anexo 1- F-7-6-20_Plan de trabajo prácticas pedagógicas y educativas
ECEDU

Note: Anexo 1 is attached in the knowledge environment in the file: Activities guide
and evaluation rubric - Unit 2- Phase 2 - An action plan for the practice

4. Gather the documents:

• ARL certification
• Presentation letter
• Anexo 1- F-7-6-20_Plan de trabajo prácticas pedagógicas y educativas ECEDU

For the development of the activity consider that:

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 Units 1 and 2 and
socialize the activities in the forum Unit 1- Phase 2 – An action plan for the practice.

In the Evaluation Environment, you must: Upload your final work in the space called
Unit 1- Phase 2 – An action plan for the practice.

Evidence of individual work:

The individual evidence to be submitted is:

Upload a ZIP file with the following content:

1. A PDF document with a cover page and the action plan with all the purposes
needs, methodologies, and techniques for the development of the practice.
2. ARL certification
3. Presentation letter
4. Anexo 1- F-7-6-20_Plan de trabajo prácticas pedagógicas y educativas
ECEDU

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Evidence of collaborative work:
The collaborative evidence to be submitted is:

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

2. General Guidelines for the Development of Evidence to Submit

For Individual evidence, consider the following: All members of the group must
participate with their contributions in the development of the activity.

• Make a deep and critical reading of the suggested contents.

• Be careful with the research, include the suggested elements for the search.
• Think about the needs and purposes, strategies, and techniques you will include
in your learning language activities.
• Cite the information correctly in every paragraph in APA style.

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 the 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:

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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 Template

Type of Activity: Individual

Evaluation Moment: Intermediate Unit 1
Highest Activity Score: 75 points
First Evaluation High Level: The student includes specific context characteristics
Criterion: and needs in the action plan purposes.
Content criteria
Include in the action If your work is at this level, you can get between 15 points
plan purposes and 20 points.
according to the
needs of the Average Level: The student´s identification and
context comprehension of the specific context needs, and
characteristics are not coherent with the plan purposes.
This criterion
represents 20 If your work is at this level, you can get between 7 points
points of the total and 14 points
of 75 points of
the activity. Low level: The student does not identify specific context
needs and characteristics for the purposes of the action plan.

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

and 6 points

Second Evaluation
Criterion: High Level: The student made appropriate and deep research
about language learning methodologies and techniques.
Content criteria
Describe the If your work is at this level, you can get between 25 points
theoretical and 30 points.
background of the
selected

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methodologies with Average Level: The student made shallow, incomplete, or
depth and accuracy. inappropriate research about language learning methodologies
and techniques.

This criterion If your work is at this level, you can get between 10 points
represents 30 and 24 points
points of the total
of 75 points of Low level: The student does not research language learning
the activity. methodologies and techniques.

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

and 9 points

Third Evaluation High Level: The actions included in the plan, evidence
Criterion: coherence and pertinence between the theories, needs, and
techniques to achieve the purposes related.
Content criteria
Include the context, If your work is at this level, you can get between 15 points
the needs, and 20 points
methodologies
resources, and the Average Level: The actions included in the plan, need more
theoretical evidence of coherence and pertinence to achieve the purposes
background with related.
coherence.
If your work is at this level, you can get between 6 points
This criterion and 14 points
represents 20
points of the total Low level: The student did not develop an action plan.
of 75 points of
the activity. If your work is at this level, you can get between 1 point
and 5 points

Fourth Evaluation
High Level: The student makes good use of spelling aspects and
Criterion:
grammar rules. The document is organized and cited according
to APA style.
Formal criteria
If your work is at this level, you can get between 4 points
Use adequately the
and 5 points
spelling and
grammar rules of

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the English Average Level: The document presents some grammar and
Language. Organize spelling errors. The information is not correctly cited.
the document and
cites in APA style. If your work is at this level, you can get between 3 points
and 2 points
This criterion
represents 5 Low level: The student did not present the requested
points of the total document.
of 25 points of
the activity. If your work is at this level, you can get between 0 point
and 1 point