Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity Guide and Evaluation Rubric – Task 7 – Final activity

1. General Description of the Course

Faculty or Escuela de Ciencias de la Educación

Academic Unit
Academic Level Profesional
Academic Field Formación disciplinar
Course Name Methods Of Teaching English as a Foreign
language
Course Code 551005
Course Type Metodológico Retake Yes ☒ No ☐
Exam
Number of Credits 3

2. Description of the Activity

Indi
Number of
Type of Activity: vidu ☒ Collaborative ☒ 3
Weeks
al
Initi
Evaluation al
☐ Intermediate ☐ Final ☒
Moment: Unit
1
Environment to Submit the
Total Score of the Activity:
Activity: Monitoring and Evaluation
125
Environment
Starting Date of the
Deadline of the Activity:
Activity:
December 12, 2019
November 29, 2019
Competences to Develop:
To be able to identify basic characteristics concerning main approaches,
methods and trends in teaching foreign languages where it is required to
implement different methods.

To identify similarities and differences between current trends and methods

to teach English as a foreign language in order to choose the best one
according to the focus, ability and purpose.
To adopt a critical attitude about processes related to teaching and learning
foreign languages when it is necessary to propose new trends or methods.
Topics to Develop:
Historical Approaches
Communicative and Art approaches
Current and Academic approaches
Steps, Phase or Stage of the Learning Strategy to Develop
Task 1: Choose a case study
Task 2: Propose a method
Task 3: Group chooses a method
Task 4: Each student proposes an activity for the lesson plan
Task 5: Each student gives meaningful feedback to the final task.
Activities to Develop
Task 1: The student will select one of the cases posed below and will
propose one of the methods or approaches seen during the course.
The student must post it in the forum, here you need to justify your
selection, why did you choose the topic for that the case study?

1. A private country school is located in an exclusive northern area

from Bogota.
The school has the status of bilingual school
the scholar day lasts 6 hours
it is a sixth grade group and it has 19 students, there are 10 girls
and 9 boys.
The students´ English level is B1 in writing and reading, and a A2 in
speaking and listening skills.

3. A group of Indigenous students belong to a shelter in the

department of Amazonas.
Students receive one hour of English and one hour of Spanish every
day.
The group has 25 students; the age average of the students ranges
between 10 and 15 years.

4. A fourth grade group at a public high school located in the urban

area of a municipality in Bucaramanga has the following features:
the group has 32 students,
they receive 4 hours of English class per week
two students have physical disability.
 4. Two siblings are 12 and 15 years old respectively. They Receive
particular English lessons because their parents want to settle down in
an English-spoken country in more or less two years. The students
receive 4 hours of English class, every second day at home.
4.
5. A group of 16 Adults whose age average is from 25 to 40 are taking
English classes in an informal bilingual Institute.
Currently their English level is A1 and they need to get B2 level in
all the skills.

Task 2: In the forum Final task, the group must select a study case
and all the members of the group design the lesson plan. Each student
posts in the forum the activity for the lesson plan. Hence
collaboratively you need to create single lesson plan

The final task is to complete the following template: (This template is

in the Collaborative Environment in the file Activity Guidelines and
Evaluation Rubric - Final Task)

Task 3
Each student must write one recommendation for the application of
the lesson plan, in other words students need to clear up to other
teachers what kind of elements are important to take in mind in order
to apply the lesson plan.
Also each student must write a conclusion about the use of methods
in English classrooms, here you should mention the factors involved
that can lead you to choose a method, the role of context and how
can you choose the right method according to your students’ needs.

Environments for Knowledge Environment

the Development Collaborative Learning Environment
of the Activity Evaluation and Monitoring Environment
Individual:
PDF document with
Title page. Student’s information. (1 page)

- Method selection and justification of this

selection. (1 paragraph)
Products to be
Submitted by
Collaborative:
Students
- One lesson plan according to the template
given. (1 page)

- Conclusions and / or recommendations. (1

conclusion and 1 recommendation per
student)
-

5. General Guidelines for the Collaborative Work

Collaborative learning is a strategy that allows

students to work together in order to achieve a
common goal. Accordingly, the collaborative
work proposed for the course is based on a
Planning of
structured and planned process that includes
Activities for the
individual and group activities, as well as
Development of
interaction and socialization in the virtual
Collaborative
classroom.
Work
1. Explore the syllabus of the course.
2. Make several readings of the activity guide
and the evaluation rubric for each of the units of
individual and collaborative work.
 3. All the activities that are carried out for the
development of the activity should be reflected
within the course through the different media
and especially in the forum of each activity,
since the interaction; if they work by Skype or
other means they should evidence it in the
forum with screenshots.
4. Be in constant communication with the
colleagues and tutor during the development of
activities.
5. In case of any concern, ask the tutor or the
colleagues with time, using the various
communication channels arranged in the course.
6. Enter the contributions with time for the
Timely feedback from peers and tutor.
7. Establish a schedule of activities within each
forum and a table of roles and functions for
meet during the development of each activity.
Different roles are proposed within the
collaborative environment, which allow an
appropriate space for academic growth and
effective interaction that promotes learning and
interpersonal relationships. Every student will
take up one of these roles for the development
of the course assignments and can only be
changed if decided by the group members.
Roles to Be Facilitator: Makes sure that every voice is
Performed by the heard and focuses work around the learning
Student in the task. Provides leadership and direction for the
Collaborative group and suggests solutions to team problems.
Group Recorder: Keeps a public record of the team's
ideas and progress. Checks to be sure that ideas
are clear and accurate.
Time keeper: Encourages the group to stay on
task. Announces when time is halfway through
and when time is nearly up.
Planner: States an action for the completion of
the task at hand according to the instructions
and course agenda.
 Task monitor: Looks for supplies or requests
help from the teacher when group members
agree that they do not have the resources to
solve the problem.
Compiler: Puts together the final product and
includes the work done only by those who
participated on time. Informs the student in
charge of alerts about people who did not
participate and will not be included in the final
product.
Reviser/Editor: Makes sure the written work
follows all the criteria established in the activity
guide.
Roles and Duties
Evaluator: Evaluates the final document to
for the
ensure it follows the evaluation criteria of the
Submission of
rubric and informs the student in charge of
Products by
alerts about any changes that need to be made
Students
before delivering the product.
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.
All references considered for this activity have to
References
be cited using APA Style
Students must be aware of the risks and
penalties in case of plagiarism.

Under the Academic Code of Conduct, the

actions that infringe the academic order, among
Plagiarism Policy 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 that the student 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.
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.

To learn how to properly cite all your tasks, see

the following:
BibMe. (n.d.). APA Citation Guide. Retrieved
from http://www.bibme.org/citation-guide/apa/

6. Evaluation Rubric

Evaluation Rubric
Task 7 – Final activity
Activity Collaborative
Individual Activity ☒ ☒
type: Activity
Evaluation Intermediate
Initial ☐ ☐ Final ☐
moment unit
Evaluated Performance levels of the individual activity
Score
items High score Average score Low score
 The student
Selection
selected the The student
and The student
community from selected the
justificatio didn’t select the
the options and community but
n of the community from
give the reasons didn’t present the 25
community the options.
for the selected justification.
from the
method.
options.
(Up to 12
(Up to 25 points) (Up to 0 points)
points)
Evaluated Performance levels of the individual activity
score
items High score Average score Low score
The student
presented the The student
The student
Selection argumentation of selected a
didn’t select a
of the topic and functional topic
functional topic
functional approach selected but not the
and Method or 20
topic and and it is quite method or
approach
Method or complete and approach
Approach. meaningful
(Up to 10
(Up to 20 points) (Up to 0 points)
points)
The lesson plan
The lesson plan is presented doesn’t
quite complete. It correspond to the The student didn’t
shows evidence of method selected present the lesson
real analysis and or it doesn’t plan.
Lesson plan 30
relation to the provide
topic contents. meaningful
information
(Up to 15
(Up to 30 points) (Up to 0 points)
points)
The contributions
Give meaningful are not meaningful No contributions
contributions to for the to the
Contributio
the development of development of development of 20
s final task
final task. final task. These final task.
are superficial.
(Up to 10 points) (Up to 5 points) (Up to 0 points)
 The student
makes some
The student
errors in grammar
The grammar used cannot use
Grammatic and punctuation
is properly sentence forms at
al range but they rarely 20
all
and reduce
accuracy communication.
(Up to 10
(Up to 20 points) (Up to 0 points)
points)
The students
handed in a final
The students product, but on
handed in a final separate files or on
product, one file the wrong space or The student did
Final per the whole the students not hand in a final
presented the 10
product group on the product
correct link on the communities but did
evaluative setting not propose one
approach on
learning needs.
(Up to 10 points) (Up to 5 points) (Up to 0 points)
Final score 125