Activity Guide and Evaluation Rubric For Collaborative Assignment 2 - Unit 2

Universidad Nacional Abierta y a Distancia UNAD - Vicerrectora Acadmica y de Investigacin - VIACI
Escuela: Ciencias de la educacin Programa: Licenciatura en ingls como lengua extranjera

Curso: Teaching English to adolescents and adults Cdigo: 551004
Activity guide
Unit 2: Collaborative assignment unit 2
Context of the learning strategy to work in this course: Task-based learning. Task-based learning is an approach in which learning
is focused on the students even than the teacher. This model promotes organizing the course in terms of a final task or a set of tasks
that will guide the presentation of different content. Performing these tasks required from students obtaining a set of knowledge and
skills to enhance and promote their development. Students have the opportunity to learn not only through the transmission of
knowledge by the teacher but having an active role in building their knowledge. Learning is potentiated by doing and learning to learn.
Topics: planning and classroom management: planning for effective teaching
Setting: Collaborative
Number of weeks: 3 Dates: March 20 to April 9 , Evaluative stage: Mid-term
th th learning and Monitoring
2017 and evaluation
environments
Stage of the learning strategy: Mid-term
Individual activity Academic products and score Collaborative activity Academic products and
for the individual phase or score for the individual
activity phase or activity
Individual activity Specifications Collaborative activity Specifications
Description Post the comparative chart in the Description The document you are going
forum in a pdf file. to write must be original,
1. Review the unit 2 course materials 1. Discuss with your partners in written by you, it means
in order to establish the main issuesKeep in mind: order to plan and design the its not allowed to copy and
about planning and classroom final outcome of the activity, paste from web sites or books;
management when teaching English
Students that dont submit this which is a classroom the document must include
to adolescents and adults. written job during the established management plan for all of the asked elements
dates will get a zero (0.0) as adolescents. (see the listed in the guidelines; it
2. Read the chapter carefully: score for this activity. template on the folder created).must have:
For this activity. Take into - a front page (with title, the
Richards, J. C. (2002). Theories of The participation and the product account what you read on name of the participants,
Teaching in Language Teaching. In will be assessed according to the The course content about their ID numbers, course
J. C. Richards & W. A. Renandya evaluation rubric. lesson planning and classroom name, group number, etc)
(Eds.), Methodology in Language management. the classroom
Teaching: An Anthology of Current Students submitting products from management plan
Practice (pp. 1926). Retrieved other classmates, as a plagiarism Each student has to propose according to the
from will get a zero (0.0) as score. ideas for the plan. Decide who template.
https://www.cambridge.org/core/bo is the one that will submit the
oks/methodology-in-language- final document (classroom
teaching/theories-of-teaching-in- Score individual phase: 50 management plan). Upload one final product
language- points per the whole group on the
teaching/E05BD9BA10EBF6E513FC6 Keep in mind: evaluative and monitoring
16FD3087221 Students will be graded setting.
according to the
3. Fill in this comparative chart in evaluation rubric. Score collaborative
order to compare the different phase: 70 points
theories of teaching in language It is mandatory to participate
teaching : early, in order to reach the Total score: 120 points
established goals for this
collaborative task (take into
account the schedule proposed
on the agenda).
Plagiarism will be punished

with zero (0.0) grade.
This collaborative assignment

for unit 2 will be
successful if each one of y
you commits to it.
Remember that your
actions affect not only
yourself but also your
e-mates, so its very
important that each
participant in the group
starts interacting from the
very beginning of the
activity. This collaborative
task 2 does not allow
having participation just
in the end of deadline. Its
very useful for students
to communicate with e-mates
by skype, e-mail, mobile, etc.,
in order to agree about the
job. But remember to include all
the agreements on the forum
as evidence of your work.
*Guidelines for collaborative work

Activities planning for the Roles and responsibilities for the students
Roles for the collaborative work
collaborative work products delivery
Learning moment two: Different roles are proposed within the Compiler:
Unit 2: Planning and classroom collaborative environment that allow an Puts together the final product and includes the
management appropriate space for academic and work done only by those who participated on time.
Individual contributions: Weeks 7 & 8 affective interaction that promotes learning Informs the student in charge of alerts about
Forum interaction, comments and and interpersonal relationships. people who did not participate and will not be
consolidation of final product: Weeks 9
included in the final product.
Every one of the learning moments is
divided in an individual and a group stage.
Each student will take up one of these roles Reviser / editor:
for the development of the course Makes sure the written work follows all the criteria
assignments and can only be changed if established in the activity guide.
decided by the group members.
Evaluator:
Facilitator: Evaluates the final document to ensure it follows
Makes sure that every voice is heard and the evaluation criteria of the rubric and informs the
focuses work around the learning task. student in charge of alerts about any changes that
Provides leadership and direction for the need to be made before delivering the product.
group and suggests solutions to team
problems.
Deliveries:
Recorder: Student in charge of informing about the dates set
Keeps a public record of the team's ideas for presenting each task and delivering the final
and progress. Checks to be sure that ideas product according to the course agenda. Also
are clear and accurate. informs other students that the final product has
been sent.
Time keeper:
Encourages the group to stay on task. Alerts:
Announces when time is halfway through Informs group participants about any news in the
and when time is nearly up. work being done and reports the delivery of the
final product to the course tutor.
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.
Taken from: Abada, C; Vela, P; Montero, R

y Jimnez, R. (2014). Lineamientos
generales del currculo en la UNAD.
Aspectos del trabajo colaborativo y
acompaamiento docente. Vicerrectora
acadmica y de investigacin. UNAD.
Teachers recommendations:
a. Read this activity guide carefully and thoroughly so you can complete all tasks on time and get excellent results.
b. Keep in mind the roles established for collaborative assignments so all students in the group take up a specific role.
c. Check all the information provided in the instructions for individual work and group work.
d. Please contact your tutor for more information if necessary.
e. The final products have to be sent on the assigned dates according to the course agenda.
f. Students who enter the forums in the last three or two days will not be considered for the activity grade.
Uso de la norma APA, versin 3 en espaol (Traduccin de la versin 6 en ingls)
Las Normas APA es el estilo de organizacin y presentacin de informacin ms usado en el rea de las ciencias sociales. Estas se
encuentran publicadas bajo un Manual que permite tener al alcance las formas en que se debe presentar un artculo cientfico. Aqu
podrs encontrar los aspectos ms relevantes de la sexta edicin del Manual de las Normas APA, como referencias, citas, elaboracin y
presentacin de tablas y figuras, encabezados y seriacin, entre otros. Puede consultar como implementarlas ingresando a la pgina
http://normasapa.com/
Polticas de plagio: Qu es el plagio para la UNAD? El plagio est definido por el diccionario de la Real Academia como la accin de
"copiar en lo sustancial obras ajenas, dndolas como propias". Por tanto el plagio es una falta grave: es el equivalente en el mbito
acadmico, al robo. Un estudiante que plagia no se toma su educacin en serio, y no respeta el trabajo intelectual ajeno.
No existe plagio pequeo. Si un estudiante hace uso de cualquier porcin del trabajo de otra persona, y no documenta su fuente, est
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 dems. Pero cuando nos apoyamos en el trabajo de otros, la honestidad
acadmica requiere que anunciemos explcitamente el hecho que estamos usando una fuente externa, ya sea por medio de una cita o
por medio de un parfrasis anotado (estos trminos sern definidos ms adelante). Cuando hacemos una cita o un parfrasis,
identificamos claramente nuestra fuente, no slo para dar reconocimiento a su autor, sino para que el lector pueda referirse al original si
as lo desea.
Existen circunstancias acadmicas 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 deber apelar a fuentes externas an, si stas estuvieran referenciadas
adecuadamente.
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA

TEACHING ENGLISH TO ADOLESCENTS AND ADULTS
EVALUATION RUBRIC FOR THE COLLABORATIVE ASSIGNMENT FOR UNIT 2
Criteria for the individual work
Evaluation
High evaluation Medium evaluation Low evaluation Score
criteria
The chart only presents 2 of the
The chart presents all the theories to The chart presents at least 3
theories to be compared and
Comparative be compared and their relationships in theories to be compared and their
their relationships but the 10
chart: structure a clear and concise way. relationships in clear way.
information can be confusing.
(Up to 10 points) (Up to 7 points) (Up to 3 points)
The chart presents all the necessary
The information about the
information and the explanation and Most of the information is clear
theories is not enough to
Comparative relations are clear enough to enough to understand the
understand the theories and 20
chart: content understand the theories to be comparison of the theories.
their comparison.
compared.
(Up to 20 points) (Up to 12 points) (Up to 5 pointss)
The answers to the question show all Most of the answers to the Many answers are not correct
Comparative the concepts about the theories questions are correct and related to or related to the theories to be
20
chart: concepts compared. the theories to be compared. compared.

PRE-INTERMEDIATE ENGLISH
Criteria for the collaborative work
Evaluation
criteria
The student participated in the forum
The student participated in the
on time and gave meaningful The student did not participate in
forum once or twice and the
Collaborative contributions to the design of the the forum. 20
contributions were not meaningful.
participation classroom management plan.
The classroom management plan The classroom management plan The classroom management plan
Classroom contains the requirements established doesnt fulfill most of the doesnt fulfill the requirements
management in the guidelines in terms of the requirements established in the established in the guidelines in 30
plan contents. guidelines in terms of the contents. terms of the contents.
The content of the classroom The content of the classroom
The content of the classroom
Classroom management plan has some management plan has lots of
management plan is well written, it
management problems associated to grammar, mistakes in terms of spelling and
has good spelling and it has the 20
plan: writing spelling, vocabulary mistakes or grammar structures or it is not
appropriate grammar structures.
competence grammar structures. done.

PRE-INTERMEDIATE ENGLISH
Criteria for the collaborative work
Evaluation
criteria
Final score 125

Activity Guide and Evaluation Rubric For Collaborative Assignment 2 - Unit 2

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Universidad Nacional Abierta y a Distancia UNAD - Vicerrectora Acadmica y de Investigacin - VIACI

Escuela: Ciencias de la educacin Programa: Licenciatura en ingls como lengua extranjera

Individual activity Specifications Collaborative activity Specifications

Plagiarism will be punished

This collaborative assignment

*Guidelines for collaborative work

Taken from: Abada, C; Vela, P; Montero, R

d. Please contact your tutor for more information if necessary.

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA

Criteria for the individual work

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA

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