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Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector


Activity guide and evaluation rubric

1. General description of the course

School or Escuela de Ciencias de la Educación


Academic Unit
Academic Level Profesional
Academic Field Formación disciplinar
Course Name First and Second Language Acquisition and
learning
Course Code 551018
Course Type Methodological Retake yes ☐ No ☒
exam
Number of Credits 3

2. Description of the activity

Numbe
Type of
Individual ☐ Collaborative ☒ r of 4
activity:
weeks
Evaluation
Initial ☐ Intermediate ☒ Final ☐
moment:
Environment for the delivery of
Total score of the activity:
the activity: Monitoring and
100
evaluation environment
Starting date of the
Deadline of the activity: March
activity: February 19th
19th 2018
2018
Competence to develop:
The course activities will develop considering the didactic learning
strategy known as TBLL. The course work is set in three different stages
to be completed in the different course environments in relation with
each content unit.
Topics to develop:
Review learning contents and strategies for language learning.
Step, phase or stage of the learning strategy to develop
COLLABORATIVE TASK ONE
TASK 1A. DEFINING CONCEPTS
Check the topics for Unit 1 and reflect about the definition of language,
Learning and teaching. Write your own definition of the concepts in
about 50 words for each one.

Consider stating what you can add or delete from the definitions given
in the study materials. Consider your experience as a language learner
and teacher to propose definitions that are clear and easy to
understand.

TASK 1B. UNDERSTANDING LANGUAGE

Write about constructivism as a school of thought.

Restate Vygotsky’s philosophy in your own words and write some


classroom examples of his theories in action.

Make sure to describe the examples according to your experience as a


language teacher and learner.

Include relevant information that can help you illustrate what you mean
in each example.

Share your definitions of language, learning and teaching and


restatement of Vygotsky’s theory in the discussion topic created for this
assignment in the collaborative forum:

Unit 1 Language learning and teaching – Task 1

Make any corrections or changes to your work according to feedback


and comments given by your partners and tutor.

Activities to develop
Review learning contents and strategies for language learning.

Check the topics for Unit 1 and reflect about the definition of
language, learning, and teaching. Write your own definition of the
concepts in about 50 words for each one.
Consider stating what you can add or delete from the definitions given
in the study materials. Consider your experience as a language learner
and teacher to propose definitions that are clear and easy to
understand.

TASK 1B. UNDERSTANDING LANGUAGE

Write about constructivism as a school of thought.

Restate Vygotsky’s philosophy in your own words and write some


classroom examples of his theories in action.

Make sure to describe the examples according to your experience as a


language teacher and learner.

Include relevant information that can help you illustrate what you
mean in each example.

Share your definitions of language, learning and teaching, and


restatement of Vygotsky’s theory in the discussion topic created for
this assignment in the collaborative forum:

Unit 1 Language learning and teaching – Task 1

Make any correction or changes to your work according to feedback


and comments given by your partners and tutor.
Environmen
ts for the
Name the environments in which the activities will be
developmen
developed and describe each one of them.
t of the
activity
Individual:

Products to Participation in the collaborative forum by sharing the


deliver by personal definitions of the core concepts and the
the student explanation of Vygotsky’s philosophy with the matching
examples in a Word file. Write about 300 to 400 words.
Read your partners’ participations and comment their
contributions. You should consider possible corrections
regarding structure, vocabulary and content.

Keep in mind your suggestions or corrections have to


be well based and show respect for your partners’ ideas
and intellectual work.

Collaborative:
The group compiler must prepare and send to the forum
a Word document that includes the following
information:

a. Cover page (names and last names of


participants, course info, tutor name, date).
b. Definitions and restatement of Vygotsky’s theory
as in tasks 1A and 1B (one page per student).
c. References (APA style).

The evaluator and reviser have to check the final


product to make sure it is complete and then inform the
delivery student who will upload the final product in the
evaluation environment. It should include all the
information as requested. Name your file as follows:

Collaborative_Task1_GroupNumber.pdf

General guidelines for the collaborative work

Each student prepares a short concept.


Planning of
Restate Vygotsky’s philosophy in his own words and
activities for
write some classroom examples of his theories in
the
action.
development
of
Make corrections and comments.
collaborative
work
Participate actively in the forum giving meaningful
feedback.
Work together with your classmates to create the final
document that allows you to present your concepts and
opinions about Vygotsky’s theory.

Compile the document.

Roles to
perform by
the student
Compiler, evaluator and reviser.
in the
collaborative
group
Different roles are proposed within the collaborative
environment that allow an appropriate space for
academic and affective interaction that promotes
learning and interpersonal relationships.
Every one of the learning moments is divided in an
individual and a group stage. Each 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.

Facilitator:
Roles and
Makes sure that every voice is heard and focuses work
duties for
around the learning task. Provides leadership and
the delivery
direction for the group and suggests solutions to team
of products
problems.
by students

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.

Evaluator:
Evaluates the final document to ensure it follows the
evaluation criteria of the rubric and informs the student
in charge of alerts about any changes that need to be
made 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.

Use of
Always cite the references
references
Plagiarism
Students must be aware of severe sanctions in the
policy
case of plagiarism.

4. Evaluation rubric

Evaluation rubric

Collaborative
Activity type: Individual Activity x
Activity
Evaluation moment Initial Intermediate x Final
Performance levels of the individual activity
Evaluated items Score
High score Mean score Low score
The student
The student
participated some The participation
participated from
On-time day after the of the student
the very first time,
participation in the beginning of the was too late and
and the 10
forum activity and the it was not
participation was
participation was significant.
meaningful
not significant
(up to 10 points) (up to 5 points) (up to 0 points)
The student The student
The did not
attended the web attended the web
attend and
Web conference conference and conference but
participate in the 10
participation participated without any
web conference
actively participation
(up to 10 points) (up to 5 points) (up to 0 points)
The development
The writing
Task 1: of the writing No writing
assignment is well
Developing the assignment shows assignment is 20
developed and
writing assignment some degree of presented
evidences proper
reflection but lacks
writing and coherence and
coherent ideas. cohesion.
(up to 20 points) (up to 10 points) (up to 0 points)
The student Although the
correctly paper includes all
The student did
presented the the definitions and
not follow the
assignment the statement of
Task 1: Content instructions to
content, with theory, the 20
and language use complete the
minor problems in structures and
assignment.
language language are
structures. somewhat poor.
(up to 20 points) (up to 10 points) (up to 0 points)
Performance levels of the collaborative activity
Evaluated items Score
High score Media score Low score
The group created
a well-organized The group created
blog that includes a Blog but not all
the information of participants The group did not
Task 2: Group Blog all participants posted their work create a blog. 20
with audio and made audio
comments.
comments.

(Up to 20 points) (Up to 5 points) (Up to 0 points)


The group
The group did a The group did not
successfully
good job following follow the
followed the
the instructions instructions to
Activity activity
but some complete the
socialization and instructions and 10
elements were assignment and
group interaction interaction is
omitted, group there was poor
successful.
interaction is OK. interaction.
(Up to 10 points) (Up to 5 points) (Up to 0 points)
The group The group
presents their presents their
Overall structure work with major work with major No group paper
and content of the problems in problems in is presented. 10
paper mechanics, mechanics,
spelling and the spelling and the
document does not document does
include all not include all
suggested items. suggested items.

(Up to 10 points) (Up to 5 points) (Up to 0 points)


Final score 100