Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity Guide and Evaluation Rubric – Task 6 – Collaborative
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

Indiv Number of
Type of Activity: ☒ Collaborative ☒ 3
idual Weeks
Initia
Evaluation l
☐ Intermediate ☒ Final ☐
Moment: Unit
1
Environment to Submit the
Total Score of the Activity:
Activity: Monitoring and Evaluation
130
Environment
Starting Date of the
Deadline of the Activity:
Activity:
November 28, 2019
November 10, 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:
Current and Academic approaches:
*Natural Approach
*Content-Based *Instruction
*Task-Based Language Teaching
*EAP –English for Academic Purposes
*Competency-Based
*Language Teaching
Steps, Phase or Stage of the Learning Strategy to Develop

Task 1: Spider web map

Task 2: Propose an English Community
Task 3: Choose the English Community
Task 4: Justification for the method
Activities to Develop

Task 1

Each student chooses a method from Unit 3 and designs a spider web
map describing its advantages and disadvantages

What is it?
A spider map is a brainstorming or organizational tool that provides a visual
framework for students to use. Sometimes, this graphic organizer is called a
“concept map” or a “spider web graphic organizer”. A spider map has a main
idea or topic in the center, or the body, of the diagram. Each detail or sub-
topic associated with the main idea has its own leg, or branch, surrounding
the main idea.

Task 2

Each student must select a community of English learners present in

his/her living place and present its characteristics such as
-age,
-economic status,
-city,
-number students,
-grade,
-English level)
learning needs (speaking, listening, vocabulary, Grammar, reading,
writing needs).
For instance:
My Community is an English classroom with 32 students in fifth grade
at a public school, students´ English level is A1. These students live
within difficult economic conditions in a rural area. Also, they have
little vocabulary and they are afraid to speak…etc.

This description must be sent in the forum in the Collaborative

learning Environment at the very beginning of the activity.

Task 3
The group must choose a Community from Task 2 which must be
complete and well described.

Task 4
Each student proposes a method (taken from the Unit 1, 2 and 3
contents) to be applied in the community chosen by the whole group
in task 3, bearing in mind the learning needs and context and give
strong reasons about the proposed method.
For example, I proposed Communicative method because, I consider
that…

The arguments presented in task 4 must be taken from the unit 1, 2

and 3. Hence, you must cite your sources, using APA style.

Task 5
A member of the group uploads the final Task in a single document

Environments
Knowledge Environment
for the
Collaborative Learning Environment
Development of
Evaluation and Monitoring Environment
the Activity
Individual:
 PDF document must be upload in the evaluative
environment with the following tasks:

-Front page

Spider web map (each student)

Products to be
-Community description: Learning needs.
Submitted by
Students
Collaborative:

- The English community description chosen by the

Group.

-The methods according to the Learning needs

and the justification by each student.

3. 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
structured and planned process that includes
individual and group activities, as well as
interaction and socialization in the virtual
Planning of classroom.
Activities for the 1. Explore the syllabus of the course.
Development of 2. Make several readings of the activity guide
Collaborative and the evaluation rubric for each of the units of
Work 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.
Facilitator: Makes sure that every voice is
heard and focuses work around the learning
Roles to Be task. Provides leadership and direction for the
Performed by the group and suggests solutions to team problems.
Student in the Recorder: Keeps a public record of the team's
Collaborative ideas and progress. Checks to be sure that ideas
Group 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
Roles and Duties
includes the work done only by those who
for the
participated on time. Informs the student in
Submission of
charge of alerts about people who did not
Products by participate and will not be included in the final
Students 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.
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
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
Plagiarism Policy 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/

4. Evaluation Rubric

Evaluation Rubric
Task 6 – Collaborative activity
Activity Collaborative
Individual Activity ☒ ☒
Type: Activity
Evaluation Intermediate
Initial ☐ ☒ Final ☐
Moment Unit 3
Evaluated Performance Levels of the Individual Activity
Score
Items High Score Average Score Low Score
Content is not
accurate and the
The content of the
information is not
spider web is
presented in a
accurate, flows No spider web
logical order,
well, and logically. map
Task 1 making it difficult 30 points
It was presented
to follow, because
in a creative way.
it has too much
information.
(up to 30 (up to 15
(up to 0 points)
points) points)
 The English
The student
learner
presented an
community is There is no
English learner
presented and the English learner
community but
Task 2 analysis is done in community 35 points
the analysis is not
a meaningful and
complete
complete way
(up to 35 (up to 17
(up to 0 points)
points) points)
Evaluated Performance Levels of the Collaborative Activity
Score
Items High Score Average Score Low Score
The proposal is
The proposal is presented but it
quite meaningful doesn’t show
and shows real evidence of real The student
analysis on the analysis on the didn’t participate
characteristics of method selected. with the proposal.
the method However, the The student did
Task 4 not give reasons. 40 points
selected and the reasons are not
reasons are related to the
deeply related to method and it
the method doesn’t show
deeply ideas.
(up to 40 (up to 20
(up to 0 points)
points) points)
The student
makes some
The student
errors in grammar
Grammatic The grammar and punctuation
cannot use
al range used is properly. sentence forms at
but they rarely 10 points
and all
reduce
accuracy communication.
(up to 10 (up to 5 points)
points) (up to 0 points)

The students The students

handed in a final handed in a final The student did
Final
product, one file product, but on not hand in a 15 points
product
per the whole separate files or final product
group on the on the wrong
correct link on the space or the
evaluative setting students
presented the
communities but
did not propose
one approach on
learning needs.
(up to 15
(up to 7 points) (up to 0 points)
points)
Final Score 130