Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity Guide and Evaluation Rubric – Task 2 –
Planning an action research

1. General description of the course

School or Escuela de Ciencias de la Educación

Academic Unit
Academic Level Professional.

Academic Field Disciplinary formation.

Course Name Teacher Development

Course Code 551023
Course Type Theoretical- Retake ye ☐ N ☒
practical. exam s o
Number of 2
Credits

2. Description of the activity

Numb
Type of Individua Collaborativ
☒ ☒ er of 2
activity: l e
weeks
Evaluation Intermediat
Initial ☐ ☒ Final ☐
moment: e
Total score of the Environment to submit the activity:
activity: 200 points. Monitoring and Evaluation monitoring.
Starting date of the Deadline of the activity: November
activity: Octuber 22 , 2020 30th, 2020
th

Competence to be developed:
The students identify the importance of continuous formation or
development and the new strategies to apply in their professional
using research as a means to develop professionalism and reflect and
evaluate their effectiveness
Topics to develop:
The contribution of research to teachers’ development.
Step, phase or stage of the learning strategy to develop
Task 2: Planning an action research
Activities to develop
Individual

Task 1. Readings
Go to knowledge environment and review the contents in Unit 2. Read
the content “Approaches to classroom investigation in teaching” and
“Action research”.

Task 2. Classroom situation

1. Based on the content “Approaches to classroom investigation in

teaching”, choose and read one of the situations and answer the
questions. There are 5 situations, one for each student. 

a. You are concerned about your students' attitudes toward English

and toward language learning. You try to promote positive attitudes
toward learning English. You wish to find out what your students'
attitudes are and whether they change throughout the duration of a
language course.
b. You are very conscientious about planning your lessons, but
somehow they never seem to go according to plan. You rarely have
time to get through all the material that you had planned. You want to
find out why this is happening.
c. You are concerned about one of your students who always avoids
sitting near the front of the class. This student seems to be paying
attention, but rarely participates actively in lessons. You are not sure
why. Since you have a large class, it is difficult for you to monitor
individual students. You want to find out what this student's attitude is
toward the class.
d. You have been teaching English to elementary students for several
years, and colleagues point out that you have developed a special kind
of "teacher's English." You want to investigate whether this is true,
what these features are, and whether it helps or hinders your
teaching.
e. You have been experimenting with a process approach for teaching
writing (i.e., one in which you encourage students to go through a
number of stages when completing a writing task, from planning to
drafting to reviewing and revising). You want to find out if students
actually find this approach useful and whether they use it on writing
assignments outside of class.

One of the students creates a padlet wall and shares the link in the
forum so the rest of the students can add the following information.

2. Answer the questions:

a. Which of the procedures discussed in that activity would be most

appropriate for gathering information about the situation selected:
teaching journal, lesson reports, surveys and questionnaires, audio
and video recording, or observation?
b. What are the advantages and disadvantages of the procedure you
selected? Which of the issues in question 1 would be suitable for
action research?

One of the students creates a padlet wall and shares the link with the
username and passwor in the forum, so each student posts hi/her
information about the case and the answers of the questions.

Task 3. Individual proposal

Each student is going to write an introduction paragraph about an
issue which concerns a teacher about his or her classes or an issue
the teacher would like to explore and learn more about and answer
the following questions: Is it for the teacher’s own interest? Is it in
order to resolve a problem that is common in the school? Is it a topic
the teacher would like to present at a seminar or write about in a
newsletter?

Collaborative

Task 4. Action research proposal

As a group, decides and agree on the best research proposal based on

individual proposal or on the situations mentioned in task 2.  Choose
any online presentation maker tool and plan an action research. This
plan includes: 
1. Introduction
2. Purpose. Why am I starting this action research project? Is it to
solve a problem that has occurred in my classroom? Or is it
 something else?
3. Topic. What issue are you going to investigate? What is going on
in your classes that is causing you concern?
4. Focus. How can you narrow down the issue to investigate to
make it manageable within a specific time frame? What is the
precise question you are going to ask yourself?
5. Mode. How are you going to conduct the research? What data-
collecting methods will you need and why?
6. Timing. How much time will it take and how much time you
have?
7. Resources. What are the resources, both human and material,
that you can call upon to help you complete the research? How
can your institution help?
8. Product. What is the likely outcome of the research, as you
intend it?
9. Action. What action will you expect to take as a result of
conducting this research? How will you carry out this action?
10. Reporting. How will you share the finding of this research with
other teachers? What forum will you use for this and why?
11. 10 Conclusions
12. Bibliography
Note: Apply APA style for the whole presentation.

Task 5. Participation

Each student must participate at least three times in the Collaborative

Learning Forum on time and provide meaningful feedback about
partners’ contributions.
Note: De acuerdo con la resolución establecida para trabajo
colaborativo y acompañamiento docente: art. 19: “Para aquellos
estudiantes que ingresan faltando dos o tres días para el cierre de la
actividad, el docente no tendrá en cuenta estas participaciones para la
asignación de la calificación en respeto del cumplimiento de aquellos
estudiantes que sí lo han hecho”

Task 5: Delivery

In a whole document Word or PDF, the group leader is going to collect

and paste all the individual proposal and the link of the online
presentation with the action research planning and send the final
product to the Evaluative Environment (only one file per group will be
allowed). Also write.

Individual

Tarea 1. Lecturas
Ve al entorno de conocimiento y revisa el contenido de la Unidad 2.
Lea el contenido "Enfoques de la investigación en el aula en la
enseñanza" y "Investigación en acción".

Tarea 2. Situación en el aula

1. Basándose en el contenido "Enfoques de investigación en el aula

en la enseñanza", elija y lea una de las situaciones y responda a las
preguntas. Hay 5 situaciones, una para cada estudiante.

a. Usted está preocupado por las actitudes de sus estudiantes hacia el

inglés y hacia el aprendizaje del idioma. Intenta promover actitudes
positivas hacia el aprendizaje del inglés. Desea averiguar cuáles son
las actitudes de sus estudiantes y si cambian a lo largo de un curso de
idiomas.
b. Es muy concienzudo en la planificación de sus lecciones, pero de
alguna manera nunca parecen ir de acuerdo con el plan. Rara vez
tienes tiempo para terminar todo el material que habías planeado.
Quieres saber por qué está sucediendo esto.
c. Le preocupa uno de sus estudiantes que siempre evita sentarse al
frente de la clase. Este estudiante parece estar prestando atención,
pero rara vez participa activamente en las lecciones. No está seguro
de por qué. Dado que tiene una clase grande, es difícil para usted
monitorear a los estudiantes individualmente. Quiere saber cuál es la
actitud de este estudiante hacia la clase.
d. Usted ha estado enseñando inglés a estudiantes de primaria
durante varios años, y sus colegas señalan que ha desarrollado un tipo
especial de "inglés de profesor". Quiere investigar si esto es cierto,
cuáles son estas características, y si ayuda o dificulta su enseñanza.
e. Usted ha estado experimentando con un enfoque de proceso para
la enseñanza de la escritura (es decir, uno en el que usted alienta a
los estudiantes a pasar por una serie de etapas al completar una tarea
de escritura, desde la planificación a la redacción a la revisión y
revisión). Usted desea averiguar si los estudiantes realmente
encuentran útil este enfoque y si lo utilizan en tareas de escritura
fuera de la clase.

Uno de los estudiantes crea una pared de padel y comparte el enlace

en el foro para que el resto de los estudiantes puedan añadir la
siguiente información.

2. Responde a las preguntas:

a. ¿Cuál de los procedimientos discutidos en esa actividad sería el más

apropiado para recopilar información sobre la situación seleccionada:
diario de enseñanza, informes de lecciones, encuestas y cuestionarios,
grabación de audio y video, u observación?
b. ¿Cuáles son las ventajas y desventajas del procedimiento
seleccionado? 2. ¿Cuál de los temas de la pregunta 1 sería adecuado
para la investigación de la acción?

Uno de los estudiantes crea una pared de padel y comparte el enlace

con el nombre de usuario y la contraseña en el foro, de modo que
cada estudiante publica su información sobre el caso y las respuestas
a las preguntas.

Tarea 3. Propuesta individual

Cada estudiante va a escribir un párrafo de introducción sobre un
tema que concierne a un profesor sobre sus clases o un tema que al
profesor le gustaría explorar y aprender más sobre y responder a las
siguientes preguntas: ¿Es para el propio interés del profesor? ¿Es
para resolver un problema que es común en la escuela? ¿Es un tema
que el maestro quisiera presentar en un seminario o escribir en un
boletín?

Colaboración

Tarea 4. Propuesta de investigación-acción

Como grupo, deciden y acuerdan la mejor propuesta de investigación

basada en la propuesta individual o en las situaciones mencionadas en
la tarea 2. Elegir cualquier herramienta para hacer presentaciones en
línea y planificar una investigación de acción. Este plan incluye:
1. Introducción
2. Propósito. ¿Por qué estoy empezando este proyecto de
investigación de acción? ¿Es para resolver un problema que ha
ocurrido en mi clase? ¿O es algo más?
3. Tema. ¿Qué tema va a investigar? ¿Qué está pasando en sus clases
que le preocupa?
4. Concéntrate. ¿Cómo puedes reducir el tema a investigar para
que sea manejable en un plazo específico? ¿Cuál es la pregunta
precisa que te vas a hacer?
5. Modo. ¿Cómo vas a llevar a cabo la investigación? ¿Qué métodos de
recolección de datos necesitará y por qué?
6. Tiempo. ¿Cuánto tiempo tomará y cuánto tiempo tiene?
7. Recursos. ¿Cuáles son los recursos, tanto humanos como
materiales, a los que puedes recurrir para ayudarte a completar la
investigación? ¿Cómo puede ayudar su institución?
8. Productos. ¿Cuál es el resultado probable de la investigación, tal y
como usted la pretende?
9. Acción. ¿Qué acción espera tomar como resultado de la realización
de esta investigación? ¿Cómo llevará a cabo esta acción?
10. Reportaje. ¿Cómo compartirá el resultado de esta investigación
con otros profesores? ¿Qué foro utilizará para esto y por qué?
11. Conclusiones
12. Bibliografía
Nota: Aplicar el estilo APA para toda la presentación.

Tarea 5. Participación

Cada estudiante debe participar al menos tres veces en el Foro de

Aprendizaje en Colaboración a tiempo y proporcionar información
significativa sobre las contribuciones de los socios.
Nota: De acuerdo con la resolución establecida para trabajo
colaborativo y acompañamiento docente: art. 19: "Para aquellos
estudiantes que ingresan faltando dos o tres días para el cierre de la
actividad, el docente no tendrá en cuenta estas participaciones para la
asignación de la calificación en respeto del cumplimiento de aquellos
estudiantes que sí lo han hecho"
Tarea 5: Entrega

En un documento completo de Word o PDF, el líder del grupo va a

recopilar y pegar toda la propuesta individual y el enlace de la
presentación en línea con la planificación de la investigación para la
acción y enviar el producto final al Entorno Evaluativo (sólo se
permitirá un archivo por grupo). Escriba también.

Environmen
Initial information environment
ts for the
Knowledge environment
developmen
Collaborative learning environment
t of the
Evaluation and monitoring environment
activity
Individual:
Post in the forum the individual proposal and the
information on the padlet link.
Points: 80

Collaborative:
Word or PDF with
a. Cover page (names and last names, course info,
Products to
tutor name, date).
be
b. Introduction
submitted
c. Padlet link with all the situations and their
by students
development.
d. Presentation link: Action research proposal
e. An screenshot of the participation in the forum
f. Conclusions
g. References (APA style)
Upload the final product in the Evaluative Environment
Name your file as follows:
Task3_ Name of the group.pdf
Points: 120

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 classroom.
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.
Planning of
3. All the activities that are carried out for the
Activities
development of the activity should be reflected within
for the
the course through the different media and especially
Developme
in the forum of each activity, since the interaction; if
nt of
they work by Skype or other means they should
Collaborativ
evidence it in the forum with screenshots.
e Work
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.
Roles to Be Different roles are proposed within the collaborative
Performed environment, which allow an appropriate space for
by the academic growth and effective interaction that
Student in promotes learning and interpersonal relationships.
the Every student will take up one of these roles for the
Collaborativ development of the course assignments and can only
e Group be changed if decided by the group members.
Facilitator: Makes sure that every voice is heard and
focuses work around the learning task. Provides
leadership and direction for the group and suggests
solutions to team problems.
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
Evaluator: Evaluates the final document to ensure it
Duties for
follows the evaluation criteria of the rubric and informs
the
the student in charge of alerts about any changes that
Submission
need to be made before delivering the product.
of Products
Deliveries: Student in charge of informing about the
by Students
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 be
References
cited using APA Style
Plagiarism Students must be aware of the risks and penalties in
Policy 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 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
https://www.bibme.org/apa

4. Evaluation Rubric

Evaluation rubric

Collabora
Activity Individual
☒ tive ☒
type: Activity
Activity
Moment
Unit
of the
Initial ☐ Intermedi ☒ Final ☐
evaluati
ate:
on
Assesse Performance levels of the individual
d activity Score
Aspects High score Media score Low score
Situation The student The padlet 40
classroo The student chooses the link didn’t points
m chooses the appropriate open.
appropriate approach, but it
 approach
according to the
is not related to
situation and
the case. It
answers the
lacks strong
questions
arguments. The
supporting with
information
strong
wasn’t posted
arguments. The
in the padlet
information is
link.
posted on the
padlet link.
(up to 40 (up to 25 (up to 1
points) points) points)
The proposal
introduces a
The
problem or issue
The proposal student had
and makes a
does not some
clear argument
Individ introduce a difficulties to
for the
ual problem/issue. understand
importance of
proposal Topic for the the topics 40 points
the topic for
research paper that were
research.. The
is not provided. being
content is fully
discussed
comprehensive
and accurate
(up to 40 (up to 25 (up to 1
points) points) points)
Performance levels of the collaborative
Assesse
activity Score
d Aspect
High score Media score Low score
Action Action plans Action plan The student 60 points
research are clear and lacks of definitely
plan systematic. important had
Information in information in difficulties to
each items is some of the identify and
clearly guided by items. The understand
relevant theories student had the
and research. some information
The student was difficulties to about the
able to identify recognize or topic
 clearly and
understand the
understand the
information proposed; or
main information
about the didn’t send
about the the
action research the activity
action research
plan
plan
(Up to 60 (Up to 40 (Up to 1
points) points) points)
Demonstrates
Demonstrates
little ability to The student
ability to reflect
reflect upon didn’t
upon how the
how the action demostrate
action research
Resear research led to through the
led to new
ch new knowledge task the
knowledge and 30 points
compete and process of
understanding
ncy understanding the action
about his/her
about his/her research
discipline.
discipline.
(Up to 30 (Up to 20 (Up to 1
points) points) points)
The
The student student did
socialized The student not socialize
his/her socialized the his/her
document, gave work but did n document
Group
meaningful ´t contribute to and didn’t
interacti 20 points
feedback about partners’ assess
on
partners’ works. his/her
contributions. partners’
works
(Up to 30 (Up to 15 (Up to 1
points) points) points)
Final The PDF has 10 points
Product The PDF has some of the
the required required No evidence
information and information of the final
it’s written in and it’s not task
APA format. written in APA
format.
(Up to 10 (Up to 5 (Up to 1
points) points) points)
Final score 200 points