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Learning Guide - Task 4 - Teaching Journeys Reflection

The document outlines Task 4 for the English III course at Universidad Nacional Abierta y a Distancia, focusing on a collaborative activity where students reflect on their past English teachers' skills and methods. The task includes analyzing teaching techniques, participating in discussions, and submitting a compiled PDF of their findings, with specific guidelines for participation and academic integrity. The activity is scheduled from March 18 to April 7, 2025, and is worth 90 points.

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jhon hernandez
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6 views

Learning Guide - Task 4 - Teaching Journeys Reflection

The document outlines Task 4 for the English III course at Universidad Nacional Abierta y a Distancia, focusing on a collaborative activity where students reflect on their past English teachers' skills and methods. The task includes analyzing teaching techniques, participating in discussions, and submitting a compiled PDF of their findings, with specific guidelines for participation and academic integrity. The activity is scheduled from March 18 to April 7, 2025, and is worth 90 points.

Uploaded by

jhon hernandez
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Universidad Nacional Abierta y a Distancia

Vicerrectoría Académica y de Investigación


Course: English III
Code: 518008

Learning Guide - Task 4 - Teaching Journeys Reflection

1. Information of the Task


Table 1. Description.

Aspect Description
1. Type of activity Collaborative
2. Evaluation moment Intermediate
3. Managing unit Escuela de Ciencias de la
Educación ECEDU
4. Score of the Task 90 points
5. The activity starts on: Tuesday, March 18, 2025
6. The activity ends on: Monday, April 7, 2025
7. Student independent work 22
hours

2. Detailed Description of the Learning Activity


Through this activity, the following learning outcome is expected to be
achieved:
Learning Outcome 2: Explain learning ideas and experiences
demonstrating fluency and coherence in oral and written interaction
through academic discussions.
The activity consists of:
Comparing the different skills and teaching methods of your past English
teachers through a comparative chart can help you gain a deeper
understanding of their strengths and weaknesses. Remember to enter to
the forum on time because this is a collaborative activity.
The following materials and resources are required for the development
of this activity:
Apps:
• AI Voice Generator NaturalReaders
• Voice recorder Vocaroo.com
Prasoon, S. (2015). Degrees of Comparison. In English Grammar and
Usage: Read Swiftly, Speak Fluently and Write Correctly. V&S
Publishers.
Rosset, E., & Lait, B. A. (1999). Have to - must - need to. In English
grammar 3: Vol. 2nd ed (pp. 38-39). Stanley Editorial.
William G. Lycan. (2005) The Syntax of Conditional Sentences. In Real
Conditionals (pp. 1-15). OUP Oxford.
Xamidova, N., & Bobonazarova, G. (s. f.). Easy Ways of Learning English.
En Conference Proceedings: Fostering Your Research Spirit.
International Conference: Exploring Global Perspectives in
Language Teaching and Learning.

To develop this activity, follow these steps:

Step 1: List Analyzed Teachers


Select one of the teachers you've analyzed in your previous task and
remember the key teaching skills and methods your teacher used. Write
a description of that selected teacher considering:
- How your teacher communicated and explained concepts
- Your teacher’s classroom management techniques
- How your teacher used technology or teaching aids
- How your teacher engaged and motivated students
- Any impact it had on student engagement or learning
Step 2: Reading aloud
1. Copy your text in this webpage for AI Voice Generator
NaturalReaders to listen to the pronunciation and repeat it as many
times as you need to practice yours.
2. Now use a voice recorder like Vocaroo.com to record your voice
while you read the text.
3. Post the written text and the link to your audio recorded in the
forum.
Step 3: Analyze and discuss. Collaborative activity
1. Create your supporting material: Desing a presentation of your
teacher using visual aids, like slides or posters. You are free to use
the tools you prefer. Some options are canvas, google slides, power
point, Prezi, among others.
2. Discuss in a Meeting: Organize an online meeting with your group
to discuss:

- Which teachers were strong in certain skills or methods

- Any common or different approaches between teachers

- Lessons learned about effective teaching strategies

Take the most important for you of each teacher and look for an
experience you find interesting as a teaching method, as a result of this
exercise, make a group proposal for an innovative didactic teaching
method for learning a second English language that is suitable in class.
3. Record the Meeting: Make sure to record this discussion.

Step 4: Submit Your Work

1. Upload: Only one group member needs to:

- Upload a PDF document compiling the teachers’ descriptions,


the links to the audio recordings and the link to the recording
of your meeting.

Step 5: SPEAKING SESSIONS

Make sure to actively participate in the speaking sessions, as they carry


significant weight in this task. Your performance and involvement will be
taken into consideration, so be sure to keep evidence of your participation
in the sessions. You won't need to share the evidence unless your tutor
requests it.

Guidelines for Developing and Submitting Learning Evidence

Learning evidence refers to the actions, products, or observable processes


that are done or delivered to demonstrate acquired capabilities, skills,
aptitudes, and attitudes. These serve to allow the teacher to assess and
evaluate student performance effectively.
The evidence to be developed individually are:
• Participation in the forum and in the meeting
• Post your contributions to the teacher’s description.
The evidence to be developed collaboratively are:
• A PDF file named 518008 - Task 4- Number of group pdf with the
following pages:
• Cover Page
• The teachers’ descriptions compilation and the links to the audio
recordings
• Link of recording for the collaborative meeting.
• APA References following the 7th Edition guidelines
For developing and submitting evidence, please consider the following
guidelines:

1. All group members must participate with their contributions in the


development of the activity.

2. Each group should designate one member to be responsible for


submitting the requested product in the environment specified by the
teacher.

3. Before submitting the requested product, the group should check that
it complies with all the requirements indicated in this activity guide.

4. Only group members who have actively contributed during the


allocated time for the activity should be included as authors of the
requested product.
Please note that all individual or group written products must comply with
“spelling and mechanics” standards and the submission conditions defined
in this activity guide.
Regarding the use of references, consider that the product of this activity
must comply with the standards of Choose an option.
In any case, comply with the referencing standards and avoid academic
plagiarism. To do so, you can support yourself by reviewing your written
products using the Turnitin tool available in the virtual campus.
3. Academic Situations
Consider that in Agreement 029 of December 13, 2013, Article 99, the
following actions are considered as offenses against academic order,
among others: item e) "Plagiarism, that is, presenting as one's own the
entirety or part of a work, paper, document, or invention created by
another person. It also includes the use of false citations or references,
or proposing citations where there is no match between the citation and
the reference," and item f) "Reproducing or copying, for profit,
educational materials or results of research products that have intellectual
property rights reserved for the University."
The academic sanctions that the student will face are as follows:
a) In cases of proven academic fraud in the respective academic work or
evaluation, the grade imposed will be zero points without prejudice to the
corresponding disciplinary sanction.
b) In cases related to proven plagiarism in academic work of any nature,
the grade imposed will be zero points, without prejudice to the
corresponding disciplinary sanction.

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