Universidad Nacional Abierta y a Distancia
Academic and Research Vice-rector
Activity guide and evaluation rubrics Task 3 – Observational
Practice – Step 2
1. General description of the course
Faculty or
Academic Unit
Academic Level
Academic Field
Course Name
Course Code
Course Type
Escuela de Ciencias de la Educación
Profesional
Formación disciplinar
Foreign Language Acquisition and Learning
518015
Methodological
Can be
yes ☐ No ☒
enabled
Number of Credits 2
2. Description of the activity
Type of the
activity:
Individu
Collaborati
Number of
☒
4
☐
al
ve
weeks
Unit
Moment of
Initial ☐ Intermedi ☒
Final ☐
evaluation:
ate:
Delivery Environment of the
Evaluative score of the
activity: Evaluation and Assessment
activity: 115
environment
Starting date of the
Deadline of the activity: 03/04/2020
activity: 07/03/2020
Competence to develop:
To demonstrate an understanding of the psychological and social
processes underlying acquisition and use of a foreign language.
Topics to develop:
To analyze the pedagogical practice in educative environments
Steps, phases of the learning strategy to develop
Phase 1
You must read carefully the contents of Unit 2 Learning trends in
Foreign Language.
Phase 2
Task 3 Observational Practice Step 2 - Observation Matrix.
You must analyze the groups previously observed and interpret the
following information about some specific details regarding their
learning process. The matrix you will use is in the practical environment
- practical activities under the name Task 3 Observational Practice Step
2 - Observation Matrix.
Phase 3
You have to analyze the group previously observed and interpret the
following information about some specific details about their learning
process using Task 3 Observational Practice Step 2 - Observation
Matrix.
Instructions: Choose at least 5 observation individuals (learners), in the
different classes where you have been developing your observation
practice and analyze the following criteria in each of them, without
identifying their names.
1. Universal features of the L2 learner and the L2 learning process that
determine the nature and route of acquisition (e.g., age and critical
periods; cross-linguistic influences; the role of the environment and
environmental triggers of acquisition; cognitive contributions;
interlanguage variability vs. systematicity and developmental stages
and sequences);
2. Individual influences related to the differential rate of acquisition
and ultimate success in an L2 (e.g., aptitude, motivation, and
effect);
3. Social dimensions that influence L2 learning (e.g., social identity,
power
asymmetries, class, and gender, macro socio-political and sociocultural context).
Phase 4
Considering the evaluation, you did to five learners through the matrix,
use the theories included in the book:
Skehan, P. (2006). Readings in Methodology: A collection of Articles of
the Teaching of English as a Foreign Language. Pázmány Péter
Catholic University. Retrieved from
https://www.academia.edu/2344088/Current_trends_in_teaching_sec
ond_language_vocabulary
And try to find how could be the best way to reduce or avoid the current
problems those students are currently facing related to the evaluation
items included in the matrix.
Please take into account the pros and cons to build your proposal.
Please develop your proposal using http://www.emaze.com.
Here you have a tutorial about how to use that app:
https://youtu.be/0tbkQTlMhWo
Activities to develop
•
Analysis of some relevant aspects about the teaching-leaning
process.
Environm
ent for
the
Monitoring and Assessment Environment.
develop
ment
Products Individual:
to deliver
by
student
Matrix Form
•
Analysis of some relevant aspects about the
teaching-leaning process.
Compile your individual documents. You have to send
your own individual documents to the evaluation
environment.
a. Cover page (name and last name of the student, course
info, tutor name, date).
b. Phase 3 and 4
c. References (APA style).
Collaborative:
N/A
General guidelines for the collaborative work
Planning of
activities for
the
development N/A
of
collaborative
work
Different roles are proposed within the collaborative
Roles to
environment that allow an appropriate space for
perform by
academic and affective interaction that promotes
the student
learning
and
interpersonal
relationships.
in the
Every one of the learning moments is divided in an
collaborative
individual and a group stage. Each student will take up
group
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
workaround the learning task. Provides leadership
anddirection for the group and suggests solutions to
teamproblems.
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
Roles and
responsibilit
y for the
delivery of
products by
students
Use of
references
Plagiarism
policy
N/A
Always cite the references
In the agreement 029 of December 13, 2013, article
99, the mistakes that infringe upon the academic
order, among others, are the following: paragraph e)
“To plagiarize is to present as your own work the
whole or part of a writing, report, task or document of
invention performed by another person. It also implies
the use of cites or lack of references, or includes cites
where there is no coincidence between them and the
reference” and paragraph f)”To reproduce, or copy for
profit, educational resources or results of research
products, which have intellectual rights reserved for
the University”.
The academic punishments that the student will face
are:
a)
In case of academic fraud proved in the
academic work or evaluation, the score achieved will
be zero (0.0) without leading to disciplinary measures.
b)
In case of plagiarism proved in the academic
work of any nature, the score achieved will be zero
(0.0), without leading to disciplinary measures.
To know how the documents must be cited, check the
following document:
Centro de Escritura Javeriano ( ) Normas APA. Sexta
edición. Taken from
http://centrodeescritura.javerianacali.edu.co/index.ph
p?option=com_content&view=article&id=138:normasapa&catid=45:referencias-bibliograficas&Itemid=
4. Evaluation rubric
Evaluation rubric
Task 3 – Observational Practice – Step 2
Collabor
Individual
Activity type:
ative
☐
☐
Activity
Activity
Unit 2
Moment of the
Initial ☐ Interme ☒
Final ☐
evaluation
diate:
Performance levels of the
individual activity
High
Media
Assessed Aspects
Low score Score
score
score
(up to 20 (up to 10
(up to 0
points)
points)
points)
The
The
The
student
student did student did
40
Phase 3- Matrix
filled
not fill in
not fill the
points
Matrix
the correct forms and
Forms, and
way the
they were
Phase 4 Analysis
Activity
development and
delivery
they were
correctly
filled and
delivered
on-time in
the place
established
to do it.
(up to 40
points)
The
student
analyzed
in a
correct
way the
established
aspects
about
some
learners’
process
(up to 40
points)
The
student
the
analysis to
the
evaluation
environme
nt on time
including
the matrix
forms and
the link of
the
proposal.
(Up to 20
points)
form and
the
information
is not clear,
and it has
grammar
mistakes.
not
delivered
on time or
in the
correct
place
(up to 20
points)
(up to 0
points)
The
student
partially
The
analyzed
student did
the
not
established
analyze
aspects
any learner
about some
process
learners’
process
(up to 20
points)
(up to 0
points)
The
student
sent did not
send the
The
individual student did
document
not
with the
develop
analysis to
the
the
activity.
evaluation
environmen
t.
(Up to 10
points)
40
points
(Up to 0
points)
20
points
Forms filled out
The
The student
student
partially
The
filled out
filled out all student did
all the
the matrix not fill out
matrix
forms
the matrix
forms
following
forms and
following
the
did not
the
instructions follow the
instruction
and the
instruction
s and the
examples
s
examples
given.
given.
(Up to 15
(Up to 7
(Up to 0
points)
points)
points)
Final score
15
points
115
Points
0
