Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity Guide and Evaluation Rubric - Cycle-Task - Task 1

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 Didactics of Science

Course Code 551033

Course Type Metodológico Retake exam yes ☐ No ☒

Number of 3
Credits

2. Description of the activity

Type of Number of
Individual ☐ Collaborative ☒ 2
activity: weeks
Evaluation Intermediate,
Initial ☐ ☒ Final ☐
moment: unit 1

Environment for the submission

Total score of the activity:
of the activity: Evaluation and
120
Monitoring Environment

Starting date of the activity: Deadline of the activity: July the

June the 21st, 2019 6th, 2019

Competence to develop:
Students develop classroom designs in Natural Sciences, using specific
methods, techniques and procedures
 Topics to develop in Unit 1
1. Natural science education importance in adolescence.
2. Science pro project: towards excellence in bilingual teaching.
3. Creating materials with ICT for CLIL lessons: a didactic proposal.
4. Multimodality in natural science education. Problems of education in
the 21st century.

Step, phase or stage of the learning strategy to develop

● Task-Based-Learning which, according to Richards (2010), refers to a
focus on the use of tasks as the core of the planning process and to
bring language learning approach.
●
● Some of its proponents portray it as a logical development of the
communicative approach. Some of the characteristics of TBL are the use
of:
●
1. Activities that involve real communication since they are essential to
language learning,
●
2. Activities that are meaningful to the student since they help the
learning process,
●
3. Activities in which language is used to develop meaningful tasks since
they promote real learning the language.
●
Phases of Learning:
●
●
• Cycle-Task: Students establish the framework required for the
development of their work: knowledge, strategies, and activities.
Students perform the task individually or in groups, giving everyone the
chance to express themselves and make proposals facing the
development of the task at hand.
Activities to develop
Task 1. Comprehension check and summary:

Gather the main ideas from the following readings and post them in the
collaborative forum separately (a list of ideas per each one of the
readings)
1. Natural science education importance in adolescence.
2. Science pro project: towards excellence in bilingual teaching.
3. Creating materials with ICT for CLIL lessons: a didactic proposal.
4. Multimodality in natural science education. Problems of education
in the 21st century.

Task 2. Provide feedback:

Write some feedback to one of your partners in the collaborative forum,

consider your experience as a student and / or teacher to come up with
clear, easy-to-understand point of view.

Task 3. Prepare a group final presentation:

1. Design a presentation collaboratively that includes all the ideas
gather from the readings.

Knowledge Environment
Collaborative Learning Environment
Environments Evaluation and Monitoring Environment
for the
development
of the
activity

Individual:
Products to
be delivered The student must enter the forum of Unit 1 - Cycle-
by the task – Task 1 and carry out the following activities:
student
Task 1. Comprehension check and summary (gather
 the main ideas from the following readings and post
them in the collaborative forum separately)

Task 2. Provide feedback: write some feedback to one

of your partners in the collaborative forum, consider
your experience as a student and / or teacher to come
up with clear, easy-to-understand point of view.

Task 3. Prepare a group final presentation.

Collaborative:
The group leader must upload a Power Point file in the
evaluation and monitoring environment as the final
product. The file should include:

- A cover (with title, full names, identification

numbers, name of the course, group number,
name of the university, name of the program,
city and date)
- Creative presentation that includes the
information from task 3
- References APA Style

3. General guidelines for the development of collaborative work

Collaborative learning is a strategy that allows

Planning of
students to work together in order to achieve a
activities for the common goal. Accordingly, the collaborative work
development of proposed for the course is based on a structured
collaborative and planned process that includes individual and
work group activities, as well as interaction and
socialization in the virtual classroom.
Different roles are proposed within the
Roles to be collaborative environment, which allow an
performed by appropriate space for academic growth and
the student in effective interaction that promotes learning and
the collaborative interpersonal relationships. Every student will take
group 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 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.
Roles and duties Reviser/editor: Makes sure the written work
for the follows all the criteria established in the activity
submission of guide.
products by
Evaluator: Evaluates the final document to ensure
students
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.

American Psychological Association APA rules:

It’s very important for students to take into
Use of account these rules in order to avoid difficulties
references with plagiarism and the consequences they may
face in the assessment processes. Check:
http://www.bibme.org/citation-guide/apa/

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 implies the use of
citations or lack of references, or it includes
citations where there is no match between these
Plagiarism and the reference" and paragraph f) " To
policy 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.

4. Evaluation rubric

Evaluation rubric
Individual Collaborativ
Activity type: ☐ ☒
Activity e Activity
Evaluation Intermediat
Initial ☐ ☒ Final ☐
moment e
Evaluated Performance levels of the individual activity
Score
items High score Average score Low score
The student
did not write
The student The student any ideas in
wrote a list of wrote a list of the
ideas in the ideas in the collaborative
Comprehen
collaborative collaborative forum or the
sion check
forum based forum based on ideas do not 50
and
on the 4 some of the evidence the
summary
readings done. readings done. student´s
comprehensio
n.
(up to 50 (up to 30 (up to 1
points) points) points)
Performance level of the collaborative
Evaluated
activity
items
High score Average score Low score
The student
The student
did not give
gave The student
any
meaningful wrote in the
Provide meaningful
feedback to a forum but did 20
feedback feedback to
partner in the not give any
any partner in
collaborative feedback.
the
forum.
collaborative
 forum.
The group The group
created a well- created a
The group
organized Presentation
did not design
Collaborati Presentation but not all
a
ve that includes participants 50
Presentation
participatio all the required shared their
n information Steps
(up to 50 (up to 30 (up to 1
points) points) points)
Final score 120