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Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity Guide and Evaluation Rubric
Task 2 – Discussion Panel

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 Colombian Education
Course Code 551035
Course Type Teórico Retake Yes ☒ No ☐
Number of Credits 2

2. Description of the Activity

Number of
Type of Activity: vidu ☒ Collaborative ☒ 5
Evaluation Intermediate
al ☐ ☒ Final ☐
Moment: Unit 1
Environment to Submit the
Total Score of the Activity:
Activity: Monitoring and Evaluation
175 points
Starting Date of the
Deadline of the Activity:
October 13th, 2018
September 6th, 2019
Competences to Develop:
Students recognize the trends and issues of the teaching and learning
process of English as a foreign language in order to analyze the
development of education in Colombia through theoretical discussion.
Topics to Develop:
Unit 1 - Development of Colombian Education in the XXI Century
Steps, Phase or Stage of the Learning Strategy to Develop
In this activity students develop the following steps:
Step 1: Comic Strip
Step 2: Speech outline
Step 3: Discussion Panel
Step 4: Submission

Task-based learning strategy: The course uses the Task-Based

Language Learning as a methodological background offering
interactive and enjoyable activities for the students where the foreign
language is used with the aim of achieving a communicative outcome
(Willis, 1996). The tasks are organized in learning stages (steps),
where the students develop competencies through tasks and practical
Activities to Develop

Step 1 - Comic Strip: Go to the knowledge environment and read the

contents of unit 1 - Development of Colombian Education in the XXI

Choose one of the following topics:

1) Topic 1: “Foreign language education policy in Colombia”
2) Topic 2: “Being bilingual in Colombia according to PNB (Plan
Nacional de Bilingüismo)”
3) Topic 3: “Cultural Implications for bilingual education in
4) Topic 4: “Colombia speaks English to achieve global
5) Topic 5: “Estándares Básicos de Competencias en Lenguas
extranjeras: inglés contributes to educating bilingual Colombian

Share your choice in the forum, so no topics are repeated among


According to the course contents make a comic where you

demonstrate the chosen topic in a comic strip (minimum: 5 frames).
There are several templates you can use in
Go to the Practical Learning Environment and download the file “Guide
for the use of educational resources”. Watch the Pixton tutorial.

Feel free to use any character and background. A comic strip is no

difference from writing a short story. It still needs a beginning, middle
and ending. Because this is a five-frame comic strip, break your story
down into 5 parts. Write down your ideas for the characters, settings,
expressions and even speech. Make sure each part has some action
and that your ending is powerful with an awesome punchline.

Share your comic in the forum and make meaningful comments on

your classmates’ contributions.

Step 2 - Speech outline: Taking into account the course content, use
this speech outline template to plan your speech on your chosen topic.

In the next step you might participate in an Online Discussion Panel

with your classmates. For that reason, as a panelist, you may have a
speech outline that will guide you throughout the speech. Having a
speech outline will help you to think logically through the course of
your whole speech and it guarantees you that you will deliver an
effective and persuasive speech.

A speech outline is more of a speech template that guides you to

clarify what you want to say in a speech. It will also help you organize
everything you need in your speech. Once you complete your speech
outline, it will be the foundation of your speech guiding you to
gradually follow the aspect you need to consider before your speech.
The speech outline is very helpful when the time comes that you need
to deliver your speech, it will increase your confidence and can
prevent you to sound authoritative and in control.
Speech Outline
Speaker Zonia Luz Gomez Medina
Panel Date: October 8, 2019. 8:00pm
Topic: Estándares Básicos de Competencias en Lenguas
Extranjeras: Inglés contributes to educating
bilingual Colombian citizen.
Specific The purpose of this speech is to talk about what
Purpose: are Basic Standards of Competences, also, the
importance of these in the education regarding to
bilingualism. How these standards contribute and
facilitate the process of teaching-learning in
Colombian citizen.
Atterntion Many years ago, thinking about the option of
Getter: being bilingual in schools seemed more like a
proposal from someone who wanted to learn just
to travel or to meet an academic requirement and
thus pretend to know something about another
language, such as French or English. It was more
of an option than a necessity, wasn't it? But with
the advances of technology and communications
running at atrocious speeds students have seen
the need to learn to interpret the social context
that surrounds it and the concept becomes an
essential idea in a globalized world, then a
question arises that means being bilingual for the
Ministry of Education (MEN)and how do you adopt
the idea of training in foreignlanguages and what
proposal is generated to fulfill thatobjective?

Your attention getter goes here. Describe what

you will do to get the panelists’ attention. You can
ask questions, and a statement of significance
(why the topic is important) may also be added
Thesis: eing Bilingual means speaking English,
considering thebasic standards of competence in
foreign language _English proposed by the
Ministry of National Education.(MEN, 2006). A
significant challenge for education inColombia and
its relations with other countries.

Your thesis goes here. Describe the thesis

statement of your speech. A thesis statement is
one sentence that expresses the main idea of your
Introduction: The teaching of English in Colombia began
informally afterthe Second World War and became
official in 1974 forstudents in grades 6 to 11, but
from Law 115 of 1994, theobjective for primary
and secondary education is thatlearning to speak
and read a foreign language.Colombia, as well as
some other countries, has adoptedlinguistic
policies aimed at the dissemination of the
Englishas a foreign language, being the program
"Colombia Bilingüe en 10 años". Among the many
actions taken bythe Ministry of Education (MEN)
and the British Council topromote and implement
the project is the publication of the"Basic
Standards of English as a Foreign
Language".competencies in Foreign Languages:
English.The importance has maintained a close
relationship withthe concept of universal language
in business,communication, technology, social
networks,globalization, modernism.In the
Colombian context, the Ministry of Education
hasestablished, as one of the core points of its
educationalpolicy. The improvement of the quality
of the teaching ofEnglish. Leading to better
performance levels in thislanguage.

The introduction to your speech’s main points

goes here. Describe the context.
Statement 1: Being bilingual is Essential in
TheGlobalized World (MEN,
Body: 2006, p. 5)Due to globalization
and theincreasing advance
ofcommunications and
technology andthe union of
countries to improve
theeconomy and influence of
socialnetworks, the MEN (2006)
raises theneed for a common
language thatallows
international society
unlimitedaccess to relevant
opportunities forgrowth. and
English is the languagethat
offers Colombia the
opportunityto enter a modern
world. In the context of
Colombia and for thesake of this
proposal, English isconsidered a
foreign language. Givenits
importance as a
the regulation andautonomy in
educational institutions,it offers
to learn English as animportant
tool in today's world
anddemonstrates the choice
with which99% of students
selected it in the testof state
ICFES of 2004.

The first subpoint or supporting

idea of your speech goes here.
Statement 2: The National Bilingualism
Program isaimed at "achieving
Citizens capableof
Communicating in English, ofso
that they can insert the country
inthe processes of
universalcommunication in the
world economyand in the
cultural opening
this, the proposal aims to
trainstudents in public and
private schoolsfrom 1 to 11
grade and achieve a levelof
proficiency in English B1.
MEN2006, p6. Established
standards arearticulated with
goals so that studentscan
demonstrate the mastery of a

The second subpoint or

supporting idea of your speech
goes here.
Statement 3: It is interesting to highlight the
case inwhich bilingualism is
constructed as ahomogeneous
goal in relation to whatis
expected to be achieved in
terms ofEnglish proficiency.The
goal is that all students
uponreaching a B1 level - the
first of twolevels to become an
independent useraccording to
the terminology of theCommon
European Framework(CEF) 6.
The idea behind this goal isthat
pupils can become
competentideal speakers
because language isconceived
as a good that can beobtained
and used by anyone at
anytime.Macnamara (1967)
produces a fairlyopen concept
andconsiders bilingual to be
"people whopossess at least one
of the abilities oflanguage, even
to a minimal degree intheir
second language" (p.
60).recognizing that individuals
do notnecessarily have to
master the twolanguages
equally; being that I can
beproficient in an L2
competency. it'sworth asking
here is what "minimum"is, as it
can mean different things
todifferent people in different
For Grosjean (1994) "[...]
bilingual[are] those people who
use two (ormore) languages (or
dialects) in theirdaily life" (p.
1656). This may explainthatthe
interaction of several people
e.g.a housewife talking to her
child or amigrant worker, a
doctor, childrenplaying in a
park. These bilingualsshare a
common characteristic: theyall
use two (or more) languages
todirect their lives.

The third subpoint or supporting

idea of your speech goes here.
Conclusions: Being bilingual is Essential in The Globalized World
(MEN,2006, p. 5). PNB provides English language
instruction. All students from the beginning of
their school phase havethe opportunity to learn
English until the end of theeleventh grade to
acquire a skill in the language at a levelB1. All
students Will be attain level B1 (and along with
that,they Will become legitimate users of L2) All
students Will be equally proficient. PNB
expectsstudents to develop a proficiency in L2
such as L1 becausethe standards present issues
with which the student isalready familiar at L1.
The conclusions to your speech go here.
Closing: Basically, speaking English is a necessity in the
modernworld and the challenge is to be able to
learn the languagein order to have access to a
world of possibilities in our

Your closing statement goes here.

Bibliography: Your bibliography in APA format goes here.

Share your speech outline in the forum and receive feedback from the

As a group set up the date to carry out the discussion panel. Try to
find a date and time that you can all participate.

Step 3 - Discussion Panel: Participate in an Online Discussion Panel

with your classmates.
All the panelists must read the required bibliography in unit 1 to
understand the topics and participate in the debate.
Gather with your e-mates for a discussion panel according to the date

You can use Skype or Hangouts for a group audio and video meeting
to develop your Online Discussion Panel as a group.

Please check the following links to download the software needed to

use Free Video Call Recorder for Skype:
skype-calls / https://www.dvdvideosoft.com/products/dvd/Free-Video-

You can use YouTube Live to create a Quick event with Hangouts On
Air, or a Custom event using an encoder. Learn how to set up a live
stream with YouTube Live: https://www.youtube.com/my_live_events

Go to the Practical Learning Environment and download the file “Guide

for the use of educational resources”. Watch the video tutorials.
How to Facilitate a Great Discussion Panel.
What is a Panel Discussion? A discussion panel is a specific format
used in a meeting, conference or convention. It is a live or virtual
discussion about a specific topic amongst a selected group of panelists
who share differing perspectives or topics. The discussion panel is
most often utilized when you have multiple experts available to
present on a topic or when you are looking for open debate about a
subject. The panel discussion has been proven to be the most effective
way to increase information retention.
The panel consists on typically 5 experts or practitioners in the field
who share their statements about the topics.

General recommendations:
No slides - Don’t use slides or any other kind visual presentations in
your discussion panels.

Discussion Panel Structure – One panelist starts with the Introduction

of the topic and panelists. Each panelist has 2 minutes of
uninterrupted sharing of his or her speech of the topic chosen, 5
minutes of Debate with Questions & Answers ending with a summary
concluding the panel and thanks.

Know your subject - Knowing "your stuff" will make you prepared for
anything that comes at you. But, knowing your arguments is just the
half of it. You must also be able to combat the opposition with sound

Mind your actions - At any speaking event or meeting, all eyes are on
you. Remember that you will be recorded. You are not only being
judged on what you say but also on your demeanor. Be mindful of
your composure, avoid slouching or leaning. Be aware that even when
you are not speaking, you are still being watched! Be respectful, don’t
interrupt the speaker, take turns. Raise your hand, write that you
want to participate, or that you are waiting for your turn to speak.

Hold your composure - The goal of your speech or presentation is to

give the opportunity to hear your thoughts, comprehend your
message, and act upon them. You will earn respect for being calm and
able to express your thoughts in a composed manner.
Step 4 – Submission:
The group adds in a final document the link to the recording of the
discussion panel, the speech outlines and the comic strips.
The group leader submits the final document through the monitoring
and evaluation environment.
Knowledge Environment: Students must read
the course content located in the Knowledge
environment. Students relate the activities
proposed to the required bibliography of unit 1.

Practical Environment: Students must watch

the video tutorials in the “Guide for the use of
educational resources” located in the practical
Environments for environment.
the Development
of the Activity Collaborative Learning: Students must
participate in forum Task 2 – Discussion Panel
sharing the learning process and making
comments on classmates’ contributions.

Evaluation and Monitoring: Students must

submit the final document through the link Task
2- Discussion Panel in the monitoring and
evaluation environment.
1. Task 2 – Discussion Panel Forum:
Students must share the individual steps 1 and
2 in the forum of the activity Task 2 –
Discussion Panel located in the collaborative
learning environment. The participation in the
Products to be
forum must include the following:
Submitted by
1. The choice: the chosen topic
2. Comic strip
3. Speech outline
4. References

2. Submission Environment:
The group must submit the final document
through the link Task 2 - Discussion Panel in the
monitoring and evaluation environment
according to the following information:

1. Presentation cover
2. Comic strips
3. Speech outlines
4. Link to the Discussion panel recording
5. References

3. Submission format:
The document can be delivered in Word or pdf.
Cover according to APA style.
Font: Arial o Times New Roman 12
Line spacing: 1.5

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
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
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
be cited using APA Style
American Psychological Association APA rules: It
is very important for students to take into
References account these rules in order to avoid difficulties
with plagiarism and the consequences they may
face in the assessment processes. BibMe. (n.d.).
APA Citation Guide. Retrieved from
What is the plagiarism for the UNAD?
You can read on this very important topic at:
Students must be aware of the risks and
penalties in case of plagiarism.
Plagiarism Policy
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


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 2 – Discussion Panel
Activity Collaborative
Individual Activity ☒ ☒
Type: Activity
Evaluation Intermediate
Initial ☐ ☒ Final ☐
Moment Unit 1
Evaluated Performance Levels of the Individual Activity
Items High Score Average Score Low Score
The student chose The student chose
1 of the topics of 1 of the topics of No assignment
Comic strip 30 points
unit 1, informed unit 1, informed was presented.
about it in the about it in the
forum and forum and
designed a designed a Comic
complete Comic Strip, but it does
Strip following the not follow the
instructions and instructions given
showing the main and partially
idea of the shows the main
selected topic. idea of the
The course selected topic.
content was well The input was not
argued and solid. solid enough. The
The assignment is development of
well developed the assignment
and evidences shows some
proper writing and degree of
coherent ideas. reflection but
lacks coherence
and cohesion.
(up to 30 (up to 15
(up to 0 points)
points) points)
The student
participated in the
forum on time
Poor feedback No feedback was
and gave
was given to given to
Feedback partners. classmates. 20 points
feedback about
his/her partners’
(up to 20 (up to 10
(up to 0 points)
points) points)
The student The student
completed the completed the
speech outline speech outline
The student did
writing the main writing the main
not complete the
Speech ideas of the ideas of the
speech outline. 35 points
outline chosen topic. The chosen topic, but
No assignment is
participation in the input given
the forum was not solid
facilitates the enough. The late
proper revision participation in
and feedback the forum did not
from tutor and facilitate the
other classmates. proper revision
The input was and feedback
well argued and from tutor and
solid. The other classmates.
assignment is well The development
developed and of the assignment
evidences proper shows some
writing and degree of
coherent ideas. reflection but
lacks coherence
and cohesion.
(up to 35 (up to 18
(up to 0 points)
points) points)
Evaluated Performance Levels of the Collaborative Activity
Items High Score Average Score Low Score
The students
participated in the
The students
Online Discussion
participated in the
Panel on time
Online Discussion
with clear ideas,
Panel, but the The students did
aptitude and
contributions were not participate in
Online meaningful
not clear or the Online
Discussion contributions. 90
meaningful nor Discussion Panel.
Panel Pronunciation and
showed fluency.
fluency are very
Speech is slow
good. Speech is
and hesitant.
effortless and
(up to 90 (up to 45
(up to 0 points)
points) points)
Final Score 175