Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity Guide and Evaluation Rubric – Task 1
Designing a Teacher Development strategy

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 yes ☐ No ☒
practical. exam
Number of Credits 2

2. Description of the activity

Numbe
Type of
Individual ☐ Collaborative ☒ r of 2
activity:
weeks
Evaluation
Initial ☐ Intermediate ☒ Final ☐
moment:
Environment to submit the
Total score of the activity:
activity: Monitoring and Evaluation
175 points.
Environment.
Starting date of the
Deadline of the activity: October
activity: September 06th,
11th, 2019
2019
Competence to develop:
The students recognize and understand the importance of teacher
development processes to maintain interest, creativity, motivation,
and enthusiasm in their teaching practice in any educational context in
order to provide an optimal learning environment for all learners.
Topics to develop:
Workshops, Teacher support groups, Keeping a teaching journal,
Teaching portfolios, peer observation, Competencias y estándares TIC
desde la dimensión pedagógica (Chapter 3 – pag 26-56)
Step, phase or stage of the learning strategy to develop
Task 1: Designing a Teacher Development strategy
Activities to develop

Individual

Task 1. Reading.
Go to knowledge environment and read the contents in Unit 1.

Task 2: Individual strategy

The student must choose one of the Unit 1 individual strategies to
implement professional development for language teachers:
Workshops, teacher support groups, Teaching journal, teaching
portfolio or peer observation and answer the following information as a
message in the forum on time so others students can comment your
participation.

a. Definition of the chosen strategy

b. Why did you select that strategy? Why is it important for your
professional development?
c. Advantages and disadvantages
d. If you were an English teacher right now, how would you apply and
implement the strategy? Include specific information about the
means, audience, objective, time, steps, and other aspects or factors
you consider important to include.
e. Would you involve other people in the implementation of the
strategy? If so, who and why?

Collaborative

Task 3: Group strategy

The group decides and agrees on the best individual strategy and
designs it using a technological tool. (Web page, a blog, an online
presentation so fourth). Choose the best that fits with the chosen
strategy. In the practical environment you will find a file with the
name of Task 1 -Template – Strategy development.

Task 4: Conclusions and recommendations

The group writes some conclusions about the benefits of using the
strategy and also gives recommendations.

Task 5:Delivery
In a whole document Word or PDF the group leader is going to paste
the link for the technological strategy and send the final product to the
Evaluative Environment (only one file per group will be allowed).
Environmen
Initial information environment
ts for the
Knowledge environment
developmen
Collaborative learning environment
t of the
Evaluation and monitoring environment
activity
Individual:
The answers about the individual strategy in the
forum.

Products to Collaborative:
be
submitted A PDF file with the following content:
by students 1. Cover page (name and last name, course
info, tutor name, date).
2. Template – Development Strategy.
Name your file as follows:
Task 1 _group number.pdf

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
Planning of
structured and planned process that includes
Activities for the
individual and group activities, as well as
Development of
interaction and socialization in the virtual
Collaborative
classroom.
Work
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.
 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
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.
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.
Roles to Be Facilitator: Makes sure that every voice is
Performed by the heard and focuses work around the learning
Student in the task. Provides leadership and direction for the
Collaborative group and suggests solutions to team problems.
Group 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 Duties
Evaluator: Evaluates the final document to
for the
ensure it follows the evaluation criteria of the
Submission of
rubric and informs the student in charge of
Products by
alerts about any changes that need to be made
Students
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
References
be cited using APA Style
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
Plagiarism Policy 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 http://www.bibme.org/citation-guide/apa/

4. Evaluation rubric

Evaluation rubric

Activity Collaborative
Individual Activity ☒ ☒
type: Activity
Moment of
Unit
the Initial ☐ ☒ Final ☐
Intermediate:
evaluation
Assessed Performance levels of the individual activity
Score
Aspects High score Media score Low score
The information is Some of the
Individual The answers
adequately and information is 40
strategy doesn’t meet any f
supports clearly adequately and points
the criteria.
each answer. The supports clearly
 ideas show criticaleach answer. The
thinking. ideas show
relevant.
(up to 40 points) (up to 20 points) (up to 1 points)
Assessed Performance levels of the collaborative activity
Score
Aspect High score Media score Low score
The template has The template has
the required partial information.
information. The link The link opens
opens properly. It properly. The
There is not
presents relevantinformation doesn’t
Group template or the 80
information, well support clearly the
strategy links didn’t open points
developed and topic. It doesn’t
complete. It has have illustrations
illustrations and and creative
creative design design.
(Up to 80 points) (Up to 40 points) (Up to 1 points)
It presents some
The conclusions
of the required
and
information or
recommendations It doesn’t have
doesn’t conclusions 30
Conclusions summarize the ideas and
conclusions.
and details from the points
recommendations.
group discussion
(Up to 30 points) (Up to 15 points) (Up to 1 points)
The student
socialized his/her The student
document, gave socialized the work
meaningful feedback but didn´t The student did
Group about partners’ contribute to not socialize 20
interaction contributions and partners’ works or his/her document points
supports the to the final
development of the document.
final document.
(Up to 20 points) (Up to 10 points) (Up to 1 points)
The PDF has
The PDF lacks The PDF
Final Introduction, 15
the Introduction, document is not
Product strategy link, points
the conclusions or uploaded in the
conclusions and it’s
 written in APA it’s written in APA evaluative
format and it is format. environment
uploaded in the
evaluative
environment.
(Up to 15 points) (Up to 7 points) (Up to 1 points)

Final score 150