Вы находитесь на странице: 1из 11

Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity Guide and Evaluation Rubric – Task 4- Materials Design

1. General Description of the Course

Faculty or School of education

Academic Unit
Academic Level Professional
Academic Field Disciplinal
Course Name Teaching English to adolescents and adults
Course Code 551004
Course Type Methodological Retake Yes ☐ No ☒
Number of Credits 3

2. Description of the Activity

Type of Number of
Individual ☐ Collaborative ☒ 2
Activity: Weeks
Evaluation Initial Intermediate
☐ ☒ Final ☐
Moment: Unit 1 unit 3
Total Score of the Activity: Environment to Submit the Activity:
130 Monitoring and Evaluation Environment
Starting Date of the
Deadline of the Activity:
August 01st, 2019
July 19th, 2019
Competences to Develop:
Interpretative, argumentative and propositional
Topics to Develop:
Materials designing for teaching English to adolescents and adults
Steps, Phase or Stage of the Learning Strategy to Develop

This stage is going to be developed first individually with the designing of

two worksheets containing the communicative skills: reading, listening,
speaking, writing and use of English, one for adolescents and the other for
adults. Then collaboratively, students have to create an online notebook to
present these worksheets.

Activities to Develop

Task 1: Individual activity

1. Read carefully the unit 3 content related to resources and

materials for teaching English to adolescents and adults, and
take some notes you consider are important about this material.

2. Taking into account the readings’ suggestions on the designing of

materials for teaching English to adolescents and adults, design two
worksheets containing the practice of the communicative skills:
reading, listening, speaking, writing and use of English, one for
adolescents and the other for adults.

You must use the form you find in the folder of this guide called
Worksheet template, there, you can design, adapt or use different
activities to teach your topic to the student. The worksheet could be
focus on a grammar topic, but centered on the development of the
different communicative skills. Take into account that all the exercises
are directed to your students, so the instructions must be clear and

3. After design the worksheets, present them in the forum in a post and
explain them to your partners giving your reasons to choose the
activities you include in the worksheets. Try to support your ideas
based on the literature you have read about materials design. Try to
be brief in your comments, no more than 1 paragraph (5-8 lines) for
each worksheet.
4. Choose one of the collaborative work roles to work in group with your

Task 2: Collaborative activity

1. All the forum participants need to discuss in the forum in order to

plan and design the final outcome of the activity, which is an online

2. Design an online notebook using ONENOTE which you can create an

account going to this link: https://www.onenote.com, or you can
use any other tool you know to design an online notebook.
3. The online book needs to have contain the following:

a. A tab with the introduction containing a reflection on the

importance of designing different kinds of materials for your
English classes.
b. A tab per student containing the reflection posted on the forum
over the worksheets designed, with two subtabs to include your
final version of the worksheets based on the feedback you
received in the forum.
c. A tab with the conclusions condensed you could have from the
designing of your own worksheets (facilities, constrains,
advantages or disadvantages)
d. A tab with all the references included into the worksheets and the

Don’t forget that you have to leave your notebook public for the
others to have access to the content.
4. The final group’s product will be a document with the names of the
students who participated in the planning and designing of the
online notebook, and the link of your notebook. The group’s
submitter has to submit this document to the monitoring and
evaluation environment.

This activity will be developed in the forum created in the

Environme collaborative environment. The final document must be
nts for the submitted in the monitoring and evaluation environment by
Developme the by the group’s submitter.
nt of the


The post in the collaborative forum of the two designed

Products worksheets.
to be
by Students Collaborative:

A word a document with the names of the students who

participated in the planning and designing of the online
notebook, and the link of the group’s notebook. The
group’s submitter has to submit this document to the
monitoring and evaluation environment.

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

1. Explore the syllabus of the course.

Planning of 2. Make several readings of the activity guide

Activities for the and the evaluation rubric for each of the units of
Development of individual and collaborative work.
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
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

Reviser/Editor: Makes sure the written work

follows all the criteria established in the activity

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 be cited using APA Style
Students must be aware of the risks and
Plagiarism Policy
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 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
Task 4- Materials Design
Activity Collaborative
Individual Activity ☐ ☒
Type: Activity
Evaluation Intermediate
Initial ☐ ☒ Final ☐
Moment Unit X
Evaluated Performance Levels of the Individual Activity
Items High Score Average Score Low Score
You designed the
two worksheets
having in mind
You designed just
the guidelines,
one worksheet
including at least
having in mind You did not
two of the
the guidelines, designed any of
Worksheets including at least the worksheets 40
skills in each
content three of the required points
worksheet in a
correct way
according to the

(up to 40 (up to 20 (up to 0

points) points) points)
The worksheets The worksheets
submitted are have some
well written in mistakes of
terms of spelling, spelling, There are not
grammar, grammar, worksheets to 20
form and
vocabulary. In vocabulary and check in the points
addition, you coherence. In forum.
posted the addition, you
activities and posted the
reflection into the activities and
forum at least a reflection late
week before the into the forum.
due date.
(up to 20 (up to 10 (up to 0
points) points) points)
Evaluated Performance Levels of the Collaborative Activity
Items High Score Average Score Low Score
You frequently
You did not
attempted to
make any effort
direct the
You occasionally to participate in
discussion and
made meaningful the discussion as
Collaborati reflection on it was
ve group’s efforts; developed. There
viewpoints for 20
participatio marginal effort to is no evidence of
consideration by points
n: forum become involved your
the group related
discussion with the group. participation in
to the designing
the group’s
of the online
(up to 20 (up to 10 (up to 0
points) points) points)
The Online
The Online
Notebook is
Notebook is
incomplete; it
complete, with all
does not have
the information There is no any
the information
Online required, deep Online Notebook 30
required and
Notebook reflections and to check
deep reflections points
content the correct
and has some
spelling and use
of English.
(up to 30 (up to 15 (up to 0
points) points) points)
The Online The Online There is no any
Notebook is well Notebook is not Online Notebook
structured, has well structured, to check.
Online all the tabs the tabs are
Notebook required and is incomplete or is 20
presentatio visually not visually points
n attractive. attractive.
(up to 20 (up to 10 (up to 0
points) points) points)
Final Score 130