Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity guide and evaluation rubric

1. General description of the course

School or Escuela de Ciencias de la Educación

Academic Unit
Academic Level Profesional
Academic Field Formación disciplinar
Course Name First and Second Language Acquisition and
learning
Course Code 551018
Course Type Methodological Retake yes ☐ No ☒
exam
Number of Credits 3

2. Description of the activity

Numbe
Type of
Individual ☐ Collaborative ☒ r of 4
activity:
weeks
Evaluation
Initial ☐ Intermediate ☒ Final ☐
moment:
Environment for the delivery of
Total score of the activity:
the activity: Monitoring and
100
evaluation environment
Starting date of the Deadline of the activity:
activity: 06/09/2019 30/09/2019
Competence to develop:
The students will be able to understand different concepts related to
language, learning, and teaching.
Topics to develop:
Review learning contents and strategies for language learning.
Step, phase or stage of the learning strategy to develop

COLLABORATIVE TASK ONE

TASK 1A. DEFINING CONCEPTS

Check the topics for Unit 1 and reflect on the definition of language,
Learning and teaching. Create a mind map taking into account the
main elements of these concepts.

Consider stating what you can add or delete from the definitions given
in the study materials. Consider your experience as a language learner
and teacher to propose an analysis of the definitions in a clear and
easy way.

TASK 1B. UNDERSTANDING LANGUAGE

Create a presentation where you take into account and restate the
main aspects about constructivism as a school of thought and
Vygotsky’s philosophy in your own words and write a case of study
where you can include these theories to improve the language
acquisition process of your students.

Make sure to describe the examples according to your experience as a

language teacher and learner.

Include relevant information that can help you illustrate what you
mean in each example.
You can use one of the following apps to create your presentation

WPS Office Free. Powerful free software for making engaging

presentations. ...
LibreOffice. Very capable, though lacking a dab of professional
polish. ...
Canva. Create smart, stylish presentations in your browser. ...
iCloud Keynote. ...
Prezi.

In the presentation, you have to include both Task 1A and 1B and

please share it in the collaborative forum

Unit 1 Language learning and teaching – Task 1

Each student has to read and analyze one of the cases of study
created by one of the members of the group and you have to write the
comments on the forum, please take in mind the way your classmate
has picked up the theories and if the case of the study shows the
correct implementation of this theories.

Make any corrections or changes to your work according to feedback

and comments given by your partners and tutor.

Activities to develop

Review the learning contents and strategies for language learning.

TASK 1A. DEFINING CONCEPTS

Check the topics for Unit 1 and reflect on the definition of language,
Learning and teaching. Create a mind map taking into account the
main elements of these concepts.

TASK 1B. UNDERSTANDING LANGUAGE

Create a presentation where you take into account and restate the
main aspects about constructivism as a school of thought and
Vygotsky’s philosophy in your own words and write a case of study
where you can include these theories to improve the language
acquisition process of your students.
Include Task 1A and 1B in your presentation, and please share it in
the collaborative forum.

Each student has to read and analyze one of the cases of study
created by one of the members of the group and you have to write the
comments on the forum, please take in mind the way your classmate
has picked up the theories and if the case of the study shows the
correct implementation of these theories.

Make any correction or changes to your work according to feedback

and comments given by your partners and tutor.
Environments
for the Collaborative environment and monitoring and
development evaluation environment.
of the activity
Products to Individual:
deliver by the
student
Participation in the collaborative forum by sharing
Task 1A and 1B.

Read your partners’ participations and comment their

contributions. You should consider possible
corrections regarding structure, vocabulary and
content.

Keep in mind your suggestions or corrections have to

be well based and show respect for your partners’
ideas and intellectual work.
 Collaborative:
The group compiler must prepare and send to the
forum a Word document that includes the following
information:

a. Cover page (names and last names of

participants, course info, tutor name, date).

b. The presentation with tasks 1A and 1B (one

page per student).

c. The comments about the cases of study and

the screenshot of the students’ participation.

d. References (APA style).

The evaluator and reviser have to check the final

product to make sure it is complete and then inform
the delivery student who will upload the final product
in the evaluation environment. It should include all
the information as requested. Name your file as
follows:

Collaborative_Task2_GroupNumber.pdf

General guidelines for the collaborative work

Planning of Each student prepares a mind map.

activities for
the
 Restate Vygotsky’s philosophy and constructivism
theories and create a case of study.

Create a presentation including the mind map and the

case of study.

development Analyze the case of study of one of your classmates.

of
collaborative
work Make corrections and comments.

Participate actively in the forum giving meaningful

feedback.

Compile the document.

Roles to Different roles are proposed within the collaborative

perform by environment, which allow an appropriate space for
the student academic growth and effective interaction that
in the promotes learning and interpersonal relationships.
collaborative Every student will take up one of these roles for the
group 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.
Roles and
duties for the
Compiler: Puts together the final product and
delivery of
includes the work done only by those who
products by
participated on time. Informs the student in charge of
students
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.
Use of All references considered for this activity have to be
references cited using APA Style

Plagiarism In the agreement 029 of December 13, 2013, article

policy 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.p
hp?
option=com_content&view=article&id=138:normas-
apa&catid=45:referencias-bibliograficas&Itemid=

4. Evaluation rubric

Evaluation rubric

Collaborative
Activity type: Individual Activity x
Activity
Evaluation moment Initial Intermediate x Final
Performance levels of the individual activity Scor
Evaluated items
High score Mean score Low score e
The student
The student
participated some The participation
participated from
day after the of the student
the very first
On-time participation in beginning of the was too late and
time, and the
the forum activity and the it was not 15
participation was
participation was significant.
meaningful
not significant
(up to 15 (up to 0
(up to 5 points)
points) points)
The student The student
The did not
attended the web attended the web
attend and
conference and conference but 5
Web conference participate in the
participated without any Poin
participation web conference
actively participation ts
(up to 0
(up to 5 points) (up to 2 points)
points)
Task 1: Developing the The writing The No writing 25
 development of
assignment is well the writing
developed and assignment shows
assignment is
evidences proper some degree of
presented Poin
writing assignment writing and reflection but
ts
coherent ideas. lacks coherence
and cohesion.
(up to 25 (up to 10 (up to 0
points) points) points)
Although the
The student
paper includes all
correctly
the definitions The student did
presented the
and the not follow the
assignment
statement of instructions to 25
Task 1: Content and content, with
theory, the complete the Poin
language use minor problems in
structures and assignment. ts
language
language are
structures.
somewhat poor.
(up to 25 (up to 10 (up to 0
points) points) points)
Performance levels of the collaborative activity Scor
Evaluated items
High score Media score Low score e
The group created
a well-organized The group created
document that the final
The group did
includes the document but it
not create the 10
Task 2: Group information of all does not have a
final document. Poin
Document participants relevant
ts
interaction
comments.
(Up to 10 (Up to 0
(Up to 5 points)
points) points)
Activity socialization The group The group did a The group did 10
and group interaction successfully good job following not follow the Poin
followed the the instructions instructions to ts
activity but some complete the
instructions and elements were assignment and
 interaction is
omitted, group there was poor
successful.
interaction is OK. interaction.
(Up to 10 (Up to 0
(Up to 5 points)
points) points)
The group
The group
presents their
presents their
work with major
work with major
problems in No group paper
problems in
mechanics, is presented.
mechanics, 10
Overall structure and spelling and the
spelling and the Poin
content of the paper document does
document does ts
not include all
not include all
suggested items.
suggested items.
(Up to 10 (Up to 0
(Up to 5 points)
points) points)
100
Final score Poin
ts