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: March
activity: February 19th
19th 2018
2018
Competence to develop:
The course activities will develop considering the didactic learning
strategy known as TBLL. The course work is set in three different stages
to be completed in the different course environments in relation with
each content unit.

.Competencia para desarrollar: Las actividades del curso se desarrollarán considerando

la estrategia de aprendizaje didáctico conocida como TBLL. El trabajo del curso se
establece en tres etapas diferentes para completarse en los diferentes entornos del curso
en relación con cada unidad de contenido
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 about the definition of language,
Learning and teaching. Write your own definition of the concepts in
about 50 words for each one.

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 definitions that are clear and easy to
understand.

TASK 1B. UNDERSTANDING LANGUAGE

Write about constructivism as a school of thought.

Restate Vygotsky’s philosophy in your own words and write some

classroom examples of his theories in action.

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.

Share your definitions of language, learning and teaching and

restatement of Vygotsky’s theory in the discussion topic created for this
assignment in the collaborative forum:

Unit 1 Language learning and teaching – Task 1

Make any corrections or changes to your work according to feedback

and comments given by your partners and tutor.
Paso, fase o etapa de la estrategia de aprendizaje para desarrollar TAREA
COLABORATIVA UNO

TAREA 1A. DEFINICIÓN DE CONCEPTOS

Verifique los temas para la Unidad 1 y reflexione sobre la definición de lenguaje,

Aprendizaje y enseñanza Escriba su propia definición de los conceptos en
aproximadamente 50 palabras para cada uno. Considere indicar lo que puede agregar o
eliminar de las definiciones dadas en los materiales de estudio. Considere su experiencia
como aprendiz de idiomas y profesor para proponer definiciones que sean claras y fáciles
de entender.

TAREA 1B. ENTENDIENDO EL IDIOMA

Escribe sobre el constructivismo como una escuela de pensamiento. Repite la filosofía

de Vygotsky con tus propias palabras y escribe algunos ejemplos en el aula de sus teorías
en acción. Asegúrese de describir los ejemplos según su experiencia como profesor de
idiomas y alumno. Incluya información relevante que pueda ayudarlo a ilustrar lo que
quiere decir en cada ejemplo. Comparta sus definiciones de lenguaje, aprendizaje y
enseñanza y la reformulación de la teoría de Vygotsky en el tema de discusión creado
para esta tarea en el foro de colaboración: Unidad 1 Aprendizaje y enseñanza de idiomas
- Tarea 1 Realice las correcciones o cambios en su trabajo de acuerdo con los
comentarios y comentarios de sus socios y tutores.
Activities to develop
Review learning contents and strategies for language learning.

Check the topics for Unit 1 and reflect about the definition of
language, learning, and teaching. Write your own definition of the
concepts in about 50 words for each one.

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 definitions that are clear and easy to
understand.

TASK 1B. UNDERSTANDING LANGUAGE

Write about constructivism as a school of thought.

Restate Vygotsky’s philosophy in your own words and write some

classroom examples of his theories in action.
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.

Actividades para desarrollar

Revise los contenidos de aprendizaje y las estrategias para el aprendizaje de

idiomas.
Verifique los temas para la Unidad 1 y reflexione sobre la definición de lenguaje,
aprendizaje y enseñanza.
Escriba su propia definición de los conceptos en aproximadamente 50 palabras
para cada uno. Considere indicar lo que puede agregar o eliminar de las
definiciones dadas en los materiales de estudio. Considere su experiencia como
aprendiz de idiomas y profesor para proponer definiciones que sean claras y
fáciles de entender.

TAREA 1B. ENTENDIENDO EL IDIOMA

Escribe sobre el constructivismo como una escuela de pensamiento.
Repite la filosofía de Vygotsky con tus propias palabras y escribe algunos
ejemplos en el aula de sus teorías en acción. Asegúrese de describir los ejemplos
según su experiencia como profesor de idiomas y alumno. Incluya información
relevante que pueda ayudarlo a ilustrar lo que quiere decir en cada ejemplo.

Share your definitions of language, learning and teaching, and

restatement of Vygotsky’s theory in the discussion topic created for
this assignment in the collaborative forum:

Unit 1 Language learning and teaching – Task 1

Make any correction or changes to your work according to feedback

and comments given by your partners and tutor.

Comparta sus definiciones de lenguaje, aprendizaje y enseñanza, y la

reformulación de la teoría de Vygotsky en el tema de discusión creado para esta
tarea en el foro de colaboración:

Unidad 1 Aprendizaje y enseñanza de idiomas - Tarea 1

Realice cualquier corrección o cambio en su trabajo de acuerdo con los
comentarios y comentarios de sus socios y tutores.

Environmen Name the environments in which the activities will be

ts for the developed and describe each one of them.
developmen
t of the Nombra los entornos en los que se desarrollarán las actividades y
activity describe cada uno de ellos.
Individual:

Participation in the collaborative forum by sharing the

personal definitions of the core concepts and the
explanation of Vygotsky’s philosophy with the matching
examples in a Word file. Write about 300 to 400 words.

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.
Products to
deliver by Collaborative:
the student
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. Definitions and restatement of Vygotsky’s theory
as in tasks 1A and 1B (one page per student).
c. Link to group blog that has all the requested
elements, including audio comments as stated in
task two (one page)
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_Task1_GroupNumber.pdf

Individual:

Participación en el foro de colaboración mediante el

intercambio de las definiciones personales de los conceptos
básicos y la explicación de la filosofía de Vygotsky con el
emparejamiento
ejemplos en un archivo de Word. Escribir alrededor de 300 a
400 palabras.

Lea las participaciones de sus socios y comente sus

contribuciones. Debes considerar posibles correcciones con
respecto a la estructura, el vocabulario y el contenido.

Tenga en cuenta que sus sugerencias o correcciones deben

basarse bien y mostrar respeto por las ideas y el trabajo
intelectual de sus socios.

Colaborativo:
El compilador del grupo debe preparar y enviar al foro un
documento de Word que incluya la siguiente información:

a. Portada (nombres y apellidos de los participantes,

información del curso, nombre del tutor, fecha).
segundo. Definiciones y reformulación de la teoría de Vygotsky
como en las tareas 1A y 1B (una página por alumno).
do. Enlace al blog de grupo que tiene todos los elementos
solicitados, incluidos los comentarios de audio como se indica
en la tarea dos (una página)
re. Referencias (estilo APA).

El evaluador y el revisor deben verificar el producto final para

asegurarse de que esté completo y luego informar al alumno
que entregará el producto final en el entorno de evaluación.
 Debe incluir toda la información solicitada. Nombre su archivo
de la siguiente manera:

Collaborative_Task1_GroupNumber.pdf

General guidelines for the collaborative work

Each student prepares a short concept.

Restate Vygotsky’s philosophy in his own words and

write some classroom examples of his theories in
action.

Make corrections and comments.

Participate actively in the forum giving meaningful

Planning of feedback.
activities for
the Work together with your classmates to create a Blog
development that allows you to present your concepts and opinions
of about Vygotsky’s theory.
collaborative
work Compile the document.

Cada estudiante prepara un concepto corto. Repite la filosofía de

Vygotsky con sus propias palabras y escribe algunos ejemplos en
el aula de sus teorías en acción. Haga correcciones y comentarios.
Participe activamente en el foro dando comentarios significativos.
Trabaja junto con tus compañeros de clase para crear un Blog que
te permita presentar tus conceptos y opiniones sobre la teoría de
Vygotsky. Compila el documento.

Roles to
perform by
the student
Compiler, evaluator and reviser.
in the
collaborative
group
 Different roles are proposed within the collaborative
environment that allow an appropriate space for
academic and affective interaction that promotes
learning and interpersonal relationships.
Every one of the learning moments is divided in an
individual and a group stage. Each 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 task. Provides leadership and
direction for the group and suggests solutions to team
problems.

Recorder:
Roles and
Keeps a public record of the team's ideas and progress.
duties for
Checks to be sure that ideas are clear and accurate.
the delivery
of products
by students
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.

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
Always cite the references
references
Plagiarism
Students must be aware of severe sanctions in the
policy
case of plagiarism.

4. Evaluation rubric

Evaluation rubric
 Collaborative
Activity type: Individual Activity x
Activity
Evaluation moment Initial Intermediate x Final
Performance levels of the individual activity
Evaluated items Score
High score Mean score Low score
The student
The student
participated some The participation
participated from
On-time day after the of the student
the very first time,
participation in the beginning of the was too late and
and the 10
forum activity and the it was not
participation was
participation was significant.
meaningful
not significant
(up to 10 points) (up to 5 points) (up to 0 points)
The student The student
The did not
attended the web attended the web
attend and
Web conference conference and conference but
participate in the 10
participation participated without any
web conference
actively participation
(up to 10 points) (up to 5 points) (up to 0 points)
The development
The writing
of the writing
assignment is well
assignment shows No writing
Task 1: developed and
some degree of assignment is
Developing the evidences proper 20
reflection but lacks presented
writing assignment writing and
coherence and
coherent ideas.
cohesion.
(up to 20 points) (up to 10 points) (up to 0 points)
The student Although the
correctly paper includes all
The student did
presented the the definitions and
not follow the
assignment the statement of
Task 1: Content instructions to
content, with theory, the 20
and language use complete the
minor problems in structures and
assignment.
language language are
structures. somewhat poor.
(up to 20 points) (up to 10 points) (up to 0 points)
Performance levels of the collaborative activity
Evaluated items Score
High score Media score Low score
 The group created
a well-organized The group created
blog that includes a Blog but not all
the information of participants The group did not
Task 2: Group Blog all participants posted their work create a blog. 20
with audio and made audio
comments.
comments.

(Up to 20 points) (Up to 5 points) (Up to 0 points)

The group
The group did a The group did not
successfully
good job following follow the
followed the
the instructions instructions to
Activity activity
but some complete the
socialization and instructions and 10
elements were assignment and
group interaction interaction is
omitted, group there was poor
successful.
interaction is OK. interaction.
(Up to 10 points) (Up to 5 points) (Up to 0 points)
The group
The group
presents their
presents their
work with major
work with major
problems in No group paper
problems in
Overall structure mechanics, is presented.
mechanics,
and content of the spelling and the 10
spelling and the
paper document does not
document does
include all
not include all
suggested items.
suggested items.
(Up to 10 points) (Up to 5 points) (Up to 0 points)
Final score 100