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

Individual:
 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

Products to forum a Word document that includes the following
deliver by the information:
student
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

Each student prepares a mind map.

Restate Vygotsky’s philosophy and constructivism

theories and create a case of study.

Planning of Create a presentation including the mind map and the

activities for case of study.
the
development Analyze the case of study of one of your classmates.
of
collaborative Make corrections and comments.
work
Participate actively in the forum giving meaningful
feedback.

Compile the document.

Different roles are proposed within the collaborative

Roles to
environment, which allow an appropriate space for
perform by
academic growth and effective interaction that
the student
promotes learning and interpersonal relationships.
in the
Every student will take up one of these roles for the
collaborative
development of the course assignments and can only
group
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.

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.
Roles and
Reviser/editor: Makes sure the written work follows all
duties for the
the criteria established in the activity guide.
delivery of
Evaluator: Evaluates the final document to ensure it
products by
follows the evaluation criteria of the rubric and informs
students
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
In the agreement 029 of December 13, 2013, article
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
Plagiarism results of research products, which have intellectual
policy 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:norma
s-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
Evaluated items Score
High score Mean score Low score
The student
The student
participated some The participation
participated from
day after the of the student
On-time participation in the very first time,
beginning of the was too late and
the forum and the 15
activity and the it was not
participation was
participation was significant.
meaningful
not significant
(up to 15 points) (up to 5 points) (up to 0 points)
The did not
The student The student 5
Web conference attend and
attended the web attended the web Point
participation participate in the
conference and conference but s
web conference
 participated without any
actively participation
(up to 5 points) (up to 2 points) (up to 0 points)
The development
The writing
of the writing
assignment is well
assignment shows No writing
developed and 25
Task 1: Developing the some degree of assignment is
evidences proper Point
writing assignment reflection but lacks presented
writing and s
coherence and
coherent ideas.
cohesion.
(up to 25 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 25
Task 1: Content and instructions to
content, with theory, the Point
language use complete the
minor problems in structures and s
assignment.
language language are
structures. somewhat poor.
(up to 25 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
document that the final document The group did not
includes the 10
but it does not create the final
Task 2: Group Document information of all Point
have a relevant document.
participants s
interaction
comments.

(Up to 10 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 10
Activity socialization but some complete the
instructions and Point
and group interaction elements were assignment and
interaction is s
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
mechanics, is presented. 10
Overall structure and mechanics,
spelling and the Point
content of the paper spelling and the
document does not s
document does
include all
not include all
suggested items.
suggested items.
(Up to 10 points) (Up to 5 points) (Up to 0 points)
100
Final score Point
s