Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity Guide and Evaluation Rubric – Task 1- Initial Activity

1. General Description of the Course

Faculty or Escuela de Ciencias de la Educación

Academic Unit
Academic Level Professional

Academic Field Disciplinary

Course Name Pedagogical Experience I

Course Code 551024
Course Type Practical Retake Yes ☐ No ☒
(Methodological) Exam
Number of Credits 3

2. Description of the Activity

Type of Individu Number of

☒ Collaborative ☐ 2
Activity: al Weeks
Evaluation Initial
☒ Intermediate ☐ Final ☐
Moment: Unit 1
Environment to Submit the
Total Score of the Activity:
Activity: Monitoring and Evaluation
25
Environment
Starting Date of the Deadline of the Activity:
Activity:
23 August 2019 5 September 2019
Competences to Develop:
To explore previous knowledge responding to pedagogical job.
Topics to Develop:
Recognition of personal and pedagogical background. Getting to know
the assigned tutor.
Steps, Phase or Stage of the Learning Strategy to Develop
Describe how you are going to develop the learning strategy
Activities to Develop

First part
You must enter the forum in order to make a brief introduction about
yourself. The personal information to introduce is: Full name,
hometown, telephone number, academic program and email. This
information must be posted in the forum of the activity as a reply to
the discussion topic posted by your tutor. No attached files must be
posted in the forum to facilitate all the participants to read each one of
the posts.

Second Part

Reflect about your learning process since the beginning of this career,
and answer the following questions:

Questions

1- What are the pedagogical strategies you are considering to use in

this face-to-face practice? Include deep description of each strategy.

2- What are the differences between didactic and pedagogy as

disciplines? Make a wide description.

3- Describe 5 activities that you will do in the classroom in an English

class, explain the theoretical background of the strategy and the
author linked to the activity.

5. How is your English level according to the European Framework?

Explain some strategies you will use to help the students to improve
their English level.

6. Explain some strategies you will use to manage discipline and bad
behavior of the students.

7. Prepare and draft 5 questions for an interview with your supporting

teacher. The questions must include the following topics:

- Methodological strategies.
- Classroom management.
- Pedagogical advices.

You can check this article to help yourself to write your questions:
https://www.thebalance.com/teacher-interview-questions-and-best-
answers-2061223

Note: Use the theoretical background you have read along the career
and cite every paragraph in APA style. Avoid plagiarism.

You must take into account the procedure to participate in the

recognition forum space, in which it is necessary to post at least 3
replies: the first to introduce to your partners and tutor and post a
PDF file with the answers to the questions; and the other
participations must aim to read and comment your partners’ answers.
Remember that the dynamics of a forum is to exchange or
communicate information and ideas with others, not to post isolated
comments or opinions.

Third Part
You must interview your supporting teacher from UNAD:
(The tutor that has been assigned in the virtual course for you)

After checking and introduce yourself to your supporting teacher, you

must interview him/her, through a recording. This interview can be
held through Skype, in person, video, or any other way that allow you
to record yourself and your supporting teacher.

Directions:
- At the beginning of the interview, ask your supporting teacher to
introduce his/herself.
- Ask her/ him the questions you prepared in the second part.
Make sure the recording presents your voice and your
supporting teacher’s voice.
- Establish a schedule with your supporting teacher for the visits
in situ and the monitoring by skype and e-mail. Clarify the
evaluation criteria the tutor will use to assess you.
- You can present the recorded interview through a link or a MP3
file, as suggested:

For recording your voice, you can use one of these options:

https://vocaroo.com It allows you to record and share the link.

https://online-voice-recorder.com/es/ It allows you to record and
download the MP3 file.

Environments
Collaborative Learning Environment
for the
Monitoring and Evaluation Environment
Development
Knowledge environment
of the Activity

Individual:

You must attach a PDF document or a Compressed

folder (ZIP or RAR) in the Monitoring and Evaluation
Environment, in which you present:
1. The answers to the questions in the second
part.
Products to 2. The proposed questions for the interview.
be Submitted 3. The recording (link or file) with the interview to
by Students your supporting teacher.
4. The schedule with your supporting teacher for
the visits in situ and the monitoring by skype
and e-mail.

Collaborative:

N/A

3. General Guidelines for the Collaborative Work

Planning of Collaborative learning is a strategy that allows

Activities for the students to work together in order to achieve a
Development of common goal. Accordingly, the collaborative
Collaborative work proposed for the course is based on a
Work structured and planned process that includes
individual and group activities, as well as
interaction and socialization in the virtual
classroom.
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.
Roles to Be Different roles are proposed within the
Performed by the collaborative environment, which allow an
Student in the appropriate space for academic growth and
Collaborative effective interaction that promotes learning and
Group 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
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.
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
Plagiarism Policy 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
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 1 – Initial activity
Activity Collaborative
Individual Activity ☒ ☐
Type: Activity
Evaluation Intermediate
Initial ☒ ☐ Final ☐
Moment Unit X
Evaluated Performance Levels of the Individual Activity
Score
Items High Score Average Score Low Score
The student Answers some
Answers of answers correctly questions or the Doesn’t present
the and deeply the 6 answers are not the answers.
10 points
proposed questions. deep
questions. (up to 10
(up to 5 points) (up to 0 points)
points)
Questions The student The questions The student did 5 points
 suggested by the
proposed
student are not
appropriate
appropriate or not propose
for the questions for the
enough to questions.
interview supporting
interview the
teacher.
teacher.
(up to 5 points) (up to 2 points) (up to 0 points)
The student
presents a The student
recorded presents a
Recording interview fulfilling recorded
with the directions: interview fulfilling Doesn’t present
interview teacher’s some of the the interview.
10 points
to introduction, directions. Or the
supporting question created interview is not
teacher by the student recorded.
and the schedule.
(up to 10
(up to 5 points) (up to 0 points)
points)
Final Score 25