Universidad Nacional Abierta y a Distancia
Vicerrectoría Académica y de Investigación
Unique Guide for the Development of the Practical Component of the Course:
Didactics of English 5187022
1. General Information of the Practical Component
Learning strategy: Problem-based Learning (PBL)
Course type: Methodological
Evaluation moment: Intermediate
Highest score of the component: 130 points
Number of activities of the practical component registered in this guide: 1
With the development of this component students are expected to achieve
the following learning outcomes:
Apply the principles of didactics of English and effective planning strategies to identify
areas for improvement and adapt instructional practices in English teaching
educational context.
2. General Activity Description of the Practical Component.
Scenarios of the practical component: ICT support
Activity type: Collaborative
Activity number: 1
Highest score of the activity: 130 points
The activity starts on: Monday, The activity ends on: Sunday, March
February 17, 2025 16, 2025
The resources required for the development of this activity are the
following:
-Virtual Campus
-Institutional e-mail
-Unit 1 contents
- Webinar
- Video classes recordings from UNAD scenarios
The activity consists of:
Initial preparation:
Head to the learning environment and read, study, and analyze the contents in Unit
1.
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Attend and actively participate in the webinar of the course by filling out the
attendance form. In case you are unable to attend the live session, you may review
the recording and provide a summary of the content covered which must be included
in the final document.
Theoretical component:
Step 1: Based upon the theoretical foundation read in unit 1, individually, answer the
following question in the forum:
Learning Objectives and learning outcomes:
a. What is a learning objective, and why is it important in teaching?
b. What are the characteristics of a well-written learning objective?
c. Describe the difference between a learning objective and a learning
outcome. Provide an example of each.
Lesson Planning:
a. What is the purpose of lesson planning?
b. Describe the components of a well-structured lesson plan.
c. How does lesson planning help teachers in delivering effective instruction?
d. How can you ensure that your lesson activities are logically sequenced and
connected to the learning objective?
Communicative Approach:
a. What is the main goal of the communicative approach in language teaching?
b. How does the communicative approach differ from traditional language
teaching methods?
c. Identify three key characteristics of activities that align with the
communicative approach.
Step 2: Individually analyze the following learning situations and for each one create
the learning objective and the learning outcomes and post them in the forum for
feedback and give feedback to your classmates’. Bear in mind that Learning
objectives should be specific, measurable, achievable, relevant, and time-bound
(SMART) while learning outcomes should clearly state what students will be able to
do by the end of the lesson.
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Situation 1: Vocabulary Acquisition
• Scenario: Students need to learn new vocabulary related to food and
beverages.
• Task: Create a learning objective and outcome for a lesson focused on
vocabulary acquisition.
Situation 2: Grammar Practice
• Scenario: Students are practicing the past simple tense to talk about past
events.
• Task: Create a learning objective and outcome for a lesson focused on
grammar practice.
Situation 3: Speaking Skills
• Scenario: Students will participate in a role-play activity to practice ordering
food in a restaurant.
• Task: Create a learning objective and outcome for a lesson focused on
improving speaking skills.
Step 3: Collaboratively, plan a class using the lesson plan format given in the
learning environment named Anexo 2. Lesson plan format -Phase 2 Didactics of
English.docx Ensure your lesson plan includes:
• Clear learning objectives and outcomes.
• A proper warm-up that motivates and engages students
• Activities and materials that support the communicative approach.
• Alignment between target students and activities and material.
• Proper integration and progression of activities.
• Methods for assessing student learning.
• A proper closure that allows to evaluate the learning objective and outcome.
Practical component:
As previously mentioned, this course belongs to the practice route and you will
encounter some practical activities to carry out within the course itself, the evidence
of the practical component is held in the practice folder under your name which will
be sent to your institutional email by your tutor in campus.
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Step 4: As a participant observation course, you are expected to conduct some
observations in order to reflect upon them; therefore, at the beginning of phase 2
you will be given the recordings for you to select one and critically reflect upon the
observation using a diary field format or you can also participate on cipas within the
online virtual community to conduct your observation in real-time classes. Go to the
learning environment phase 2 and download the annex under the name Anexo 1.
Diario de Campo_ Nombre as the assigned format for the observation.
It allows you to systematically register the participant observation, experience, and
perception the students have of the different classes you observe. (Fill out 1(one)
Diario de Campo in phase 2).
Step 5: Work delivery
Collaboratively, consolidate a PDF file that includes the following components:
• Cover Page: Design a cover page for your document following the APA style
guidelines with the name of the members who participate in the activity.
• The answers to the questions proposed in step 1, as a group select the most
complete and accurate ones (Do Not include each members’ answers).
• The learning objectives and learning outcomes for each scenario in step 2, as a
group select the most complete and accurate ones (Do Not include each
members’ objectives).
• Lesson plan along with its material designed.
• Practice format Diario de campo (one for each student)
• Webinar summary: If any member were unable to attend, include a summary
of the session in the document.
• References in APA Style: Include a list of references using the APA style format.
Name your document in the evaluation environment using the following format:
Group number_Phase 2_518022
For the development of the practical component consider that:
In the Initial Information Environment, you must:
Check the course agenda and note the delivery time for each activity.
Check the dates of the encounters.
Identify the designated times for synchronous teacher interaction and support.
In the Learning Environment, you must:
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Read, study, and analyze the course contents in detail.
Participate in the forum on time.
Do the activity guide following all the steps.
In the Evaluation Environment, you must:
Submit the activities within the specified deadlines, ensuring that you fulfill all the
requirements outlined in the activity guide.
Evidences of individual work:
The individual evidence to be submitted is:
Diario de campo
Evidences of collaborative work:
The collaborative evidence to be submitted is:
Collaboratively, consolidate a PDF file that includes the following components:
• Cover Page: Design a cover page for your document following the APA style
guidelines with the name of the members who participate in the activity.
• The answers to the questions proposed in step 1, as a group select the most
complete and accurate ones (Do Not include each members’ answers).
• The learning objectives and learning outcomes for each scenario in step 2, as a
group select the most complete and accurate ones (Do Not include each
members’ objectives).
• Lesson plan along with its material designed.
• Webinar summary: If any member were unable to attend, include a summary
of the session in the document.
• References in APA Style: Include a list of references using the APA style format.
Name your document in the evaluation environment using the following format:
Group number_Phase 2_518022
3. General Guidelines for the Development of Evidences
For Collaborative evidence, consider the following:
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• All members of the group must participate with their contributions in the
development of the activity.
• In each group a single member will be chosen to submit the requested product in
the environment indicated by the teacher.
• Before submitting the requested product, students should check that it meets all
the requirements mentioned in this activity guide.
• Only the members of the group that participated with contributions during the
time assigned for the activity should be included as authors of the submitted
product.
Please keep in mind that all individual or collaborative written products must comply
with the spelling rules and presentation conditions defined in this activity guide.
Regarding the use of references, consider that the product of this activity must
comply with APA style.
In any case, make sure you comply with the rules and avoid academic plagiarism.
You can review your written products using the Turnitin tool found on the virtual
campus.
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 students 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.
4. Evaluation Rubric Template
Activity type: Collaborative
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Activity number: 1
Evaluation moment: Intermediate
The highest score possible is 130 points
Criteria Performance levels
First evaluation High level: The lesson clearly demonstrates mastery of the
criterion: learning objectives.
The chosen material is highly relevant, engaging, and
The student appropriate for the students' level. Thorough pre-teaching
develops the activities effectively introduce and familiarize students with key
theoretical part of vocabulary. The material is of own creation or tailored to the
this phase fulfilling target population and level.
the instructions Varied and engaging activities promote active engagement and
given. check comprehension effectively.
Explicit language-focused activities practice and apply language
This criterion elements are included.
represents 50 The lesson concludes with a clear summary of key takeaways
points of the total and provides a preview of follow-up activities or assignments.
of 130 points of The stages pre during and post are coherent and clear and show
the activity. a real transition able to ensure students’ understanding.
If your work is at this level, you can get between 43 points
and 50 points
Average level: The lesson partially demonstrates an
understanding of the learning objectives.
The chosen material is somewhat relevant, engaging, and
generally appropriate for the students' level. The material is very
wide and not suited for level and target population.
Adequate pre-teaching activities introduce some vocabulary, but
some key terms are missed.
Adequate range of activities promotes active engagement and
checks comprehension. Some explicit language-focused
activities practice and apply language elements.
The stages pre during and post are somehow coherent, and the
transition may not be able to ensure students’ understanding.
The lesson concludes with a summary of key takeaways and a
general overview of next steps.
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If your work is at this level, you can get between 30 points
and 42 points
Low level: The lesson does not demonstrate understanding of
the learning objectives.
The chosen material is not relevant or inappropriate for the
students' level. Insufficient pre-teaching activities do not
adequately introduce or familiarize students with key
vocabulary.
Limited range of activities, with little promotion of active
engagement or checking comprehension.
Limited or no explicit language-focused activities practice or
apply language elements.
There is not a real transition that allows student comprehend the
contents.
There is no material or it consists of links to isolated activities
The lesson lacks a clear summary of key takeaways and does
not provide a preview of follow-up activities or assignments.
If your work is at this level, you can get between 0 points
and 29 points
Second evaluation High level: The student accurately completes and uploads all
criterion: the requested form of the activity.
There is not missing spaces, and the provided information is
The student verifiable, reliable, and complete.
develops the The document has no mistakes at all in terms of content and
participant form.
observation part of The content demonstrates critical thinking and application of the
this phase fulfilling theoretical foundations to support forms entries.
the instructions
given. If your work is at this level, you can get between 43 points
and 50 points
This criterion Average level: The student accurately completes and uploads
represents 50 the requested form of the participant observation.
points of the total There is not missing spaces and the provided information is
of 130 points of verifiable, reliable, and complete.
the activity. The document has some mistakes in terms of content and form.
The content is somehow weak, as it does not state a critical
and well-informed practice process based on theory.
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If your work is at this level, you can get between 30 points
and 42 points
Low level:
The student does not complete nor uploads the diary field of the
participant observation practice as requested or it is incomplete.
The student fails to complete the requested observations for this
phase.
The folder is not updated on time, or it remains empty.
If your work is at this level, you can get between 0
points and 29 points
Third evaluation High level: The student actively engages in the development
criterion: of the task, completing each step of the phase in a timely
The student takes manner.
an active role in the The student shows commitment with his/her practice and he/she
development of the attends to the course and tutors’ encounters.
task, completing all
the steps in a timely The student's participation in the forum is punctual and
manner. meaningful, contributing effectively to discussions and
This criterion exchanging ideas with classmates.
represents 30
points of the total Their contributions are meaningful and contribute to the
of 130 points of smooth development of the activity.
the activity.
If your work is at this level, you can get between 26 points
and 30 points
Average level: The student makes an effort to take an active
role in the task's development but falls short of completing all
the steps of the phase.
Although they do not attend the live session, they send a
summary, which is incomplete or demonstrating lack of
engagement.
The student's participation in the forum may be limited or lack
depth, showing moderate engagement with classmates.
If your work is at this level, you can get between 10 points
and 25 points
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Low level: The student does not actively participate in the
development of the task, failing to fulfill the recommended
steps outlined in the activity guide.
They struggle to follow the instructions provided, resulting in
incomplete or inadequate completion of the phase's
requirements.
The documents in the e-portfolio are incomplete or they were
not correctly filled out or named.
The student's lack of engagement is evident in their absence
from the live session and minimal or no contributions to the
forum discussions.
The student demonstrates a passive approach, failing to take
initiative or show a commitment to the task's completion.
If your work is at this level, you can get between 0
points and 9 points
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