Universidad Nacional Abierta y a Distancia

Vicerrectoría Académica y de Investigación

Unique Guide for the Development of the Practical Component of the Course:
Research Pedagogical Practice - 518019

1. General Information of the Practical Component

Learning strategy: Research Based Learning

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:
Consolidate a Pedagogical Research Process in various learning environments aiming
the promotion of language learning.

2. General Activity Description of the Practical Component.

Scenarios of the practical component: In situ (practice)

Activity type: Collaborative
Activity number: 3
Highest score of the activity: 130 points
The activity starts on: Thursday, October The activity ends on: Thursday,
10, 2024 November 14, 2024
The resources required for the development of this activity are the
following:
- Virtual Campus, for checking the bibliographic resources suggested for Unit 2.
- Pedagogical Practice Scenario.
- Research Objectives
- UNAD Virtual Library
- Practice Forms.
- Development of the Previous Step of the Course.

The activity consists of:

Bear in mind this is a METHODOLOGICAL course which means that the course is
comprised by both, the Theoretical and the Practical components. In the activity

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guide you will find information for the development of both of the components of the
course. Remember that developing both is mandatory.

For the development of the Theoretical part of this step of the course, you will have
to collect and analyze the data for the Research Project through the design and
implementation of different activities in the development of the Pedagogical Practice.

To be able to develop this task completely, follow these instructions:

During the First and second weeks of development of the Task (October 10th
until the 24th)

1. Design and apply activities and or material (flashcards, games,

presentations, etc.) aiming to collect data from the students. During the
development of the teaching hours and its planning design specifically activities
that allow you to collect relevant data for the development. Post the activities
proposed in the activity forum to get feedback from your classmates.
Accordingly, provide feedback to your classmates. (Upload the activities to the
Netboard you have and share the link in the activity forum)

2. Use Annex 2 to thoughtfully plan 2 lessons focused on the objectives of your

research (They must be accommodated to the topics and things that are
developed in the class you are working at). Check all the components of the
lesson plan, and design all the needed material for the development of the
class. These classes must be developed in your practice scenario. Post the two
lesson plans in the activity forum to get critical feedback from your Classmates
and Tutor. Ensure you give honest and clear feedback on the lesson plans of
your practice scenario. Post the two lesson plans in the activity forum to get
critical feedback from your Classmates and Tutor. Ensure you give honest and
clear feedback on the lesson plans to classmates.
(Upload the lesson plans to the Netboard you have and share the link in the
activity forum)
Apply the lesson plans, write down Field Diaries organize the information
gathered from your students, and remember this information is part of the
Results and Data collection tools for your Research.

3. Gather and organize the activities, and lesson plans in a OneDrive Folder, this
must be open and for public access.

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 4. Write as many teaching journals as you need, considering all the needed
information to evidence data collection from your own experience.
5. Collect insights from your students regarding the developed activities. To do so
you can use the data from the performance of the students in the activities,
make surveys, etc.

During the third week of development of the task (October 25th until the 31st)

6. Analyze the data collected, to do so, please read the original idea on the
information you wanted to gather from the proposed activities with students.

7. Present the results of the study based on the gathered information.

8. Present the discussion and conclusions of the project based on the literature
review and the specific objectives. Remember that the conclusions are the
result of the activities developed as part of the accomplishments of the
objectives.
To develop this process and organize the data collected and help you to analyze
it to come up with the discussion and conclusions use the matrix.

DATA PARTICIPANTS RESULTS ANALYSIS OF

COLLECTION THE RESULTS
TOOL
Name one by Who participated Concretely Interpret the
one those tools in the obtention of describe the data and how
you used for the data collected results the results
data collection. with the tool? i.e. obtained. i.e. obtained are
(Field diaries, The field Diary was The activity related to the
tests, Results of done by you as the you planned objectives
activities one analyzing the was developed proposed. How
developed, class and how sufficiently, or useful are these
everything you missed results for you?
happened there. some steps. How can you
Describe the use them?
results of the
tests applied.

During the Fourth and Fifth weeks of development of the task (November 1st
until the 14th)

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 9. Attend the EPICA, there will be different schedules available for the support
session, these will be shared by the tutors and the Course director together
with the needed information for the support meeting. Remember that
attending, participating, and delivering the requested evidence is a part of the
score for this activity.

10. Organize the final version of the Research Experience using the template
provided to create the poster to present your research experience. In the
poster, you should include all the relevant information of your research, the
basic information that could help you frame the whole experience clearly and
concretely. This poster will be used as a tool to select the students that will
represent the Research Pedagogical Practice course in the Agora event (To be
developed with all the Practical courses students, one student will represent
each course) in the first week of the last step of the academic term.

Bear in mind this Poster is the one you are expected to use to present your
research experience to your Practice Scenario. Also remember, this
presentation is included in the Workplan you designed for the development of
the Pedagogical Practice at your Scenario in the Step 2of the course.

11. Organize a final document for the delivery of the task, and make sure you
deliver all the practice forms closely following the instructions given.

Via institutional e-mail, you will receive from your tutor the link to your e-portfolio. In
this portfolio, you must organize and store all the evidence of the development of
your Pedagogical Practice. The instructions for the organization of the documents will
be shared by the Course Director by Internal mail in the campus, News Forum, and
Institutional Mail, please check them to accomplish the process of organizing the
forms promptly.

For the development of the practical component consider that:

In the Initial Information Environment, you must:

Check the Course Agenda to organize your time. Check the Course News for
important information. Verify your tutors’ synchronous support via Teams. Check and
organize your time and, attend the Web conferences of the course or check the
recordings of them looking for further information about the course.

In the Learning Environment, you must:

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Read all the contents of Unit 1, download the required documents for the
organization of the traceability of the Pedagogical Practice, and participate in the
collaborative forum with the suggested information in the activity guide.

In the Evaluation Environment, you must:

Upload a final Word document in the space called Step 3 – Practical Component –
Educational and Pedagogical Practice Name the document as: 518019 – Step 3 –
Your Name.

Evidences of individual work:

The individual evidence to be submitted is:

In the Evaluation environment deliver a Word. document that includes:

- All the designed activities for the teaching process uploaded in the Netboard.
- The two lesson plans designed by the student.
- The Analysis Matrix.
- The Discussion and the Conclusions of the Research Experience.
- Screenshots of the forum participation.
- Public link to the POSTER that shows the research process developed.

In the e-portfolio, following the given instructions please deliver all the requested
documents for the development of Step 3 and the following:
- Attendance to the EPICA Session Form.
- Attendance to the Practice Scenario Certifying 15 hours form Signed by the
Titular Teacher.
- 1 Field Diary with the proper support.
- All the forms of the Administrative and the Step 2 are complete.

Evidences of collaborative work:

The collaborative evidence to be submitted is:

Participate in the activity forum providing clear, concise, honest and relevant
feedback to your classmates. Apply the recommendations given by your tutor and
Classmates in the activity forum.

3. General Guidelines for the Development of Evidences

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For Individual evidence, consider the following:

• Take an active role in the development of the task. Provide feedback to

your classmates as indicated in the activity guide.
• Make sure you present fully the relevance of the study and the
accomplishments you made through the development of this Research
Process.
• Evidence of the accomplishment of the Objectives you proposed at the
beginning of the research process.
• Check for grammar or spelling mistakes.
• Deliver the Poster complete and accessible for everyone.
• Make sure you are delivering the task completely following the instructions
given for the development of the task.
• Make sure you attend and participate in the development of the EPICA.
• Be aware of the delivery of all the requested documents in the e-portfolio in
order to evidence the development of the practical hours.

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.

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4. Evaluation Rubric Template

Activity type: Individual

Activity number: 2
Evaluation moment: Intermediate
The highest score possible is 130 points
Criteria Performance levels
First evaluation High level: The document is meticulously organized, and
criterion: adheres perfectly to APA 7th edition guidelines, including
proper formatting of headings, citations, references, and
The student delivers overall structure. There are no errors in formatting or citations.
a well-organized The document contains all of the requested in the activity guide
and complete as follows All the designed activities for the teaching process
document
uploaded in the Netboard, the two lesson plans designed by the
accomplishing the
student, The Analysis Matrix, The Discussion and the
APA 7th edition
guidelines. Conclusions of the Research Experience, Screenshots of the
forum participation, Public link to the POSTER that shows the
This criterion research process developed.
represents 20 If your work is at this level, you can get between 17
points of the total points and 20 points
of 130 points of
the activity.
Average level: The document generally follows APA 7th
edition guidelines but may have minor issues such as
inconsistent formatting of citations or references, or occasional
formatting errors. But is complete regarding the requested
content (All the designed activities for the teaching process
uploaded in the Netboard, the two lesson plans designed by
the student, The Analysis Matrix, The Discussion and the
Conclusions of the Research Experience, Screenshots of the
forum participation, Public link to the POSTER that shows the
research process developed.).
If your work is at this level, you can get between 12 points
and 16 points

Low level: The document shows significant deviations from

APA 7th edition guidelines, with numerous formatting errors,
incorrect citations, missing references, or poorly structured

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 sections that hinder readability and coherence. Additionally, it
is missing any of the requested content ( All the designed
activities for the teaching process uploaded in the Netboard,
the two lesson plans designed by the student, The Analysis
Matrix, The Discussion and the Conclusions of the Research
Experience, Screenshots of the forum participation, Public link
to the POSTER that shows the research process developed.)
If your work is at this level, you can get between 0 points
and 11 points

Second evaluation High level: The student designs and applies highly effective
criterion: activities and materials to collect relevant and comprehensive
data. The data is meticulously organized, clearly presented,
The student collects and directly supports the research objectives. The analysis
and organizes data provides a thorough and insightful study of the collected data,
effectively to drawing well-supported, accurate conclusions that are deeply
support their connected to the research process. The discussion is well-
research, and articulated, demonstrating a strong understanding of the
accurately draws literature and objectives. The student presents the results,
conclusions and conclusions, and discussion in a clear, well-structured manner,
provides a effectively using evidence from the data. All required
discussion that is components are addressed with a high level of professionalism
closely related to and attention to detail.
the research If your work is at this level, you can get between 34 points
process and and 40 points
findings.
Average level: The student designs and applies appropriate
This criterion activities and materials to collect data, but some aspects may
represents 40 lack precision or relevance. The data is organized adequately
points of the total but may have minor gaps or inconsistencies. There is a
of 130 points of reasonable analysis of the data, with conclusions that are
the activity. generally accurate but may lack depth or clear connection to
all aspects of the research process. The discussion addresses
the main points but may not fully integrate the literature or
objectives. The results, conclusions, and discussion in a
satisfactory manner, with most required components included.
There may be some issues with clarity, structure, or detail.
If your work is at this level, you can get between 24 points
and 33 points

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 Low level: The student’s activities and materials for data
collection are poorly designed or inadequately applied, leading
to limited or irrelevant data. The data organization is
disorganized or incomplete, affecting its usefulness for the
research. The analysis is superficial or flawed, with conclusions
that are inaccurate or poorly connected to the research process.
The discussion is weak, with minimal integration of literature or
objectives. The presentation of results, conclusions, and
discussion is unclear, disorganized, or incomplete. Many
required components are missing or poorly addressed, affecting
overall comprehension and professionalism.
If your work is at this level, you can get between 0
points and 23 points

Third evaluation High level: The student's pedagogical research practice

criterion: process is meticulously organized, adhering precisely to
practical component guidelines. Lesson plans are meticulously
The Pedagogical aligned with the research purpose, and the execution and
Research process is development of lessons demonstrate a clear connection to
organized and reflections provided in the Field Diary. The student fulfills the
strongly supported required 15 hours for this Step. In the e-portfolio, the student
following the includes: an EPICA Session Attendance form, and a Practice
practical component Scenario Attendance Certifying 15 hours form signed by the
guidelines and the Titular Teacher. The Field Diary is comprehensive, meeting all
needs established designated criteria with proper support and formatting as
for the research specified and all the documents required for the development
proposal. of the
If your work is at this level, you can get between 34 points
This criterion and 40 points
represents 40
points of the total Average level: The student's pedagogical research practice
of 130 points of process generally follows practical component guidelines.
the activity. Lesson plans are somewhat aligned with the research purpose,
and the execution of lessons shows some connection to
reflections in the Field Diary. The student partially fulfills the
required 15 hours for this Step. In the e-portfolio, the student
includes: an ARL Certificate (may not be fully updated for the
current academic term), a Presentation Letter, a Workplan
form, an EPICA Session Attendance form, and a Practice

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 Scenario Attendance Certifying 15 hours form signed by the
Titular Teacher. The Field Diary meets some but not all
designated criteria, with occasional lapses in quality and
format.
If your work is at this level, you can get between 24 points
and 33 points

Low level: The student's pedagogical research practice

process lacks organization and adherence to practical
component guidelines. Lesson plans are poorly aligned with the
research purpose, and the execution of lessons shows little
connection to reflections in the Field Diary. The student does
not fulfill the required 15 hours for this Step. In the e-portfolio,
the student includes: an outdated or incomplete ARL
Certificate, a generic Presentation Letter, a Workplan form
lacking detail, an incomplete EPICA Session Attendance form,
and a Practice Scenario Attendance Certifying 15 hours form
with missing signatures or inadequate details. The Field Diary
is incomplete or significantly deficient, failing to meet
designated criteria in terms of quality and format.
If your work is at this level, you can get between 0
points and 23 points

Fourth evaluation
High level: The student consistently attends both support
criterion:
meetings as scheduled or promptly reschedules as needed for
this step of the course. During the sessions, student actively
The student actively
engages in proposed activities and effectively presents the
participates in
required evidence. There is clear certification of attendance at
support meetings
each meeting, demonstrating thoroughness and reliability in
(Webinar & EPICA)
meeting all requirements.
by critically
If your work is at this level, you can get between 25 points
answering questions
and 30 points
and submitting
required materials
Average level: The student attends support meetings as
on time.
scheduled. During meetings, the student participates in
This criterion
proposed activities and delivers most of the requested
represents 30
evidence, though some items may be incomplete or delayed.
points of the total
There is no evidence of the delivery of the form certifying the
of 130 points of
attendance at the meeting.
the activity.

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If your work is at this level, you can get between 18 points
and 24 points

Low level: The student inconsistently attends support

meetings, often missing scheduled sessions without adequate
notification or rescheduling. During meetings attended, the
student shows limited engagement in proposed activities and
struggles to provide the required evidence in a timely or
complete manner. Documentation certifying attendance at
meetings is frequently missing or incomplete, reflecting
significant gaps in meeting participation requirements.
If your work is at this level, you can get between 0
points and 17 points

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