Guía Integrada de Actividades Contexto de la estrategia de aprendizaje a desarrollar en el curso: The activity focuses on the Task Based Language Learning (TBLL). The task is used by the student in order to master some concepts. Themes to develop: Students discuss Professor Scott Thornbury theories in relation to teaching (learning) and some types of grammar to pave their way into the topics of this class. NUMBER OF WEEKS: 2 Date : February 2nd 15th ASSESSMENT STAGE: Beginning LEARNING STRATEGY STAGE: Pre-task: This gives the students a clear model of what will be expected of them. INDIVIDUAL COLLABORATIVE * ENVIRONMENT: Collaborative Learning Environment ACADEMIC PRODUCTS AND WEIGHTING OF COLLABORATIVE General Recognition Forum (Collaborative Learning Environment) Write a brief introduction and update your personal profile within the course. Please, update your profile information and use "Recognition Forum" to interact with your e-mates Explore the different links and tools available in the course. Including the agenda, integrated guide, integrative Rubrics, and all course related links. Updated personal profile Video. Each student has to share their individual contribution in the Recognition forum. This will allow the interaction of all members of the small collaborative group and the strengthening of group skills. All contributions have to be sent in the correct file type. Name your file: RecognitionAct_ Name.Lastname. Ex: RecognitionAct_Jane.Austin. Upload it in the Evaluative Setting.. The individual and collaborative work will be graded with 25 points. Check the recognition guide links. Review both the Video and the article to start defining the elements of this class by answering to the following questions: Which is what they mean by Communicative Approach these days? 1
Do you agree or disagree with professor Thornbury in relation to teaching (learning) any of the mentioned types of grammar? Please post a video/voice link to your e-mates where you introduce yourself and add it to the forum. Remember here you have to discuss make your point of view. Themes to develop: Language Forms and Functions NUMBER OF WEEKS: 3 Date: February 17th to March 7th ASSESSMENT STAGE: Intermediate ENVIRONMENT: Evaluative Setting LEARNING STRATEGY STAGE: Task: The students perform the task, individual and in collaborative groups. INDIVIDUAL COLLABORATIVE * ACADEMIC PRODUCTS AND WEIGHTING OF COLLABORATIVE Read and study Unit 1 and Do the Quiz Quiz 1 Automatic activity. The Quiz will be graded with 60 points. 2
Themes to develop: Prezi presentation following some discussion related to Language Forms NUMBER OF WEEKS: 4 Date: March 3 rd to March 28 th ASSESSMENT STAGE: Intermediate LEARNING STRATEGY STAGE:: Task: The students perform the task, individual and in collaborative groups. INDIVIDUAL COLLABORATIVE * ENVIRONMENT: Collaborative Learning Environment Evaluative setting ACADEMIC PRODUCTS AND WEIGHTING OF COLLABORATIVE Make a Prezi presentation or a similar online presentation. The assignment will be graded according to the EVALUATION RUBRIC taking into account the strict adherence to what is required in each one of the activities described in this guide. Post those impression in the forum to generate an academic discussion. Discuss and give feedback to all your e-mates contributions (at least 50 words). Think about the nature of your comments and the final outcome of the activity. Individual presentation. Discussion and Feedback. As a group decide and agree on the make the top three more difficult topics from those discussed previously to be sent as the final product for this collaborative task. Select the three most difficult Topics to learn for all members of the group based on your discussions and reflections about each one. Offer teaching possibilities to help learners with those difficult topics. The Group Leader uploads a PDF (or word) document with the LINK (making sure it can be opened, so send ID/password if required) to the presentation through the Evaluative setting, Name your final product: Collaborative Task 1_GroupNumber.pdf. The individual and collaborative work will be graded with 3
100 points. Themes to develop: The students make tests and argue the existing parameters with respect to characteristics of the Language Functions, and their effect in their Language learning Process in order to unify precise criteria by putting into consideration a series of contributions in collaborative work NUMBER OF WEEKS: 4 Date: March 28th April 17th ASSESSMENT STAGE: Intermediate Unit 2 LEARNING STRATEGY STAGE: Task: The students perform the task, individual and in collaborative groups. INDIVIDUAL COLLABORATIVE * ENVIRONMENT: Practical Learning Environment WEIGHTING OF COLLABORATIVE Read Unit 2, making sure you assimilate it. Take the Essential Grammar Test (practica Learning) and read carefully the guide activity. (http://www.cambridge.org/other_files/ Flash_apps/inuse/EssGramTest/EssGramI ndex.htm ) Discuss with your e-mates in the Submit your final contribution in a PDF (or word document). The PDF file must include: - A front page (with title, your whole name, your ID number, course name, group number, name of the university, name of the program, city and date) and 4
practical forum: 1. Which were the most difficult parts for you while taking the test. 2. How did you feel with the feedback received on the activity? 3. If you were to make the test what would you change and why? Upload a voice file or video where you do this discussion especially in relation to your test results. Interact with your e-mates and try to get one meaningful feedback from your posts and give two (to different e-mates than the ones who gave it to you) as well. Submit to the evaluative setting: Screen shot of your test results, screen shots at the two feedbacks received because of your voice file and another shot to the one given to your e-mates. the body of your written work, (Two pages Concept Map and screenshots. Name your final task: ConceptMap_ YourNameGroupNumber. Example: ConceptMap_JuanPerezGroup 10. The individual and collaborative work will be graded with 85 points. Themes to develop : The students make tests and argue the existing parameters with respect to characteristics of the Language Functions, and their effect in their Language learning Process in order to unify precise criteria by putting into consideration a series of contributions in collaborative work NUMBER OF WEEKS: 4 Date: April 17th to May 8 th. ASSESSMENT STAGE: Intermediate Unit 2 LEARNING STRATEGY STAGE: Task: The students perform the task, individual and in collaborative groups. INDIVIDUAL COLLABORATIVE * ENVIRONMENT : Collaborative Learning Environment WEIGHTING OF COLLABORATIVE 5
Read carefully the guide activity (Collaborative Learning Environment) Defining Language Functions: Students use their collaborative workspace to better understand the different functions of Language they read on their e-book unit2 (Topic), different problems facing its learning and how to overcome them. Put emphasis on how you, as teacher can help your own students following face this challenges. After reading the articles use that information to discuss the elements to be considered when deciding on your teaching solutions. Individually, students will identify the main chapters that should be presented on a thesis. On a comparative chart students will define and compare each of the main chapters that should be included on a thesis. And post their individual contribution in the forum on time so that others students can comment their participation. As a group decide and agree on the best elements of each analysis to be sent as the final product for this collaborative task to the evaluative Setting Environment. According to the inputs provided in the first and second stages, in group the students will design a Blog in order to present the most relevant challenges and their way to overcome them as successful learners. All contributions have to be sent in a PDF (or word) document containing the LINK to the group Blog. The PDF file must include: - A front page (with title, your whole name, your ID number, course name, group number, name of the university, name of the program, city and date), body of your written work, (from 8 to 10 slides) and references. The collaborative work will be graded with 105 points. 6
Evaluación final por POA en relación con la estrategia de aprendizaje: Evaluación por Proyecto NUMBER OF WEEKS: 2 Date : May 11th to May 18th 2015 ASSESSMENT STAGE: Final INDIVIDUAL COLLABORATIVE * ENVIRONMENT: Colaborative Learning Environment Evaluative Setting. WEIGHTING OF COLLABORATIVE Read carefully all the activity guidelines. Review all the previous assignments related to your own Language Forms and Functions Class to decide how you are going to integrate it into your Grammar Focused Sample Test. Make sure all of your previous tasks are coherently and cohesively considered. As a group decide which three specific topics are going to be. The Group Leader uploads their Final Sample Test, to the Evaluative Environment according to the directions in this activity guide. Agree on your three different topics from the ones that appear in three of the chapters studied on the e-books. That you downloaded from knowledge environment (http://66.165.175.217/ncontents/mod /resource/view.php?inpopup=true&id= 18543 ) As a group explain the reasons you have to select each one the topics included. Write your Grammar Focused Sample Test where you present your Test based on the previous steps, but making sure you include clear explanation toward the reasons why you are choosing either possibility from the ones suggested/presented, and the possible steps towards fulfilling your. Each group must submit a Grammar Focused Sample Test following the steps stated in this guideline. After reviewing all of your previous assignments decide on the three topics you want to evaluate. Elaborate on the reasons why you are choosing each one of those topics and summarize it a single page. All final contributions have to be sent in a PDF (or word document). The PDF file must include: - A front page (with title, your whole name, your ID number, course name, group number, name of the university, name of the program, city and date) and the body of your written work, (Maximum 5 pages). Name your final product: FinalSampleTest_ Groupnumber. Example: FinalSampleTest_Group12. 7
The Final work will be graded with 125 points. Planeación de actividades para el desarrollo del trabajo colaborativo *Lineamientos para el desarrollo del trabajo colaborativo Roles a desarrollar por el estudiante dentro del grupo colaborativo Roles y responsabilidades para la producción de entregables por los estudiantes Each group must submit a Grammar Focused Sample Test following the steps stated in this guideline. After reviewing all of your previous assignments decide on the three topics you want to evaluate. Elaborate on the reasons why you are choosing each one of those topics and summarize it a single page. Decide on the roles each member of the group is going to perform for a successful task. Relator Timekeeper Deliver Leader Proofreader Roles to deliver a successful task. Timekeeper Deliver Leader Proofreader Recomendaciones por el docente: Students who do not upload their written Grammar Focused Test Sample on time will automatically get a zero (0.0) as their score for this activity. 8
The student s final product will be assessed according to the Evaluation Rubric. Students submitting their Final Grammar Focused Test Sample using any amount of work taken from any other source different than their group works, as a plagiary, will get a zero (0.0) as score. No individually uploaded task is going to be considered. Uso de la norma APA, versión 3 en español (Traducción de la versión 6 en inglés) Please include any bibliographical reference you are using/consulting for this, following the APA guidelines ALL THE TIME Políticas de plagio: Qué es el plagio para la UNAD? El plagio está definido por el diccionario de la Real Academia como la acción de "copiar en lo sustancial obras ajenas, dándolas como propias". Por tanto el plagio es una falta grave: es el equivalente en el ámbito académico, al robo. Un estudiante que plagia no se toma su educación en serio, y no respeta el trabajo intelectual ajeno. No existe plagio pequeño. Si un estudiante hace uso de cualquier porción del trabajo de otra persona, y no documenta su fuente, está cometiendo un acto de plagio. Ahora, es evidente que todos contamos con las ideas de otros a la hora de presentar las nuestras, y que nuestro conocimiento se basa en el conocimiento de los demás. Pero cuando nos apoyamos en el trabajo de otros, la honestidad académica requiere que anunciemos explícitamente el hecho que estamos usando una fuente externa, ya sea por medio de una cita o por medio de un paráfrasis anotado (estos términos serán definidos más adelante). Cuando hacemos una cita o un paráfrasis, identificamos claramente nuestra fuente, no sólo para dar reconocimiento a su autor, sino para que el lector pueda referirse al original si así lo desea. Existen circunstancias académicas en las cuales, excepcionalmente, no es aceptable citar o parafrasear el trabajo de otros. Por ejemplo, si un docente asigna a sus estudiantes una tarea en la cual se pide claramente que los estudiantes respondan utilizando sus ideas y palabras exclusivamente, en ese caso el estudiante no deberá apelar a fuentes externas aún, si éstas estuvieran referenciadas adecuadamente. Para mayor información visitar el siguiente link: http://datateca.unad.edu.co/contenidos/434206/contenidolinea/seccin_2313_poltica_sobre_el_plagio.html 9