RT: #junio 2015

LGBTQ — «Mommy, Mama, and Me» — by Lesléa Newman - #LoveWins [Video]

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2015/06/mommy-mama-and-me.html"> <img alt="Mommy, Mama, and Me - Official Website - BenjaminMadeira" border="0" height="436px" itemprop="photo" oncontextmenu="alert('BenjaminMadeira.com - Official Website');return false" oncopy="alert('BenjaminMadeira.com - Official Website');return false" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigNVFrcbF5XxxOiHpKaKdgkd3cwK_JQS0G63y3iEDzJFecoBUfNCOtgMJJrNCKohhRGe5G3xBQ1lOf7tnf3NAiygewTLG0T3_iLVISCDqjfu54L4BLUJSYo4BEcc7FjLWaBwY4X39h6JyI/s600/mommy-mama-me-BenjaminMadeira-com.jpeg" title="Mommy, Mama, and Me - Official Website - BenjaminMadeira" width="436px" /> </a><br />
<span> <a href="#pdf" style="text-decoration: none;"><font color="#301ce2"> The US Supreme Court: </font></a>, <a href="#mp4" style="text-decoration: none;"><font color="#301ce2">Same-Sex Marriage in the US </font></a> - Photo: <a href="https://www.google.com/#q=Mommy+Mama+and+Me+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="Mommy, Mama, and Me"><font color="#FF4000"> Newman</font></a> / <a alt="Mommy, Mama, and Me" href="http://www.benjaminmadeira.com/search/label/books" style="text-decoration: none;" target="_blank" title="Mommy, Mama, and Me"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/RqZMww] Mommy, Mama, and Me depicts the gentle, nurturing relationship of a lesbian couple and their little one._______________________LGBTQ.</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: Mommy, Mama, and Me http://goo.gl/RqZMww It's a very straightforward, no-nonsense, non-preachy, day-in-the-life story of a child and his/her two mothers | #LGBTQ #LoveWins #SameSexMarriage </div> <br /><br />

<div class="JBMCode"> In this sweet board book, the flowing lines and warm palette of Carol Thompson’s mixed media illustrations work in concert with Lesléa Newman’s rhythmic text. </div> <br />

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<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> There is no difference between same- and opposite-sex couples with respect to this principle, yet same-sex couples are denied the constellation of benefits that the States have linked to marriage and are consigned to an instability many opposite-sex couples would find intolerable. <a name="pdf">PDF</a> :: </span></div></H2> 
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<div style="text-align: center"><span style="color: blue"><span style="font-size: 13pt; line-height:12pt"> <strong> Rhythmic text and illustrations with universal appeal show a toddler spending the day with its daddies. :: </strong> </span></span></div> 
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<div style="text-align: center"><span style="color: darkgreen"><span style="font-size: 12pt; color: #FFFF00; background-color: #F52887; line-height:13pt"> Fuente: Youtube, Servicios de Internet | Source: Youtube, Video hosting service </span></span></div> <br />
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<center><hr WIDTH="75%" COLOR="#FF0000" SIZE="6"></CENTER> <BR/> 
 <br />

LGBTQ — «Mommy, Mama, and Me» — by Lesléa Newman - #LoveWins [Video]

The US Supreme Court: , Same-Sex Marriage in the US - Photo: Newman / illustration — [http://goo.gl/RqZMww] Mommy, Mama...

Más información / read more »

LGBTQ — «Daddy, Papa, and Me» — by Lesléa Newman - #LoveWins [Video]

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2015/06/daddy-papa-and-me.html"> <img alt="Daddy, Papa, and Me - Official Website - BenjaminMadeira" border="0" height="436px" itemprop="photo" oncontextmenu="alert('BenjaminMadeira.com - Official Website');return false" oncopy="alert('BenjaminMadeira.com - Official Website');return false" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiojSJD4FJdUw5ryifkxMyzTGrzUSurhNd6LyBycBw5SSn5SXRks0xHXw-JBopwX4bWqueBRCo8J3meAKWNnT3TsAH8tK6HrxyPuNbS8N-edTUaH6P5r87Kg1SWSl3ukB3lbeQYZvUKs6JF/s600/Daddy-Papa-and-Me-BenjaminMadeira-com.jpeg" title="Daddy, Papa, and Me - Official Website - BenjaminMadeira" width="436px" /> </a><br />
<span> <a href="#pdf" style="text-decoration: none;"><font color="#301ce2"> The US Supreme Court: </font></a>, <a href="#mp4" style="text-decoration: none;"><font color="#301ce2">Same-Sex Marriage in the US </font></a> - Photo: <a href="https://www.google.com/#q=Daddy+Papa+and+Me+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="Daddy, Papa, and Me"><font color="#FF4000"> Newman</font></a> / <a alt="Daddy, Papa, and Me" href="http://www.benjaminmadeira.com/search/label/books" style="text-decoration: none;" target="_blank" title="Daddy, Papa, and Me"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/wMOx32] Share the loving bond between same-sex parents and their children_______________________LGBTQ.</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: Daddy, Papa, and Me http://goo.gl/wMOx32 It's a very straightforward, no-nonsense, non-preachy, day-in-the-life story of a child and his/her two fathers | #LGBTQ #LoveWins #SameSexMarriage </div> <br /><br />

<div class="JBMCode"> From hide-and-seek to dress-up, then bath time and a kiss goodnight, there's no limit to what a loving family can do together. </div> <br />

<center><div class="fb-like" data-href="http://www.benjaminmadeira.com/2015/06/daddy-papa-and-me.html" data-send="true" data-width="450" data-show-faces="false"></div></CENTER> <br />
<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> There is no difference between same- and opposite-sex couples with respect to this principle, yet same-sex couples are denied the constellation of benefits that the States have linked to marriage and are consigned to an instability many opposite-sex couples would find intolerable. <a name="pdf">PDF</a> :: </span></div></H2> 
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<div style="text-align: center"><span style="color: blue"><span style="font-size: 13pt; line-height:12pt"> <strong> Rhythmic text and illustrations with universal appeal show a toddler spending the day with its daddies. :: </strong> </span></span></div> 
<center><hr WIDTH="75%" COLOR="#FF0000" SIZE="6"></CENTER> <BR/> 
<center><div class="fb-like" data-href="http://www.benjaminmadeira.com/2015/06/daddy-papa-and-me.html" data-send="true" data-width="450" data-show-faces="false"></div></CENTER> <br />
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LGBTQ — «Daddy, Papa, and Me» — by Lesléa Newman - #LoveWins [Video]

The US Supreme Court: , Same-Sex Marriage in the US - Photo: Newman / illustration — [http://goo.gl/wMOx32] Share the l...

Más información / read more »

Marriage — «Same-Sex Marriage in the US» — All 50 states #LoveWins [Videos]

<div itemscope> <div class="center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2015/06/same-sex-marriage.html"> <img alt="Same-Sex Marriage in USA - Official Website - BenjaminMadeira" border="0" height="336px" itemprop="photo" oncontextmenu="alert('BenjaminMadeira.com - Official Website');return false" oncopy="alert('BenjaminMadeira.com - Official Website');return false" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZnMdMifh7yyZR_HEDmc9J7dywUM6XyYA4QTcMyYNYUIAZkTkAA_3ZX2jB48A4k_F-_A0bV6r6q-NHDvTDOVcu86dyWw0tPVR28wO2lisvZOc5Ndhhz7rQhTpYepyIC9dxpLv4TJDR-pTX/s600/same-sex-marriage-BenjaminMadeira-com.jpg" title="Same-Sex Marriage in USA - Official Website - BenjaminMadeira" width="536px" /> </a><br />
<span> <a href="#pdf" style="text-decoration: none;"><font color="#301ce2"> The US Supreme Court: </font></a>, <a href="#mp4 style=" text-decoration:=""><font color="#301ce2">Same-Sex Marriage in USA </font></a> - Photo: <a href="https://www.google.com/#q=Same+Sex+Marriage+in+USA+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="Same-Sex Marriage in USA"><font color="#FF4000"> White House</font></a> / <a alt="Same-Sex Marriage in USA" href="http://www.benjaminmadeira.com/search/label/usa-politics" style="text-decoration: none;" target="_blank" title="Same-Sex Marriage in USA"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/57V41t] "We are all created equal."_______________________—President Obama.</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: The US Supreme Court http://goo.gl/57V41t legalized same-sex marriage across the United States on June 26, 2015 | #LoveWins #BarackObama #SameSexMarriage #Obama #US #Politics #USpolitics </div> <br /><br />

<div class="JBMCode"> Today is a big step in our march toward equality. Gay and lesbian couples now have the right to marry, just like anyone else. #LoveWins </div> <br />

<div class="citajbm"> The US Supreme Court recognized the Constitution guarantees marriage equality." —President Obama </div> <br />

<center><div class="fb-like" data-href="http://www.benjaminmadeira.com/2015/06/same-sex-marriage.html" data-send="true" data-width="450" data-show-faces="false"></div></CENTER> <br />
<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> There is no difference between same- and opposite-sex couples with respect to this principle, yet same-sex couples are denied the constellation of benefits that the States have linked to marriage and are consigned to an instability many opposite-sex couples would find intolerable. <a name="pdf">PDF</a> :: </span></div></H2> 
<CENTER> <a alt="SUPREME COURT OF THE UNITED STATES, PDF" href="https://drive.google.com/file/d/0B4kGy0lOHL12UTd0bmZfeTJwT0k/view?usp=sharing?origin=http://www.benjaminmadeira.com/2015/06/same-sex-marriage.html" target="_blank" title="SUPREME COURT OF THE UNITED STATES, PDF"><img alt="SUPREME COURT OF THE UNITED STATES, PDF - Official Website - BenjaminMadeira" border="0" height="96px" itemprop="photo" oncontextmenu="alert('BenjaminMadeira.com - Official Website');return false" oncopy="alert('BenjaminMadeira.com - Official Website');return false" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGJAXCWZuTFPkbZytdRiYouVEQzU1gwKkrC_4MnzGEW2JhI0XZsdRWOWnORv_-CPnUHe0q2VDR06xiz2YavlTEnIGRDWsFy8OD-eF8FldqNaRtNt6nPerZyP-P-hbklKAih7tyjhuCx8RW/s1600/pdf-BenjaminMadeira-com.png" title="SUPREME COURT OF THE UNITED STATES, PDF - Official Website - BenjaminMadeira" width="100%" /> </a> </CENTER> <br />

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<div style="text-align: center"><span style="color: blue"><span style="font-size: 13pt; line-height:12pt"> <strong> "All people should be treated equally, regardless of who they are or who they love." <a name="mp4">—President Obama</a> :: </strong> </span></span></div> 
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Marriage — «Same-Sex Marriage in the US» — All 50 states #LoveWins [Videos]

The US Supreme Court: , Same-Sex Marriage in USA - Photo: White House / illustration — [http://goo.gl/57V41t] "We...

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ESL — «Video Feedback in Higher Education» — Improving Written Feedback [PDF]

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2015/06/video-feedback.html"> <img alt="Video Feedback in Higher Education - Official Website - BenjaminMadeira" border="0" height="536px" itemprop="photo" oncontextmenu="alert('BenjaminMadeira.com - Official Website');return false" oncopy="alert('BenjaminMadeira.com - Official Website');return false" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi05yNlD4qObI_RFnoq1H-2JdpucfJziiG7s0ch7YMDtU0Jx4bRpzQuCKbGOXi7Pl9xQS93B0Hw9fTpQEgKWWIAkD5F42Kz0oY_AVYTXz1SF5DuuiQdHT5ZRkZxcNi4ZsKR36sPTh6XB9N0/s600/feedback_video-BenjaminMadeira-com.jpeg" title="Video Feedback in Higher Education - Official Website - BenjaminMadeira" width="536px" /> </a><br />
<span> <a href="#mp4" style="text-decoration: none;"><font color="#301ce2"> Video Feedback </font></a>, <a href="#pdf" style="text-decoration: none;"><font color="#301ce2">in Higher Education </font></a> - Photo: <a href="https://www.google.com/#q=video+feedback+higher+education+Norway+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="Video Feedback in Higher Education"><font color="#FF4000"> Feedback</font></a> / <a alt="Video Feedback in Higher Education" href="http://www.benjaminmadeira.com/search/label/pedagogy" style="text-decoration: none;" target="_blank" title="Video Feedback in Higher Education"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/8Oep7u] Video feedback simplifies and increases the efficiency of responding to students’ work, as it allows the opportunity to achieve increased levels of precision and quality in the feedback process._______________________(UNIVERSITETSFORLAGET, NORDIC JOURNAL OF DIGITAL LITERACY, VOL 7, 2012, NR 02, 97-116).</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: Future-oriented and multimodal feedback http://goo.gl/8Oep7u effective feedback must answer the following three questions (ibid.): 1) Where am I going? (What are the goals?), 2) How am I going? (What progress is being made toward the goal?), and 3) Where to next? (What activities need to be undertaken to make better progress?) (Hattie & Timperley, 2007) | #education #ungdomsskole #LK06 #KUF #writing #feedback #pedagogy #English #ESL #EFL #engelsk #ungdomstrinnet #vgs #Norway</div> <br /><br />

<div class="JBMCode"> The ability to express oneself in writing is one of the five basic skills in the Norwegian LK06 English subject curriculum. However, some Norwegian studies (e.g. Lehmann 1999; Nygaard 2010) indicate that Norwegian students’ writing skills in English are inadequate. How teachers teach English writing is therefore important to investigate, and feedback is one important factor of teaching and developing writing. </div> <br />

<div class="citajbm"> It is important to express oneself in writing in today’s society. Many key everyday tasks require of one to know how to read and write (Grabe and Kaplan 1996:3). As the culture in Norway has become more and more Americanized and as the world has become more and more connected, it is also important that Norwegians know how to communicate and, in this case, write in English </div> <br />

<div class="JBMCode"> Hattie and Timperley’s (2007:104) view is that: ‘To be effective, feedback needs to be clear, purposeful, meaningful, and compatible with students’ prior knowledge and to provide logical connections’.  </div> <br />

<div class="citajbm"> In primary school, there is no grading involved. The grading of students begins in lower secondary school, where the students each semester are given a report with their grades (continuous assessment), based on assessment during the semester. The grading scale is from 1, which is the failing grade and a grade that shows ‘very low degree of competence in the 
subject’ to 6, which shows ‘exceptionally high degree of competence in the subject’. In the English subject at lower secon
dary school, the students are given two separate grades: one grade based on their written work and one on their oral work. At the end of the students’ last semester in lower secondary school, they receive their final two grades in English.  </div> <br />

<div class="JBMCode">In upper secondary school the grading scale is the same as in lower secondary school, with a scale from 1 to 6. The difference is that the final grade at the end of the course is no longer two separate grades, but one merged grade based on both the students’ oral and written work. This merging of the two grades into one may be challenging both for teachers and students, because the students’ proficiency may differ in the two areas.  </div> <br />

<div class="citajbm">The Norwegian law on education (Forskrift til opplæringslova § 3-1) states that students have the right to both formative and summative assessment. The students have the right to know what the goals are and what the evaluation is based on. In paragraph 3-2 of the law on education, the purposes of assessment are stated. With the use of both formative and summative assessment, the goal is to promote continuous learning and to describe the competence of the student. The evaluation is supposed to provide good feedback and guidance to the student. Formative assessment is meant as a tool in the learning process (§ 3-11), and can be both orally or in writing. The evaluation is meant to increase the student’s development in the subject. The student has the right to at least one conversation per semester with the teacher where the topic is the student’s development in the subject. Student self-assessment is also part of formative assessment. </div> <br />

<div class="JBMCode">In Vg1 general programmes and Vg2 vocational programmes in upper secondary school, 20 % of the students get randomly chosen for an exam at the end of the school year. The exam can be either an oral or a written exam, and there are various subject possibilities, for example Norwegian, mathematics or English. The students who are chosen for the English exam, will be given an external grade in the English subject, in addition to the continuous assessment grade. Many students may not be chosen at all. The written exams are made and examined by external examiners, while the oral exams are made locally and examined externally.  </div> <br />

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<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Video Feedback in Higher Education - A Contribution to Improving the Quality of Written Feedback, Petter Mathisen, University of Agder, Norway <a name="pdf">PDF</a> :: </span></div></H2> 
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<div style="text-align: center"><span style="color: blue"><span style="font-size: 13pt; line-height:12pt"> <strong> Salman Khan: Let's use video to reinvent education: - <a name="mp4"> Salman Khan talks about how and why he created the remarkable, carefully structured series of educational videos </a> offering complete curricula in math and, now, other subjects. He shows the power of interactive exercises, and calls for teachers to consider flipping the traditional classroom script -- give students video lectures to watch at home, and do "homework" in the classroom with the teacher available to help :: </strong> </span></span></div> 
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ESL — «Video Feedback in Higher Education» — Improving Written Feedback [PDF]

Video Feedback , in Higher Education - Photo: Feedback / illustration — [http://goo.gl/8Oep7u] Video feedback simplifi...

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Documental — «Entre Maestros» — Veintitrés maestros, de corazón [PDF/Video]

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2015/06/entre-maestros.html"> <img alt="Entre Maestros - La película - Una experiencia educativa sin precedentes - Official Website - BenjaminMadeira" border="0" height="336px" itemprop="photo" oncontextmenu="alert('BenjaminMadeira.com - Official Website');return false" oncopy="alert('BenjaminMadeira.com - Official Website');return false" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjaYyX4KK-HpUrsRnjy3TefrdQ_gSrSoEi66-gEn_M_CIN4PYhy949zR8dLzuJ0hrKvFuVnBo20ahUyZ19NV2mFDvHnaGhw52QhzhV20-o55i3Z-cIq0X9IBEEbfmGD7Qd0dhFzUDwjQBw/s600/maestros.jpg" title="Entre Maestros - La película - Una experiencia educativa sin precedentes - Official We+bsite - BenjaminMadeira" width="536px" /> </a><br />
<span> <a href="#mp4" style="text-decoration: none;"><font color="#301ce2"> Entre Maestros - La película </font></a>, <a href="#pdf" style="text-decoration: none;"><font color="#301ce2">- Una experiencia educativa sin precedentes </font></a> - Foto: <a href="https://www.google.com/#q=Entre+Maestros+pelicula+Documental+TVE+YouTube+video+pdf+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="Entre Maestros - La película - Una experiencia educativa sin precedentes"><font color="#FF4000"> TVE</font></a> / <a alt="Entre Maestros - La película - Una experiencia educativa sin precedentes" href="http://www.benjaminmadeira.com/search/label/pedagogia" style="text-decoration: none;" target="_blank" title="Entre Maestros - La película - Una experiencia educativa sin precedentes"><font color="#FF4000"> ilustracion </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/KGmWGi]  Veintitrés maestros, de corazón._______________________Un salto cuántico en la enseñanza.</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: Documental: Entre Maestros http://goo.gl/KGmWGi 11 alumnos adolescentes desmotivados | #educacion #pedagogia #enseñanza</div> <br /><br />

<div class="JBMCode"> 11 alumnos, 1 profesor, 12 días de clase. Un documental producido por ALEA sobre una experiencia educativa innovadora. Un encuentro entre la vida y la educación a través del autoconocimiento en clase. Experiencia basada en la mirada "educar empoderando"  </div> <br />

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<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> VEINTITRÉS MAESTROS, DE CORAZÓN. Un salto cuántico en la enseñanza. Por Carlos González Pérez <a name="pdf">PDF</a> :: </span></div></H2> 
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<span> <a href="#mp4" style="text-decoration: none;"><font color="#301ce2"> Feedback practices in English </font></a>, <a href="#pdf" style="text-decoration: none;"><font color="#301ce2">in Norwegian upper secondary schools </font></a> - Photo: <a href="https://www.google.com/#q=Feedback+practices+in+English+in+Norwegian+upper+secondary+schools+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="Feedback practices in English in Norwegian upper secondary schools"><font color="#FF4000"> KL06</font></a> / <a alt="Feedback practices in English in Norwegian upper secondary schools" href="http://www.benjaminmadeira.com/search/label/pedagogy" style="text-decoration: none;" target="_blank" title="Feedback practices in English in Norwegian upper secondary schools"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/WDK5mA] Applying genre-pedagogy as a framework for English writing instruction could ensure formative assessment strategies that comply well with research on what constitutes good feedback, as well as official guidelines..._______________________in the Norwegian educational system.</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: How do English teachers http://goo.gl/WDK5mA in Norwegian upper secondary school work with feedback to support students in improving their writing skills? | #education #ungdomsskole #LK06 #KUF #Writing #Feedback #pedagogy #English #ESL #EFL #engelsk #ungdomstrinnet #vgs #Norway</div> <br /><br />

<div class="JBMCode"> The ongoing change from summative to formative assessment has led to increased focus on what constitutes good feedback. Feedback can be defined as “information about the gap between the actual level and the reference level of a system parameter which is used to alter the gap in some way” (Ramaprasad, 1983, p. 4). This depends on three important factors that have been identified by researchers (Black & Wiliam, 2009; Hattie, 2009; Hattie & Timperley, 2007). The first factor is “feed up”, which answers the question “Where am I going” for the students. This includes a focus on clarifying goals, and it is important that the goals are challenging, yet reasonable. The second factor is “feed back”, which answers the question “How am I going” for the students. This includes a focus on how the students are progressing, often in relation to some type of expected standard or criteria for the assignment. The third is “feed forward”, which answers the question “where to next” for the students.  </div> <br />

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<div class="citajbm"> 
<span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> WORKS CITED —  REFERENCES :  </span> <br /><br />

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• [2] Black, P., McCormick, R., James, M., & Pedder, D. (2006). Learning how to learn and assessment for learning: A theoretical inquiry. Research Papers in Education, 21(02), 119-132. <br /> <br />

• [3] Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in education, 5(1), 7-74. <br /> <br />

• [4] Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability (formerly: Journal of Personnel Evaluation in Education), 21(1), 5-31. <br /> <br />

• [5] Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. <br /> <br />

• [6] Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education. London: Routledge. <br /> <br />

• [7] Cope, B., & Kalantzis, M. (2012). Introduction. In B. Cope & M. Kalantzis (Eds.), The Powers of Literacy, A Genre Approach to Teaching Writing (pp. 1-21). London Washington: The Falmer Press. <br /> <br />

• [8] Dysthe, O., & Hertzberg, F. (2009). Den nyttige tekstresponsen - hva sier nyere forskning? In O. K. Haugaløkken, L. S. Evensen, F. Hertzberg & H. Otnes (Eds.), Tekstvurdering som didiaktisk utfordring (pp. 35-43). Oslo: Universitetsforlaget.  <br /> <br />

• [9] Gardner, J. (2006). Assessment and learning. London: Sage. Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3), 445-476. <br /> <br />

• [10] Hattie, J. (2009). Visible learning: a synthesis of over 800 meta-analyses relating to achievement. London: Routledge. <br /> <br />

• [11] Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112. <br /> <br />

• [12] Hawe, E., Dixon, H., & Watson, E. (2008). Oral feedback in the context of written language. Australian Journal of Language & Literacy, 31(1), 43-58. <br /> <br />

• [13] Hillocks, G. (1986). Research on Written Composition - New Directions for Teaching. Urbana: National Conference on Research in English. <br /> <br />

• [14] Horowitz, D. (1986). Process, Not Product: Less Than Meets the Eye. TESOL Quarterly, 20(1), 141-144.  <br /> <br />

• [15] Horverak, M. O. (forthcoming). English writing instruction in Norwegian upper secondary schools  Hyland, F. (2000). ESL writers and feedback: Giving more autonomy to students. Langauge Teaching Research, 4(1), 33-54. <br /> <br />

• [16] Hyland, K. (2004). Genre and Second Language Writing. The USA: The University of Michigan Press. <br /> <br />

• [17] Hyland, K., & Hyland, F. (2006). Feedback in Second Language  Writing: Contexts and Issues. New York: Cambridge University Press. <br /> <br />

• [18] Igland, M.-A. (2008). Mens teksten blir til: ein kasusstudie av lærarkommentarar til utkast. Det utdanningsvitenskapelige fakultet, Universitetet i Oslo Unipub, Oslo. <br /> <br />

• [19] Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, Calif: Sage. <br /> <br />

• [20] Nelson, G., & Carson, J. (2006). Cultural issues in peer response: Revisiting "culture". In K. Hyland & F. Hyland (Eds.), Feedback in Second Language  Writing: Contexts and Issues (pp. 42-59). New York: Cambridge University Press. <br /> <br />

• [21] Nicol, D., & Macfarlane‐dick, D. (2006). Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218. doi: 10.1080/03075070600572090 <br /> <br />

• [22] Norwegian Directorate for Education and Training. (2013a). English subject curriculum. Retrieved 17.12., 2013, from http://www.udir.no/kl06/ENG1-03/Hele/?lplang=eng <br /> <br />

• [23] Norwegian Directorate for Education and Training. (2014). Vurdering for læring. Retrieved on June 2015 from http://www.udir.no/Vurdering/Vurdering-for-laring/  <br /> <br />

• [24] Nyvoll Bø, E. (2014). A case study of feedback to written English in a Norwegian upper secondary school. (Master's thesis), University of Stavanger, Norway. <br /> <br />

• [25] Parr, J. M., & Timperley, H. S. (2010). Feedback to writing, assessment for teaching and learning and student progress. Assessing Writing, 15(2), 68-85. <br /> <br />

• [26] Pintrich, P. R. (1995). Understanding self‐regulated learning. New directions for teaching and learning, 1995(63), 3-12. <br /> <br />

• [27] Pintrich, P. R., & Zusho, A. (2002). Student motivation and self-regulated learning in the college classroom. In J. C. Smart & W. G. Tierney (Eds.), Higher Education: handbook of theory and research (Vol. XVII). New York: Agathon Press. <br /> <br />

• [28] Ramaprasad, A. (1983). On the definition of feedback. Behavioral Science, 28(1), 4-13. <br /> <br />

• [29] Rijlaarsdam, G. C. W., Braaksma, M. A. H., Couzijn, M. J., Janssen, T. M., Raedts, M., Steendam, v. E., . . . Bergh, v. d. H. (2008). Observation of peers in learning to write: Practice and research. Journal of Writing Research, 1(1), 53-83. <br /> <br />

• [30] Rindal, U. (2012). Meaning in English, L2 attitudes, choices and pronunciation in Norway. (PhD Thesis), Oslo.<br /> <br />

• [31] Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional science, 18(2), 119-144. <br /> <br />

• [32] Saliu-Abdulahi, D. (forthcoming). Feedback and formative assessment in EFL writing classes in Norway: Teachers’ perspective  <br /> <br />

• [33] Silverman, D. (2011). Interpreting Qualitative Data (4th ed.). London: Sage.  <br /> <br />

• [34] Smidt, J. (2009). Overgang. Skrivekulturer på ungdomstrinnet og i videregående skole. In O. K. Haugaløkken, L. S. Evensen, F. Hertzberg & H. Otnes (Eds.), Tekstvurdering som didiaktisk utfordring (pp. 63-73). Oslo: Universitetsforlaget.<br /> <br />

• [35] Toppings, K. (2003). Self and peer assessment in school and university: Reliability, validiy and utility. In M. Segers, F. Dochy & E. Cascallar (Eds.), Optimising New Modes of Assessment: In Search of Qualities and Standards (pp. 55-87). London: Kluwer Academic Publishers.   <br /> <br />

• [36] Vik, L. B. (2013). The assessment of English in two Norwegian upper secondary schools : a comparative study. (Master's thesis), The University of Stavanger, Norway.  <br /> <br />

• [37] Zimmerman, B. J., & Schunk, D. H. (2001). Self-regulated learning and academic achievement: Theoretical perspectives. Mahwah, N.J: Routledge.  </div> <br />

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<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Para dispositivos Android: Tablets, SmartPhones, PC</span></div></H2> <br /><br />
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ESL — «English writing and feedback in upper secondary school in Norway» — [PDF]

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<span> <a href="#mp4" style="text-decoration: none;"><font color="#301ce2"> English writing and feedback </font></a>, <a href="#pdf" style="text-decoration: none;"><font color="#301ce2">in upper secondary school in Norway </font></a> - Photo: <a href="https://www.google.com/#q=English+writing+feedback+upper+secondary+school+Norway+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="English writing and feedback in upper secondary school in Norway"><font color="#FF4000"> KL06</font></a> / <a alt="English writing and feedback in upper secondary school in Norway" href="http://www.benjaminmadeira.com/search/label/pedagogy" style="text-decoration: none;" target="_blank" title="English writing and feedback in upper secondary school in Norway"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/QiaYYS] The purpose of feedback is to reduce the distance between current understandings and the goal_______________________(Hattie and Timperley 2007:86).</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: Giving direct and indirect feedback http://goo.gl/QiaYYS handwritten, conference and electronic | #education #ungdomsskole #LK06 #KUF #Writing #Feedback #pedagogy #English #ESL #EFL #engelsk #ungdomstrinnet #vgs #Norway</div> <br /><br />

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<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> English writing and feedback in upper secondary school in Norway, Elisabeth Nyvoll Bø, Master’s Thesis <a name="pdf">PDF</a> :: </span></div></H2> 
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<div style="text-align: center"><span style="color: blue"><span style="font-size: 13pt; line-height:12pt"> <strong> Corrective Feedback Preferences: - <a name="mp4"> and Learner Repair among Advanced ESL students </a> :: </strong> </span></span></div> 
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