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Education — «The Mediation of Learning in the Zone of Proximal Development» — [PDF/Videos]

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<span> <a href="#youtube" style="text-decoration: none;"><font color="#301ce2"> Zone of Proximal Development </font></a> - Photo: <a href="https://www.google.com/#q=Mediation+of+Learning+Zone+of+Proximal+Development+Vygotsky+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="The Mediation of Learning in the Zone of Proximal Development"><font color="#FF4000"> © inpuzzle . com</font></a> / <a alt="The Mediation of Learning in the Zone of Proximal Development" href="http://www.benjaminmadeira.com/search/label/education" style="text-decoration: none;" target="_blank" title="The Mediation of Learning in the Zone of Proximal Development"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-size:17px; font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/RzDpiU] Research in the Teaching of English_______________________by The National Council of Teachers of English.</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: The Mediation of Learning ▶ http://goo.gl/o4HXdW ◀ in the Zone of Proximal Development through a Co-constructed Writing Activity, Ian Thompson, University of Oxford | #Education #Learning #LearningTheory #Pedagogy #ZPD</div> <br /><br />

<div class="JBMCode"> This article develops a theoretical understanding of the processes involved in the co-construction of a written text by a teacher and student from a <b>Vygotskian</b> perspective. Drawing on cultural-historical and sociocultural theories of writing and Vygotsky’s concept of the Zone of Proximal Development (ZPD), this case study of a student and teacher interaction in a UK secondary school examines the social mediation of collaborative activity in the negotiation of meaning.  </div> <br /> <br />

<div class="citajbm"> Vygotsky argues that the process of composition involves social and cultural interaction leading to the translation from inner speech, or internalized thought, to outer speech in the form of writing.  </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;"> "The Mediation of Learning in the Zone of Proximal Development," Ian Thompson, University of Oxford, <a name="pdf">PDF</a> :: </span></div></H2> 
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<div style="text-align: center"> <span style="color: darkgreen"> <span style="font-size: 17pt; line-height:10pt"> [ <a class="explicacion"> <b>The Mediation of Learning, intended for nonprofit, home use / domestic, educational, discussion purposes only.</b> <span> The Mediation of Learning, for educational, discussion purposes only </span></a> ] </span> </span> </div> <br />

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Education — «The Mediation of Learning in the Zone of Proximal Development» — [PDF/Videos]

Zone of Proximal Development - Photo: © inpuzzle . com / illustration — [http://goo.gl/RzDpiU] Research in the Teachin...

Más información / read more »

Pedagogy — «What is the Zone of Proximal Development?» — ZPD, Vygotsky [Videos/PDF]

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<span> <a href="#youtube" style="text-decoration: none;"><font color="#301ce2"> ZPD </font></a> - Photo: <a href="https://www.google.com/#q=Zone+of+Proximal+Development+Vygotsky+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="Zone of Proximal Development"><font color="#FF4000"> © Angela Lui</font></a> / <a alt="Zone of Proximal Development" href="http://www.benjaminmadeira.com/search/label/education" style="text-decoration: none;" target="_blank" title="Zone of Proximal Development"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-size:17px; font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/JLV9lt] Bruner (1978) describes ‘scaffolding’ as cognitive support given by teachers to learners to help them solve tasks_______________________that they would not be able to solve working on their own.</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: Zone of Proximal Development ▶ http://goo.gl/JLV9lt ◀ or Scaffolding | #Education #Pedagogy #ZPD #Vygotsky </div> <br /><br />

<div class="JBMCode"> Vygotsky goes on to describe the ZPD as “a tool through which the internal course of development can be understood” (Vygotsky, 1978, p. 87) and argues that “the only good kind of instruction is that which marches ahead of development and leads it; it must be aimed not so much at the ripe as at the ripening functions” (Vygotsky, 1986, p. 188). </div> <br /> <br />

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<div style="text-align: center"><span style="color: blue"><span style="font-size: 13pt; line-height:12pt"> <strong> Vygotsky's Zone of Proximal Development :: </strong> </span></span></div> 
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<div class="citajbm"> 
<span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> REFERENCES :  </span> <br /><br />

• [1] Bruner, J. (1978). The role of dialogue in language acquisition. In A. Sinclair, R. Jarvella and W. J. M. Levelt (Eds.), The Child’s Conception of Language (pp. 241-256). <br /><br />

• [2] Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, MA: Harvard University Press. <br /><br />

• [3] Vygotsky, L. S. (1986). Thought and language (A. Kozulin, Ed.). Cambridge, MA: MIT Press. <br /><br />

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Pedagogy — «What is the Zone of Proximal Development?» — ZPD, Vygotsky [Videos/PDF]

ZPD - Photo: © Angela Lui / illustration — [http://goo.gl/JLV9lt] Bruner (1978) describes ‘scaffolding’ as cognitive s...

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Essay — «Responding and Giving Formative Feedback» — Pedagogy [PDF/Videos]

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<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/LQuSFU] Responding and giving formative feedback._______________________Combining the oral, the digital and the written aspects.</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: http://goo.gl/LQuSFU Responding and giving formative feedback in the ESL classroom at lower secondary school in Norway | #Essay #ESL #Education #Pedagogy #English #StudyNotes #UniversityStudies #ELLs #Scaffolding </div> <br /><br />

<div class="JBMCode"> Formative assessments help students rewrite their papers. A teacher responds to student work in progress, either orally or in writing. The student uses that response to create another, stronger version of the same paper, to try a new technique to see what happens, or as one more piece of feedback that he or she may accept or reject. </div> <br /><br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Responding and Giving Formative Feedback at lower secondary school in Norway, 2015; Pedagogy, Benjamin Madeira, <a name="pdf">PDF</a> :: </span></div></H2> 
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<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> A ninth-grade student in the ESL classroom :: </span></div></H2> 
<div class="citajbm"> This paper focuses on how to use video feedback as a way of giving feed forward response on a text to ninth-grade students in the ESL classroom at lower secondary school in Norway.  <br /><br />

In presenting a feedback or a response to the text that the student handed in on the topic of ‘war,’ it is essential to note that the student is studying English as a second language. Therefore, the kind of response that his teacher will give to the student will take into consideration the level of his language development.  <br />

When revising my student’s first five-paragraph essay on “war,” I recorded a descriptive feedback video given to him to emphasize strengths, identify challenges and point to the next steps to help him move his work forward (Take Credit, 2015, Ulriksen et al., Lessons 11).  </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Focused on the aspects the student has done well in his paper :: </span></div></H2> 
<div class="citajbm"> When recording my video, I focused first on crafting, this is, the aspects my student had done well in his paper, and then on the editing aspect, meaning, the fixing of possible mistakes. By focusing on his work been well structured and having a very promising content (Gallagher, 154-155) my student will experience “the positive effect that spending time on revising and rewriting has on [his] own writing” (Take Credit, 2015, Ulriksen et al., Lessons 11). </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> A very promising text :: </span></div></H2> 
<div class="citajbm"> Overall, the student did present a text that is very promising. Starting from the structure, language and content it is noted that the first draft has credible information that can be used in the further developing of the final 
draft. <br /><br />

In the structure aspect, the paragraphing follows the expected format that students are taught in class, in this case, the presence of an introduction, the body whereby the student has begun to develop his claims, and lastly the summary or the conclusion as discussed by Drew and Bingham (43). </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Modeled strategies through the feedback :: </span></div></H2> 
<div class="citajbm"> In my video, I highlighted success and indicated two instances where improvement could take place. I provided strategies for improving work. Comments like “State your thesis statement more clearly” are useless – “if I knew how to state it more clearly, I would have done so.” Therefore, I modeled strategies through my feedback for improvement. </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Self-alteration and self-evaluation level :: </span></div></H2> 
<div class="citajbm"> My feedback is centered on self-alteration and self-evaluation level in order for my student to become more involved in his task (Budimlic, 18-21). My student is encouraged to finish the essay by expanding the current information. He can do this by making sure that the number of sentences in each paragraph are a minimum of four and a maximum of six. I commented that the various reasons and examples he provided to support his claims were effective when presenting a claim. He should also provide in-text references in each paragraph that contains supporting details, evidence and examples (Burke and Pieterick, 44).  </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Move the text forward by modeling a thesis statement :: </span></div></H2> 
<div class="citajbm"> In my video feedback I also helped my student move his text forward by modeling a thesis statement based on his arguments he had written already in the body of his first paragraph essay. He then should develop further his thesis statement in the introduction. </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Useful feedback can be time consuming :: </span></div></H2> 
<div class="citajbm"> Teachers know that giving useful feedback can be time consuming and has limited value if students don't read or act on it. In a society that is changing, it is crucial that students in the ESL classroom are positive towards spending time on revising and editing their texts. Various studies confirm the fact that “students prefer receiving feedback in the format of sound or video instead of exclusively in written form” (Mathisen, 100). The advantages of giving video feedback to students is that screen capture, for instance, “gives a much clearer impression of what is being commented upon and assessed” (Mathisen, 105). In addition, there are more chances that the students watch a video rather than reading a three-sheet feedback. </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> A video response instead of a dull paper :: </span></div></H2> 
<div class="citajbm"> This video correlates to the requirements of the English subject curriculum (LK06 2006); use digital tools to find information and to prepare texts. By providing the students with a video response instead of a dull paper, teachers are demonstrating to all their students that they can see them (Hattie, 23). An attractive video feedback is therefore aimed to provide my students with that motivation they sometimes lack. </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Conclusion :: </span></div></H2> 
<div class="citajbm"> One of the cons of giving a video feedback is that there is no student-teacher interaction in real-time. In-classroom feedback allows for a dialogue to take place, this is what Kelly Gallagher (144) refers to as conferencing (Take Credit, 2015, Ulriksen et al., Lesson 12) Therefore, the student might just avoid the video attached or delete it ‘by accident’ because he doesn’t want to hear his teacher once again, even outside the classroom. For this reason, I made my feedback accessible to the learner and tried to make it attractive for him - I provided readable written comments when commenting orally. </div> <br />

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<div style="text-align: center"><span style="color: blue"><span style="font-size: 13pt; line-height:12pt"> <strong> Characteristics of Good Student Feedback :: </strong> </span></span></div> 
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<div style="text-align: center"><span style="color: blue"><span style="font-size: 13pt; line-height:12pt"> <strong> Formative feedback - #Education #Pedagogy #ESL #Feedback : </strong> </span></span></div> 
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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 />

• [1] Budimlic, Damir. “Written Feedback in English, Teachers’ Practices and Cognition.” Trondheim, Norway: NTNU Master’s Degree. (2012). Web. http://goo.gl/CjrmWA <br /><br />

• [2] Burke, Deirdre M, and Jacqueline Adele Pieterick. Giving Students Effective Written Feedback. Maidenhead: Open University Press, 2010. Print. <br /><br />

• [3] Gallagher, Kelly. Teaching Adolescent Writers. Portland, Me: Stenhouse Publishers, 2006. Print. <br /><br />

• [4] Hattie, John. Visible learning. London & New York: Routledge. (2009). Print.  <br /><br />

• [5] LK06, English subject curriculum, revised version (Aug. 2013); The Norwegian LK06, in English; The Norwegian LK06, in Norwegian. Utdanningsdirektoratet (Norwegian Ministry of Education and Research). Web. http://goo.gl/gJlaH9 <br /><br />

• [6] Mathisen, Petter. "Video Feedback in Higher Education - A Contribution to Improving the Quality of Written Feedback.” UNIVERSITETSFORLAGET, Nordic Journal of Digital Literacy, Vol 7, 2012, nr. 02. Faculty of Humanities and Education/Pedagogical Development Center-PULS. University of Agder, Norway. (2012) Web. http://goo.gl/wdOjp7<br /><br />

• [7] Normann, Anita. Revising and editing texts. Take Credit, NTNU: Lesson 11, 2015. Web. Retrieved on Feb 2015 from https://goo.gl/6lXoyA <br /> 
——— Responding to and assessing writing. Take Credit, NTNU: Lesson 12, 2015. Web. Retrieved on Feb 2015 from https://goo.gl/icK93Y  <br /><br />

• [8] Drew, Sue, and Rosie Bingham. The Guide To Learning And Study Skills. Surrey, England: Gower. (2010). Print.

</div>

Essay — «Responding and Giving Formative Feedback» — Pedagogy [PDF/Videos]

Responding and giving formative feedback - Photo: illustration — [http://goo.gl/LQuSFU] Responding and giving formative ...

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Education — «Argumentative/Persuasive Text using UK TV commercials» — [Videos/PDF]

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<span> <a href="#pdf" style="text-decoration: none;"><font color="#301ce2"> Argumentative/Persuasive writing </font></a> - Photo: <a alt="Argumentative/Persuasive writing" href="http://www.benjaminmadeira.com/search/label/storytelling" style="text-decoration: none;" target="_blank" title="Argumentative/Persuasive writing"><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/cRPwgj] Argumentative/Persuasive Text using UK TV commercials.  _______________________Videos/PDF</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: Creating http://goo.gl/cRPwgj one writing activity related to argumentative/persuasive text | #Ads #ESL #Education #Pedagogy #English #StudyNotes #UniversityStudies #Writing #Advertising #CreativeWriting #Advertisements #ELLs </div> <br /> <br />

<div class="JBMCode"> While the ESL students are improving when it comes to analyzing <em>how</em> an argument develops, they still struggle with how to identify the logical fallacies of an argument and the flaws that affect the conceptual foundation of the argument. I’m going to play them these videos and ask them the following:  <br /> <br />

<ul>
<li>Literally, what is the primary argument of these videos?</li> <br />
<li>In the larger sense, what is being suggested by the different ads?</li> <br />
<li>What logic is used to present the argument?</li> <br />
<li>What evidence is used to defend the position? To what extent does it actually support the claim?</li> <br />
<li>What holes or flaws can you find within the argument?</li> <br />
<li>What errors exist in the ads' reasoning?</li> </ul>

<p>Even though these videos may not lend themselves to deep analysis, I think they remind students the importane of examining the actual argument and serves as a good introduction to argument analysis as a whole.</p> </div> <br />

<div class="citajbm"> #1: I am writing a whole text where I describe 1 writing activity my students have to do in the ESL classroom. They have to write a text where they argue/convince their readers.  <br /><br />

#2: In my whole text I am explaining my markers how I would organize my writing project together with my students.  <br /><br />

#3: I am writing how I am going to guide (scaffold) my students in the writing project, etc.  <br /><br />

#4: I am writing what is the purpose of the writing activity. <br /><br />

#5: I am explaining/arguing the way I am going to work with the writing method I have chosen.  <br /><br />

I am gathering my students in small groups and have them to watch the 14 most effective adverts/commercials from the UK below, and then write a manuscript of their own adverts based on the ads they just have watched, and then set their own ads up. Their writing/ads have to be argumentative/persuasive using the Twitter app Periscope or any other digital device of their preference. Why is this useful? My focus is the digital writing and digital storytelling. </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Creating one writing activity related to argumentative/persuasive text at lower secondary school in Norway, 2015; Pedagogy, Benjamin Madeira, <a name="pdf">PDF</a> :: </span></div></H2> 
<CENTER> <a alt="Creating one writing activity at lower secondary school in Norway, PDF" href="https://drive.google.com/file/d/0B4kGy0lOHL12Vy1MeVl3VUVCb0k/view?usp=sharing?origin=http://www.benjaminmadeira.com/2015/05/scaffolding-students-writing.html" target="_blank" title="Creating one writing activity at lower secondary school in Norway, PDF"><img alt="Creating one writing activity at lower secondary school in Norway, PDF - Official Website - BenjaminMadeira" border="0" height="325px" 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/AVvXsEgutlf6feBFedZORQpdwcy8JP-VYSsbvwbipt7-zGGe2Ogy2IdWPl5LBPvtARCCDUXgxz8tY-ipdjoFxm0YXPBM83RmCrkXXFEAShpdLR9gVXEH3Weo147jhiRJ966cwfnqnWYxWoLZ-Z6c/s1600/pdf-BenjaminMadeira-com.gif" title="Creating one writing activity at lower secondary school in Norway, PDF - Official Website - BenjaminMadeira" width="325px" /> </a> </CENTER> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Creating one writing activity related to argumentative / persuasive writing :: </span></div></H2> 
<div class="citajbm"> There are many approaches to teach writing. Digital and creative writing can be used as an effective language learning tool in a comfortable environment, not in the ‘monotony of the ESL classroom’ (Maley 1). Digital and creative writing can develop great self-confidence and self-esteem among learners because they can experiment with multimodal learning without pressures. Thus, promoting personal growth, maturation as well as increase linguistic intelligence. Digital and creative writing can also assist ESL learners improve grammar, argue and persuade a general public expressed through the English language, expand their lexis and knowledge on the English language sound system (Maley 1). Because young individuals are engaged with digital media, they are likely to enjoy writing using digital technology (Erstad 59). </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Persuasive writing in the ESL classroom at lower secondary school in Norway  :: </span></div></H2> 
<div class="citajbm"> This paper focuses on how to scaffold tenth-grade students in a short, familiar, digital, persuasive writing in the ESL classroom at lower secondary school in Norway. We are starting a two-week writing project related to argumentative/persuasive writing working through the sequence of modelling, scaffolding.  </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> This assignment correlates to the requirements of the English subject curriculum :: </span></div></H2> 
<div class="citajbm"> When planning to help the students build their writing competence, I make sure that this assignment correlates to the requirements of the English subject curriculum (LK06). The planned writing activity covers two main areas in learning the English language. Students will 1) write down their argumentative / persuasive text on a given topic in the ESL classroom (written communication, use different writing strategies, general vocabulary related to different topics, different sources as a bases for writing [model-writing], being able to express ideas and opinions, argue and persuade a general public, in well-structured and coherent texts), and 2) culture, society; they will explain features of the society in the UK, create own texts inspired by short persuasive video clip and cultural forms of expression. (LK06 8-9). </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Stimulate students' imagination :: </span></div></H2> 
<div class="citajbm"> This writing activity aims to stimulate students' imagination while helping them produce a multimodal assignment related to familiar environment within argumentative / persuasive text production. Imagination is the basis of all creative activity; it is undoubtedly an important component of all aspects of cultural life. ESL students will carry out the digital and creative writing while accomplishing the requirements of the English subject curriculum (KUF1994, 1996: 4; LK06). It has been my experience that utilizing students’ prior knowledge on technological literacy provides them with the inspiration necessary to create texts. </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Scaffolding by experts :: </span></div></H2> 
<div class="citajbm"> The scaffolding during this writing activity will be carried out by me, by modeling aids and by peer-to-peer guidance/small groups of three members each. </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Vocabulary related the topic :: </span></div></H2> 
<div class="citajbm"> Before setting this writing task, ESL students had acquired some vocabulary related the topic of this writing activity and we also had discussed what argumentation and persuasion are, which will make a discernible impact when writing/producing their own digital writing. </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> The purpose of writing a text :: </span></div></H2> 
<div class="citajbm"> When starting a writing activity it is vital that mentors guide their students to find the purpose of writing a text. When “considering who [their] audience is before [they] write shapes what [they] write” (Gallagher 129-130). In order to find the purpose of writing a text tenth-grade students have to decode the writing prompts, which should be clearly exposed accordingly to the students’ English level. Furthermore, word choice and orthography must be also correct. The genre and writing acts must be familiar to tenth-grade students. In addition, the roles and audience should be clearly specified in the prompt (Normann Lessons 3; Lesson 4).</div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Persuasive adverts / commercials :: </span></div></H2> 
<div class="citajbm"> The modeling effective argumentative / persuasive aids are the most effective / persuasive adverts / commercials from the UK TV.  </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Modeling the writing task :: </span></div></H2> 
<div class="citajbm"> Before students begin to watch the advertisements from the British TV, and start their writing activity, we watch one of the ads, and I model the writing task on the smart board while explaining step by step as they watch and may ask questions. For this purpose, I utilize one of Gallagher’s advice (123) when using writing models, namely: ‘taking a stand.’ I explain them that the writer of the text in the ad was seeking to persuade audiences to accept a particular position on a product they wanted to sell. Further, I explain them that they also can persuade audiences to accept a particular position on a controversial issue, such as “Instant replay should be allowed in soccer,” “Well-known sport teams should get involved in political campaigns” (Gallagher 123), and so on. </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Materials :: </span></div></H2> 
<div class="citajbm"> Materials to be used when working with this writing activity: information and communication technologies (ICTs): microcomputers, tablets, iPads, touch pads, cell-phones, cameras, websites, apps, social networking. </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Presenting a decodable prompt for the students. :: </span></div></H2> 
<div class="citajbm"> In class, watch the 14 most effective adverts/commercials from the UK TV and then choose only one; the one you prefer.  <br /> <br />
When you have chosen one ad, you will get the file on your laptop. Put on your headphones and watch the advertisement again, pausing it if needed.   <br /> <br />
Write down in English the message you hear in the video and explain in your own words, in English, how they will convince you to buy their product.  <br /> <br />
Collaborate in groups of three and write together, in English, your text based on the message of the ad you just have watched/written.   <br /> <br />
Then, create your own advertisement in English. Convert your text into an ad.   <br /> <br />
Remember that your ad has to have an argumentative / persuasive text.   <br /> <br />
You don’t have to create an ad on selling a product, but it has to be a persuasive clip. You have to convince a general public why they should buy the product or why they should do what you are advertising. Make them buy or do it by using your words.  <br /> <br />
Use the Twitter app Periscope or any other digital device of your preference to create your own ad.  <br /> <br />
You can write as yourselves or pretending to be someone else, whoever. Remember that everybody will be able to watch your video clip.   <br /> <br />
You don’t have to appear on the video if you don’t want to; you can use pictures, moving images, your own drawings or doodles when you create your video, but record your own voice.  <br /> <br />
If you decide to use someone else’s pictures, you have to write down its source and include it visible on screen.  <br /> <br />
Insulting and cyber-bullying is not allowed when writing your text. Use standard grammar, spelling, and punctuation in your short text.   <br /> <br />
When the class is over you all three can continue on working with your digital and creative assignment.  <br /> <br />
Send me your first-draft text as a computer file, for example, in itsLearning, and I will send you a video feedback before our next class.  </div> <br />

<center><hr WIDTH="75%" COLOR="#00FF00" SIZE="6"></CENTER> <BR/> 
<div style="text-align: center"><span style="color: blue"><span style="font-size: 13pt; line-height:12pt"> <strong> <a name="pdf">Argumentative/Persuasive Text using UK TV commercials</a> :: </strong> </span></span></div> 
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<div style="text-align: center"> <div class="video-jbm"> <script>vk("176112489&id=171427714&hash=a0cc8c9ebfa6ee9f&hd=1");</script> </div> </div> <br />
<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 /> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Model sentences :: </span></div></H2> 
<div class="citajbm"> When developing the writing activities in the ESL classroom, their teacher can model sentences –sentence starters– if necessary while the students give rise to something new (Normann lesson 7).  </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Collaboration without boundaries :: </span></div></H2> 
<div class="citajbm"> Students will utilize social media or any other digital technologies at each stage of the writing process, which will make collaborative work much flexible to carry on – collaboration without boundaries (DeVoss 23-24). </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Online video feedback :: </span></div></H2> 
<div class="citajbm"> Their ESL teacher gives all small groups online video feedback during and after the assignment process. Being online makes learning more participatory. Teachers should embrace short video feedback as a way of giving feed forward response on texts. The recorded descriptive feedback video should be creatively made so it can increase motivation in the recipient; this way, it will assist in facilitating their learning capabilities. It is even more helpful if the teacher provides readable written comments when commenting orally. Besides, it should emphasize strengths, identify challenges and point to the next steps. It should focus on the writing structure, rather than in the language aspects in a first stage of a writing activity to help the students move their work forward (Nation 94; Normann Lessons 11). Students who have difficulties in reading will find the use of the video as the best way of learning. Various studies confirm the fact that “students prefer receiving feedback in the format of sound or video instead of exclusively in written form” (Mathisen 100, 105).  </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Conclusion :: </span></div></H2> 
<div class="citajbm"> If ESL teachers want their students to be better writers, their learners have to write more often, preferably every lesson, and the writing has to be engaging (Normann Lesson 1). By engaging the students in a digital writing activity, the educator will encourage them to reproduce something they have mastered earlier. This activity was based on student needs and technological competencies, “teaching students overtly based on the skills –technological skills– that they have when they enter the [ESL] [classroom]” (Rowsell 56). </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Watch some adverts for sweets AND "Write a TV advertisement." How is the advert trying to persuade someone to eat that chocolate or those sweets? PDF :: </span></div></H2> 
<CENTER> <a alt="Write a TV advertisement, PDF" href="http://www.teachitprimary.co.uk/attachments/10420.pdf?origin=http://www.benjaminmadeira.com/2015/05/persuasive-advertisements.html" target="_blank" title="Write a TV advertisement, PDF"><img alt="Write a TV advertisement, PDF - Official Website - BenjaminMadeira" border="0" height="325px" 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/AVvXsEgutlf6feBFedZORQpdwcy8JP-VYSsbvwbipt7-zGGe2Ogy2IdWPl5LBPvtARCCDUXgxz8tY-ipdjoFxm0YXPBM83RmCrkXXFEAShpdLR9gVXEH3Weo147jhiRJ966cwfnqnWYxWoLZ-Z6c/s1600/pdf-BenjaminMadeira-com.gif" title="Write a TV advertisement, PDF - Official Website - BenjaminMadeira" width="325px" /> </a> </CENTER> <br />

<center><hr WIDTH="75%" COLOR="#00FF00" SIZE="6"></CENTER> <BR/> 
<div style="text-align: center"><span style="color: blue"><span style="font-size: 13pt; line-height:12pt"> <strong> <a name="pdf">Hey, smile, you too can become superbeautiful.</a> :: </strong> </span></span></div> 
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<div style="text-align: center"> <div class="video-jbm"> <script>vk("176112489&id=171306986&hash=89c2c46078a7275a&hd=2");</script> </div> </div> <br />
<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 /> <br />

<br />

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

• [1] DeVoss, Danielle Nicole, ‎Elyse Eidman-Aadahl, Troy Hicks. Because Digital Writing Matters: Improving Student Writing in Online and Multimedia Environments, 2010. US National Writing Project. San Francisco, CA: Jossey-Bass. Print.  <br /><br />

• [2] Erstad, Ola. Educating the digital generation: Exploring media literacy for the 21st Century.  Journal of Digital Literacy 5.1(2010): 56-72. Print. <br /><br />

• [3] Gallagher, Kelly. Teaching Adolescent Writers. Portland, Me: Stenhouse Publishers, 2006. Print. <br /><br />

• [4] KUF. 1994. Reform 94. ‘Videregående Opplæring’. [‘Reform of the Structure and Content of Upper Secondary Education.’] Oslo, Norway: Kirke-, utdannings- og forskningsdepartementet. <br /><br />

• [5] KUF. 1996. ‘Læreplanverket for Den 10-Årige Grunnskolen’. L97 [‘Curriculum for the 10-Year Compulsory School in Norway.’]. Oslo, Norway: Kirke-, utdannings- og forskningsdepartementet. <br /><br />

• [6] LK06, ‘English subject curriculum,’ revised version (Aug. 2013) The Norwegian LK06, in English; The Norwegian LK06, in Norwegian. Utdanningsdirektoratet (Norwegian Ministry of Education and Research). <br /><br />

• [7] Maley, Alan. Creative writing for language learners (and teachers). BBC, Dec. 2009. Web. Retrieved on May 2015 from http://goo.gl/mqT8gr <br /><br />

• [8] Mathisen, Petter. Video Feedback in Higher Education - A Contribution to Improving the Quality of Written Feedback. UNIVERSITETSFORLAGET, Nordic Journal of Digital Literacy, Vol 7, 2012, nr. 02. Faculty of Humanities and Education/Pedagogical Development Center-PULS. University of Agder, Norway. (2012) Web. Retrieved on May 2015 from http://goo.gl/wdOjp7 <br /><br />

• [9] Nation, Paul. Helping learners write: The writing process: Connecting Research to Practice, K-8. Portsmouth, NH: Heinemann, 2006. Print. <br /><br />

• [10] Normann, Anita. Introduction. Take Credit, NTNU: Lesson 1, 2015. Web. Retrieved on May 2015 from https://goo.gl/s9Czy0<br /><br />

——— Building writing competence -1. Take Credit, NTNU: Lesson 3, 2015. Web. Retrieved on May 2015 from https://goo.gl/hJGoHq <br /><br />

——— Building writing competence -2. Take Credit, NTNU: Lesson 4, 2015. Web. Retrieved on May 2015 from https://goo.gl/Kkhp5L <br /><br />

——— Creative writing. Take Credit, NTNU: Lesson 7, 2015. Web. Retrieved on May 2015 from https://goo.gl/hJGoHq <br /><br />

——— Revising and editing texts. Take Credit, NTNU: Lesson 11, 2015. Web. Retrieved on May 2015 from https://goo.gl/de96fZ <br /><br />

• [11] Rowsell, Jennifer, and Maureen Walsh. Rethinking Literacy Education in New Times: Multimodality, Multiliteracies, & New Literacies. Brock Education, Volume 21, No. 1, Fall 2011, 53-62. Print. <br /><br />

</div>

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Education — «Argumentative/Persuasive Text using UK TV commercials» — [Videos/PDF]

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Essay — «Scaffolding students’ writing» — English-language learners [PDF/Videos]

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2015/05/scaffolding-students-writing.html"> <img alt="Scaffolding students writing and creating one writing activity - 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/AVvXsEi5XcPZKMZ51KdyC_svOysCJLkjvbUZA7iYVzzpTqt866uakxCDXXzemAVSYzrWqnoKg10PdbtPkJlp0TZ3scruOqQZ1DNf-Bu4zHsA_cXVXegYrWFun2GhSgE4DF4CqboemH3H4ctcGXh5/s600/scaffolding_students_writing-BenjaminMadeira-com.jpg" title="Scaffolding students writing and creating one writing activity - Official Website - BenjaminMadeira" width="636px" /> </a><br />
<span> <a href="#pdf" style="text-decoration: none;"><font color="#301ce2"> Scaffolding students writing </font></a> - Photo: <a alt="Scaffolding students writing and creating one writing activity" href="http://www.benjaminmadeira.com/search/label/pedagogy" style="text-decoration: none;" target="_blank" title="Scaffolding students writing and creating one writing activity"><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/wiqeCZ] How to Teach Higher-Order Cognitive Strategies._______________________Education, pedagogy</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: http://goo.gl/wiqeCZ Writing five-paragraph essay on <a alt="Scaffolding students writing, PDF" href="http://education.wm.edu/centers/ttac/documents/packets/writingprocess.pdf?origin=http://www.benjaminmadeira.com/2015/05/scaffolding-students-writing.html" style="text-decoration: none;" target="_blank" title="Scaffolding students writing, PDF"><font color="#FF4000"> scaffolding students’ writing</font></a> in the ESL classroom at lower secondary school in Norway | #Essay #ESL #Education #Pedagogy #English #StudyNotes #UniversityStudies #ELLs #Scaffolding </div> <br /><br />

<div class="JBMCode"> This paper focuses on how to scaffold students in the ESL classroom at lower secondary school in Norway.  <br /><br />

An argument is mainly about logical appeals and involves claims, evidence, warrants, backing, and rebuttals. Argument is at the heart of critical thinking and academic discourse; it is the kind of writing students need to know for success in college and in life.  <br /><br />

Many scaffolds are excellent for all types of learners—English Language Learners (ELLs), English as a Second Language Classroom (ESL), students with special needs and/or students who are just generally challenged by writing.  </div> <br />

<div class="citajbm"> Not only are <a alt="The Use of Scaffolds for Teaching Higher-Level Cognitive Strategies, PDF" href="http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_199204_rosenshine.pdf?origin=http://www.benjaminmadeira.com/2015/05/scaffolding-students-writing.html" style="text-decoration: none;" target="_blank" title="The Use of Scaffolds for Teaching Higher-Level Cognitive Strategies, PDF"><font color="#FF4000"> scaffolds</font></a> useful for teaching well-structured skills, but they also provide the support students need to tackle higher-level thinking strategies. </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Five-paragraph essay on scaffolding students’ writing at lower secondary school in Norway, 2015; Pedagogy, Benjamin Madeira, <a name="pdf">PDF</a> :: </span></div></H2> 
<CENTER> <a alt="Scaffolding students writing at lower secondary school in Norway, PDF" href="https://drive.google.com/file/d/0B4kGy0lOHL12blFJdTZsX2dXQUE/view?usp=sharing?origin=http://www.benjaminmadeira.com/2015/05/scaffolding-students-writing.html" target="_blank" title="Scaffolding students writing at lower secondary school in Norway, PDF"><img alt="Scaffolding students writing at lower secondary school in Norway, PDF - Official Website - BenjaminMadeira" border="0" height="325px" 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/AVvXsEgutlf6feBFedZORQpdwcy8JP-VYSsbvwbipt7-zGGe2Ogy2IdWPl5LBPvtARCCDUXgxz8tY-ipdjoFxm0YXPBM83RmCrkXXFEAShpdLR9gVXEH3Weo147jhiRJ966cwfnqnWYxWoLZ-Z6c/s1600/pdf-BenjaminMadeira-com.gif" title="Scaffolding students writing at lower secondary school in Norway, PDF - Official Website - BenjaminMadeira" width="325px" /> </a> </CENTER> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Scaffolding students’ writing :: </span></div></H2> 
<div class="citajbm"> The composition of a classical classroom is experiencing growing diversity in modern societies. Despite the fact that students born in the technology-based digital age are writing more than ever before, neither their teachers nor their parents give them enough credit for their writing outside the classroom. As technology evolves at a rapid pace, adolescents’ knowledge keeps on scaling every day in the practical part of digital development, and many traditional educational centers cannot meet modern students’ expectations; thus, the increased diversity in the classroom is a major challenge to most teachers (Krokan n/p, 2008). From a pedagogy perspective, the challenge that educators face is the acquisition of tools designed to help them focus on the explicit teaching of the different forms of multimodal texts which require skillful and continuous learning while designing learning experiences for modern students that can scaffold ESL learners’ writing. </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Adolescent students today write more than ever :: </span></div></H2> 
<div class="citajbm"> Undoubtedly, young people today write far more than any generation before them. Modern ESL students are the living versions of the Swedish bank Skandiabanken (Krokan 19); their digital functionality is running 24 hours a day throughout the year. In fact, the digital platform Its Learning utilizes built-in sound and video recorder, and other amazing functionalities to help teachers meet students’ digital expectations (ItsLearning.co.uk 28; ItsLearning.com 1-18). Unlike speaking, listening and reading, most of the modern ESL learners need more guidance in acquiring writing skill successfully. Most of the ESL students have learned the technical skills of touching, scrolling or clicking, but they need to be taught how to discriminate between non-relevant information in the new digital literacies. Too often, however, ESL teaching strategies in Norwegian schools have tended to rely heavily and almost exclusively on traditional textbooks, focusing on extensive formal texts of a certain length, such as essays, films and book reports, rather than using the tools students are most familiar with, such as SMS, chat, email or their favorite social networking and visual effects while utilizing platforms such as the online word processing platform Google Docs, Blogger, WordPress, YouTube, Instagram, Twitter, Facebook, Vine, PowToon, StoryBird, Periscope, and much more digital possibilities. </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Teachers don't want to go beyond the traditional schoolbooks :: </span></div></H2> 
<div class="citajbm"> No feature of teaching is considered with more unease in the ESL classroom than going beyond the traditional schoolbooks and actively engage with authentic modern literacy strategies by using laptops, smartphones, flipcams, touchscreen displays and other hand-held devices. The revised Knowledge Promotion Reform (2013), which is the main framework for the didactic work in Norwegian schools (KL06 1-6), requires that ESL teachers give their students various assignments, emphasizing the use of different writing strategies in the ESL classroom. Thus, being ESL a school subject with a vast potential for variation, adolescent students will learn English by using “different situations, working methods and learning strategies” (KL06 8); they will learn English by commenting on own written work so they can, for instance, persuade a particular audience not only at school but also outside the ESL classroom.  </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Learning the English language occurs while encountering a diversity of texts :: </span></div></H2> 
<div class="citajbm"> Textbooks are, therefore, no longer sufficient as the only teaching material in ESL classrooms, particularly given the advances in technology-based writing habits many ESL students possess. The Norwegian national curriculum also points out that learning the English language "occurs while encountering a diversity of texts, where the concept of text is used in the broadest sense of the word" (KL06 2). Moreover, [i]t involves [...] written representations in different combinations and a range of [...] written texts from digital media" (KL06 2). Teachers’ reliance on a textbook, starting on the first page and continuing chapter by chapter, lesson by lesson, can quickly suffocate motivation in students. Educators need to meet their students’ needs by realizing that ESL learners are currently in a particularly rich and prolific phase when it comes to writing. Utilizing students’ prior knowledge on technological literacy can provide the inspiration necessary to create texts. </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Teachers need to embrace new modern literacy pedagogy :: </span></div></H2> 
<div class="citajbm"> However, in order to foster best students' performance in ESL writing today, mentors need to embrace new modern literacy pedagogy. In a digital world, no classroom will achieve good results without incorporating technology into every aspect of its everyday practices. Teachers need to incorporate educational technologies into the curricula; they need to learn appropriate skills, strategies, and insights in how to use multimedia in teaching in order to achieve the communicative functions of modern texts (Asselin 1-2). In multiple literacies, multimodal, interactive, technology-mediated learning formats give educators both educational challenges and opportunities. On the one hand, teachers have new opportunities to present multiple representations of content, such as text, video, audio, images, interactive elements. On the other hand, ESL learners can be extremely confident about their internet use while lacking evaluative and critical capabilities (Erstad 57-59; Asselin 3). ESL educators will scaffold their students in the use of "digital tools and other aids to find relevant information and to create different types of texts"(LK06 3-4) within the areas of lexis, orthography, idiomatic structures, paragraphing and grammatical patterns. Modern educators need to provide students with successive levels of temporary support that help them reach higher levels of comprehension and skill acquisition in “multiliteracies” (DeVoss 29), the ability to utilize technology and multimedia (Normann lesson 6; Erstad 60; Kalantzis 196-203). </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Writing something down requires motivation :: </span></div></H2> 
<div class="citajbm"> In order for something to be readable, someone has to write it, and writing something down requires motivation, and motivation comes easier when one has a background knowledge of how things are done. Therefore, their ESL teachers can provide the students with assignments that allow for choice (Whitaker 3) as this “generates writing motivation” (Gallagher 91). Students will use “general vocabulary related to different topics [...], also use own notes and different sources as a base for writing” (LK06 9) such as templates or writing frames and model-writing (Lewis & Wray 2). They will be able to express ideas and opinions in well-structured and coherent texts (LK06 8-9). When choosing what to write about, students can write about movies, song lyrics, ads, newspapers, favorite food, an ideal vacation, favorite app, or any other topics they can think of (Normann Lesson 1).  </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> A student-centered instruction :: </span></div></H2> 
<div class="citajbm"> Learning has a number of different ways of approaching it. When it comes to learning how to write in the ESL classroom, it is either focused on teachers and instruction or in a student-centered instruction where scaffolding takes place. In a student-centered instruction, ESL students are given freedom of expression and are allowed to use their imagination. Instructional scaffolding permits the teacher to assist students use what they know and progressively change from over depending on others to be con¬fident and autonomous performers. Teachers scaffold students so these are able to "use [...] writing strategies," "understand and use a vocabulary related to [both] familiar [and general] topics" (LK06 7, 9). Students will also learn how to "take notes to create different types of texts" and "write coherent texts that narrate, retell and describe experiences and express own opinions" (LK06 3-4). Scaffolding, therefore, is a systematic process that offers ESL learners, who have difficulties in writing and reading, the required guidance until the students understand their task of completing the class assignments and work without the help of others (Lewis & Wray 1-3). Scaffolding can be applied by an advanced partner, such as an instructor, the teacher or a fellow student –peer-to-peer feedback– so other students become "aware of the strategies that are used to learn [the English] language, and strategies that help [them] to understand and to be understood," only then "the acquisition of knowledge and skills becomes easier and more meaningful" and it can also "be an important part of [their] personal development" (LK06 2). </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Modeling effective writing :: </span></div></H2> 
<div class="citajbm"> In a pedagogical ideal environment, when embarking on a writing activity, ESL teachers scaffold their students by modeling effective writing, particularly when the writing is in draft form. By doing this, "teachers model respect for themselves, for their students, and for the act of writing itself" (Whitaker 2). Before embarking on an extensive writing project, ESL teachers should scaffold their students in “repetitive activities and through working with easy, familiar material” (Nation 94-95; 113-114) not only individual writing but also “group composition where three or four learners work together to produce a piece of writing that is superior to what any one of the group could do alone” (Nation 98). As time goes by, or when students are in a higher level of their studies, they can also produce texts by comparing professional written texts. However, when scaffolding eighth or ninth-grade students in producing a text, students should receive first some easy models of comparable texts for them to study, produced by other students. The examples of work by other students are less expert than those written by professionals but they are “more approachable and often more imitable” (Haynes 52). When modeling a writing activity, "[t]he teacher remains in the background during this phase, only providing language support if required" (Steele 1-2). Scaffolding emphasizes active participation or a greater degree of control from students over their writing in the ESL classroom.  </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Conclusion :: </span></div></H2> 
<div class="citajbm"> Digital technology in learning is rapidly growing as some teachers realize the effectiveness of different literacies that shift with contexts, texts, and the identities of people using literacy (Anderson 59; Rowsell 55). Tutor guidance remains critical. Individuals born since the mid-1990s make up a larger percentage of the digital generation(s); most of teenagers today possess technological literacy knowledge but they still need digital competence (Erstad 58-59, 68-69; Asselin 5-12). Technological literacy does not ensure that reflection and learning take place. The educator should be able to guide students on information, visual and media literacy –how to critically write creative pieces (Normann lesson 6). In a student-centered instruction, students learn to collaborate and communicate with one another. Furthermore, this approach helps to create partnership between the students and their teacher; students and teachers interact equally. </div> <br />

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<div style="text-align: center"><span style="color: blue"><span style="font-size: 13pt; line-height:12pt"> <strong> Scaffolding for English-language learners :: </strong> </span></span></div> 
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<div style="text-align: center"><span style="color: blue"><span style="font-size: 13pt; line-height:12pt"> <strong> Scaffolds for Writing: examples of different types of scaffolds or writing frameworks that assist English-language learners to build their writing skills. Elizabeth Coelho: </strong> </span></span></div> 
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<div style="text-align: center"><span style="color: blue"><span style="font-size: 13pt; line-height:12pt"> <strong> ESL Classroom Strategies: </strong> </span></span></div> 
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<span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> WORKS CITED —  REFERENCES :  </span> <br /><br />

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• [10] ItsLearning.co.uk. The itslearning recipe book, Volume 1. (“Intermediate recipes for teachers who are ready to do more") (2012). Web. Retrieved on May 2015 from http://goo.gl/i11KuD <br /><br />

• [11] Lewis, Maureen &Wray, David. Writing frames: scaffolding children’s non-fiction writing in a range of genre. London: Collins Educational, 2002. Print. <br /><br />

• [12] LK06, Norwegian Ministry of Education and Research, English subject curriculum, revised version (Aug. 2013). Web. Retrieved on May 2015 from http://goo.gl/gJlaH9 <br /><br />

• [13] Mathisen, Petter. Video Feedback in Higher Education - A Contribution to Improving the Quality of Written Feedback. UNIVERSITETSFORLAGET, Nordic Journal of Digital Literacy, Vol 7, 2012, nr. 02. Faculty of Humanities and Education/Pedagogical Development Center-PULS. University of Agder, Norway. (2012) Web. Retrieved on May 2015 from http://goo.gl/wdOjp7 <br /><br />

• [14] Nation, Paul. Helping learners write: The writing process: Connecting Research to Practice, K-8. Portsmouth, NH: Heinemann, 2006. Print. <br /><br />

• [15] Normann, Anita. Introduction. Take Credit, NTNU: Lesson 1, 2015. Web. Retrieved on May 2015 from https://goo.gl/s9Czy0 <br /> 
——— Digital writing. Take Credit, NTNU: Lesson 6, 2015. Web. Retrieved on May 2015 from https://goo.gl/s9Czy0 <br /> 
——— Revising and editing texts. Take Credit, NTNU: Lesson 11, 2015. Web. Retrieved on May 2015 from https://goo.gl/de96fZ
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• [16] Rowsell, Jennifer, and Maureen Walsh. Rethinking Literacy Education in New Times: Multimodality, Multiliteracies, & New Literacies. Brock Education, Volume 21, No. 1, Fall 2011, 53-62. Print. <br /><br />

• [17] Steele, Vanessa. Product and Process writing: A comparison. British Council, 10 Spring Gardens, London SW1A 2BN, UK, 2004. Web. Retrieved on May 2015 from http://goo.gl/zr0xH5 <br /><br />

• [18] Whitaker, Charles. Best Practices in Teaching Writing. Write in the Middle: A workshop for Middle School Teachers, 2006. Web. Retrieved on May 2015 from http://goo.gl/nbnR1l <br /><br />

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