Microblogging, Visual, PDF/PPT/MP4, Auditory, MP3/Podcast, Digital, Multimedia: storytelling

Storytelling — «Effective Digital Storytelling Singing» — Music [Videoclip/Eurovision]

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<span> <a href="#mp3" style="text-decoration: none;"><font color="#301ce2"> ESC </font></a> - Photo: <a href="https://www.google.com/#q=Eurovision+Song+Contest+2016+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="Eurovision Song Contest 2016"><font color="#FF4000"> © ESC</font></a> / <a alt="Eurovision Song Contest 2016" href="http://www.benjaminmadeira.com/search/label/eurovision" style="text-decoration: none;" target="_blank" title="Eurovision Song Contest 2016"><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/vAE5QB] Effective Digital Storytelling Singing._______________________Music.</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: http://goo.gl/vAE5QB Effective Digital Storytelling Singing | #Russia #Music #Storytelling #CreativeWriting</div> <br /><br />

<H2>
[DigitalStorytelling|╔=========================╗]
[DigitalStorytelling|║.........►PLAY: MUSIC VIDEO....║]
[DigitalStorytelling|║.........☛ by Sergey Lazarev.........║]
[DigitalStorytelling|╚=========================╝]
<br />
</H2>

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<br />

Storytelling — «Effective Digital Storytelling Singing» — Music [Videoclip/Eurovision]

ESC - Photo: © ESC / illustration — [http://goo.gl/vAE5QB] Effective Digital Storytelling Singing.____________________...

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TPRS — «Fluency and Fun in Spanish» — An Action Research Project (PDF/Video)

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2015/10/tprs-fluency-spanish.html"> <img alt="Fluency and Fun in Spanish through TPRS - Official Website - BenjaminMadeira" border="0" 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/AVvXsEjMvQC0u3D2QbSeu0qbrh5kf5bJFuHUQZqMtDSoBEM-mxn-6IhjlJVK1iSl7srsL6xDyHWMvuutL1BjsB48qgcM2VZaZsdY-htHqPOupkOG3ZRbvisS6fWuS82FiHSj2ffVpCY8e1Wuk059/s600/storytelling-BenjaminMadeira-com.jpeg" style="height:436px;width:436px" title="Fluency and Fun in Spanish through TPRS - Official Website - BenjaminMadeira"/> </a><br />
<span> <a href="#youtube" style="text-decoration: none;"><font color="#301ce2"> TPRS </font></a> - Photo: <a href="https://www.google.com/#q=Fluency+and+Fun+in+Spanish+through+TPRS+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="Fluency and Fun in Spanish through TPRS"><font color="#FF4000"> © Olly</font></a> / <a alt="Fluency and Fun in Spanish through TPRS" href="http://www.benjaminmadeira.com/search/label/storytelling" style="text-decoration: none;" target="_blank" title="Fluency and Fun in Spanish through TPRS"><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/JMNr6i] Action research to improve student learning and_______________________Spanish pedagogy!</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: Teaching Proficiency through Reading and Storytelling (TPRS) ▶ http://goo.gl/JMNr6i ◀ to promote students’ Spanish language acquisition and enjoyment of Spanish learning. | #Education #Pedagogy #BlaineRay </div> <br /><br />

<div class="comillas">Frustration blocks acquisition and when students understand what you’re doing and it’s engaging, they don’t get so frustrated.  <br /><br />

This method of engaging students with comprehensible input, TPRS, is powerful. Storytelling is a revolutionary approach that makes so much sense in so many ways. Briefly, TPRS is based heavily on Stephen Krashen’s (and others’) research on second language acquisition and theories of the Natural Approach, or the theory that people learn second and more languages in much the same way they learned their first.  <br /><br />

The TPRS approach incorporates highly repetitive storytelling using the most frequently used words in a language, along with engaging reading materials, to deliver very comprehensible input to students.</div> <br />

<div class="JBMCode"> TPRS was developed by an American Spanish language teacher named Blaine Ray. <br /><br />

Experts document that within TPRS, students learn Spanish through stories, dramatic play, and body movements. Using TPRS, teachers provide instruction exclusively in the target language, foster a brain-body connection, and engage students in developmentally appropriate activities.

There are a few key components of the method: <br /><br />

1. Comprehensible input: In order to acquire a language, you must understand what you hear. If you mostly understand what you hear (or read), it is comprehensible to you. Listening is so important!! <br /><br />

2. Stories: It is easier to learn new vocabulary and pick up grammatical structures naturally by listening (and understanding) stories that are short, funny, silly and involve emotions or surprises. Learning new vocabulary by studying flashcards or vocabulary lists is not very effective, but you probably already know that by now. <br /><br />

3. Question and answer lessons: Telling the story and answering lots of questions serves two functions. <br /><br />

First, because the question and answer lesson is very repetitive, asking similar questions over and over again throughout the lesson, you get to hear the vocabulary and grammatical structures many, many times, which leads to better understanding and more retention. (This means you remember the words better!) <br /><br />

Second, because the questions are simple and repetitive, you begin to understand quickly and answer quickly. Learning how to answer the questions quickly, without translating, without thinking will lead you to becoming a fluent English speaker.
</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;"> "Fluency and Fun in Spanish through TPRS," by Angela Armstrong, 2008. <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> "Teaching Proficiency through Reading and Storytelling" (TPRS) </strong> </span></span></div> 
<div style="text-align: center"><span style="color: darkgreen"><span style="font-size: 12pt; line-height:13pt"> </span></span></div> 
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<CENTER> <strong><span style="font-size:16px; color: #FFFF00; background-color: #F52887;"> <a class="explicacion">Video: Teaching Proficiency through Reading and Storytelling (TPRS), intended for nonprofit, educational use / study purposes only. <span> Videoclip for study purposes only </span> </a> </span> </strong> </CENTER>
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TPRS — «Fluency and Fun in Spanish» — An Action Research Project (PDF/Video)

TPRS - Photo: © Olly / illustration — [http://goo.gl/JMNr6i] Action research to improve student learning and__________...

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

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2015/05/persuasive-advertisements.html"> <img alt="Argumentative/Persuasive writing - 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/AVvXsEjNyYzqc2q-9bE1O1sTW_4ONlVvYJPuMAAGSnhSLsOWnAJBGA35OfK3L1375tOGMYRgw_eu9TvXTbzjB-QUi3-CNiH4UqkBieYhjwUFb48X_Sx8LKlexGgocLtHDmI7MEZr_oY_v7_6bEPn/s600/argumentative-persuasive-writing-BenjaminMadeira-com.jpg" title="Argumentative/Persuasive writing - Official Website - BenjaminMadeira" width="636px" /> </a><br />
<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> 
<center><hr WIDTH="75%" COLOR="#FF0000" SIZE="6"></CENTER> <BR/> 
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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 />

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<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]

Argumentative/Persuasive writing - Photo: - illustration — [http://goo.gl/cRPwgj] Argumentative/Persuasive Text using UK...

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Multimedia Presentation — «Graphic Facilitation Resources» — Graphic Recording (PDF, Videos)

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2015/04/graphic-facilitation.html"> <img alt="Graphic Facilitation Resources - Official Website - BenjaminMadeira" border="0" height="599px" 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/AVvXsEhbj0q85l0E1NGB_A08n-2TWKmbtiBMTvkTvdEGK1vtav4v3FiNo3guQaNm-wMPeitBPqvHwyhnZW48zieDXzugGrM0vYjpc72xJnDEyG5g6Tt7xHYbppKLLd9sPgYM9FMCxsznauGKAkKL/s600/graphic_facilitation-BenjaminMadeira-com.jpg" title="Graphic Facilitation Resources - Official Website - BenjaminMadeira" width="520px" /> </a><br />
<span> <a href="#youtube" style="text-decoration: none;"><font color="#301ce2"> ImageThink — ReThink education </font></a> - Photo: <a alt="Graphic Facilitation Resources" href="http://www.benjaminmadeira.com/search/label/education" style="text-decoration: none;" target="_blank" title="Graphic Facilitation Resources"><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/y0CWs6] Make a powerful point. 'Graphic Facilitation' is the practice of using words and pictures in order to create a conceptual map of the conversation before, during or after it took place. Graphic recording / Graphic facilitation /  Visual sensing is real-time visualization of speeches, meetings, brainstorming, presentations, conferences. We think in pictures, not only in words; 1/4 of the brain is designed to process visual information; combining images with text or words increases retaining capacity by 40%</span></div></H2> <br /><br />

"Every child is an artist. The problem is how to remain an artist once we grow up." - Pablo Picasso<br /><br />

<div class="citajbm"> How to use your listening, thinking and drawing skills to make meaning. Graphic Facilitation is an interactive style of leading groups using large-scale imagery and displays. It grew out of a network of west-coast consultants in the 1970’s who were inspired by the approach of designers and architects while problem solving and collaborating on projects. It has come to embrace a wide range of principles and practices that use creative media to help people to "see what they me." <br /><br />

:: RT: http://goo.gl/y0CWs6 What are the benefits of using graphic facilitation/graphic recording? High Engagement, Big-picture Orientation | #multimedia #sketches #drawing #comics #diagrams #doodling #SketchNotes #PowerPoint #GraphicRecording #GraphicFacilitation #GraphicRecorder #GraphicFacilitator #VisualMeetings #storytelling #education #ArtInTheClassroom #pedagogy #BrainStorm #MindMaps #FlipchartSheets #billboards #banners #markers</div> <br /><br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;">Tools We Use: Graphic Facilitation, Collaborative Learning Maps </span></div></H2> <br /><br />

<div class="JBMCode"> Graphic facilitation can be used to support virtually any kind of meeting or collaborative session in which group discussion plays an important part. Graphic facilitation enhances the overall impact of a meeting or conference via dynamic and engaging visual representation of what is presented and discussed. By creating a visual storyline and a set of iconic reminders of what is most important, graphic facilitation allows the audience to understand visually and remember more clearly the key elements of the meeting or conference.  In most cases, the graphic facilitator works on a whiteboard at the front of a room, alongside the presenter or panel. <br /><br />

Combine adult learning techniques, interactive activities and compelling graphics into a collaborative experience where participants engage with one another around your key messages. This alternative to PowerPoint presentations and road shows accelerates your efforts, provides greater retention and follow through, and most importantly leverages the contribution of your workforce towards greater alignment, increased engagement, and a much greater chance for program success. </div> <br /> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Interested in Learning More? Visual Library: </span></div></H2> <br /><br />

<div class="citajbm"> Drawing - PDF <br /><br />

<a alt="Easy drawing, PDF" href="https://drive.google.com/folderview?id=0B8VO-JQCy3HgZ0U3QkVvVm4wREE&usp=sharing?origin=http://www.benjaminmadeira.com/2015/04/graphic-facilitation.html" style="text-decoration: none;" target="_blank" title="Easy drawing - PDF"><font color="#FF4000"> Easy drawing </font></a> </div> <br /> <br />

<div class="citajbm"> 642 Things to Draw, Chronicle Books <br /><br />

A rolling pin, a robot, a pickle, a water tower, a hammock, a wasp, a safety pin, a kiss. Budding artists and experienced sketchers alike will find themselves invigorated by this collection of offbeat, clever, and endlessly absorbing drawing prompts. Some are deceptively simple (just try drawing a bicycle!), some are conceptually mind-bending (sketching the sound of girlish laughter?), and some are refreshingly basic (the only hard thing about drawing an egg is deciding how you want it to be cooked). Hip and helpful, 642 Things to Draw is the perfect inspirational sketchbook, sure to entertain and provoke the imagination of anyone ready to pick up a pencil.  </div> <br /> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Back of the Napkin, Dan Roam </span></div></H2> <br /><br />

<div class="citajbm"> <a alt="THE BACK OF THE NAPKIN, PDF" href="https://drive.google.com/file/d/0B4kGy0lOHL12WmtaMENBcVBCdzQ/view?usp=sharing?origin=http://www.benjaminmadeira.com/2015/04/graphic-facilitation.html" style="text-decoration: none;" target="_blank" title="THE BACK OF THE NAPKIN - PDF"><font color="#FF4000"> THE BACK OF THE NAPKIN: Solving Problems and Selling Ideas With Pictures </font></a> - PPT</div> <br /> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Game Storming, Dave Gray, Sunni Brown, James Macanufo </span></div></H2> <br /><br />

<div class="citajbm"> <a alt="Game Storming, PDF" href="http://cdn.oreillystatic.com/oreilly/booksamplers/9780596804176-sampler.pdf?origin=http://www.benjaminmadeira.com/2015/04/graphic-facilitation.html" style="text-decoration: none;" target="_blank" title="Game Storming - PDF"><font color="#FF4000"> Game Storming - A Playbook for Innovators, Rulebreakers, and Changemakers </font></a> - PDF - <a alt="GameStorming, PDF" href="http://oddframesmedia.com/tet/ux/day2/day-two-pdf/gray-tues-talk-updated.pdf?origin=http://www.benjaminmadeira.com/2015/04/graphic-facilitation.html" style="text-decoration: none;" target="_blank" title="GameStorming - PDF"><font color="#FF4000"> Gamestorming: A Grammar for Creativity and Innovation, Dave Gray </font></a> - </div> <br /> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Understanding Comics, Scott McCloud </span></div></H2> <br /><br />

<div class="citajbm"> <a alt="Understanding Comics, PDF" href="https://docs.google.com/file/d/0B0vtKqkt0q-bNTk1MzlhMmYtMmMyNS00Yzc3LTgzMDEtMjEzNDI3ZmZjMzAx/edit?pli=1?origin=http://www.benjaminmadeira.com/2015/04/graphic-facilitation.html" style="text-decoration: none;" target="_blank" title="Understanding Comics - PDF"><font color="#FF4000"> Scott McCloud - Understanding Comics.pdf  </font></a> - <a alt="Understanding Comics, PDF" href="http://www.uic.edu.hk/~amyzhang/teaching/COMP3050/readings/McCloud_Understanding_Comics.pdf?origin=http://www.benjaminmadeira.com/2015/04/graphic-facilitation.html" style="text-decoration: none;" target="_blank" title="Understanding Comics - PDF"><font color="#FF4000">Understanding Comics: The Invisible Art, by Scott McCloud PDF </font></a>, PDF</div> <br /> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> A Whole New Mind: Why Right-Brainers Will Rule the Future </span></div></H2> <br /><br />

<div class="citajbm"> Are You a Right-Brainer OR a Left-Brainer? LEFT: Understands the Words; Hears what is said (text); Comprehends literal meaning; See details; Analyzes Converges; Sees categories | RIGHT: Sees the Picture; Hears how it is said (context); Comprehends metaphors; Constructs big picture; Synthesizes; Diverges; Sees relationships <a alt="A Whole New Mind, PDF" href="http://www.softelabs.com/@api/deki/files/193/=A_Whole_New_Mind%252c_Why_Right-brainers_Will_Rule_the_Future.pdf?origin=http://www.benjaminmadeira.com/2015/04/graphic-facilitation.html" style="text-decoration: none;" target="_blank" title="A Whole New Mind - PDF"><font color="#FF4000"> Daniel H Pink, A Whole New Mind, Why Right-brainers Will Rule the Future - PDF</font></a> </div> <br /> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> THE BENEFITS OF GRAPHIC FACILITATION: More Than Just Pretty Pictures!  </span></div></H2> <br /><br />

<div class="citajbm"> <a alt="The benefits of using graphic facilitation/graphic recording, PDF" href="http://www.makemark.com/articles/BENEFITS%20OF%20GRAPHIC%20FACILITATION%20V21.pdf?origin=http://www.benjaminmadeira.com/2015/04/graphic-facilitation.html" style="text-decoration: none;" target="_blank" title="The benefits of using graphic facilitation/graphic recording - PDF"><font color="#FF4000"> Benefits of Graphic Facilitation, World Cafe</font></a> - PDF - <a alt="The benefits of using graphic facilitation/graphic recording, PDF" href="http://www.theworldcafe.com/pdfs/graphicBenefits.pdf?origin=http://www.benjaminmadeira.com/2015/04/graphic-facilitation.html" style="text-decoration: none;" target="_blank" title="The benefits of using graphic facilitation/graphic recording - PDF"><font color="#FF4000"> World Cafe - PDF</font></a></div> <br /> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> The Miseducation of the Doodle </span></div></H2> <br /><br />

<div class="citajbm"> <a alt="The Miseducation of the Doodle, PDF" href="http://alistapart.com/article/the-miseducation-of-the-doodle?origin=http://www.benjaminmadeira.com/2015/04/graphic-facilitation.html" style="text-decoration: none;" target="_blank" title="The Miseducation of the Doodle - PDF"><font color="#FF4000"> So what exactly does it mean “to doodle?” by Sunni Brown, 2011</font></a> - PDF</div> <br /> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Paper on Visual Language and Converging Technologies </span></div></H2> <br /><br />

<div class="citajbm"> <a alt="Paper on Visual Language and Converging Technologies, PDF" href="http://web.stanford.edu/~rhorn/a/topic/vl&id/artclNSFVisualLangv.pdf?origin=http://www.benjaminmadeira.com/2015/04/graphic-facilitation.html" style="text-decoration: none;" target="_blank" title="Paper on Visual Language and Converging Technologies - PDF"><font color="#FF4000"> Visual Language and Converging Technologies in the Next 10-15 Years  (and Beyond), by Standford Professor, Robert Horn</font></a> - PDF</div> <br /> <br />

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<CENTER> <strong><span style="font-size:14px; color: #000000; background-color: #FFFF00;"> Drawing/Doodling in class: Rachel Smith :: </span> Rachel S. Smith is a Senior Consultant and the Director of Digital Facilitation Services for The Grove Consultants International in San Francisco, CA. Rachel develops ways to integrate technology into visual practice. She has a deep understanding of new media and its application to education through her previous role as Vice President for Services of the New Media Consortium, and prior experience leading her own graphic design company. Rachel is a skilled visual facilitator and recorder and works with groups both both face-to-face and virtually. She blogs at http://www.digitalfacilitation.net </strong>  </CENTER> <br />
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Multimedia Presentation — «Graphic Facilitation Resources» — Graphic Recording (PDF, Videos)

ImageThink — ReThink education - Photo: illustration — [http://goo.gl/y0CWs6] Make a powerful point. 'Graphic Facili...

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Multimodal — «Digital and Creative Writing in the ESL Classroom» — (PPT, 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/uwmJnI] Multimodal – or ‘modes’ of communication – in order to achieve the communicative functions of the text. Such resources include aspects of speech such as intonation and other vocal characteristics, the semiotic action of other bodily resources such as gesture (face, hand and body) and proximics, as well as products of human technology such as carving, painting, writing, architecture, image and sound recording, and in more contemporary times, interactive computing
resources (digital media hardwares and softwares). </span></div></H2> <br /><br />

<div class="citajbm"> :: RT: «Multimodal texts in the ESL classroom» http://goo.gl/uwmJnI "multiliteracies," Digital and Creative Writing | #DigitalWriting #CreativeWriting #Digital #Writing #ESL #EFL #StudyNotes #UniversityStudies </div> <br /><br />

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<CENTER> <strong><span style="font-size:14px; color: #000000; background-color: #FFFF00;"> Teaching in a Multi-Modal World: Digital Writing with Digital Kids, by Joe Wood, 2013 :: </span></strong>  </CENTER> <br />
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<CENTER> <strong><span style="font-size:16px; color: #FFFF00; background-color: #F52887;"> <a class="explicacion">Video: Digital and Creative Writing in the ESL Classroom, intended for nonprofit, educational use / study purposes only. <span> Videoclip for study purposes only </span> </a> </span> </strong> </CENTER>
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<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Lesson planning  —  I plan my ESL lessons while I am cooking dinner for my family.</span></div></H2> <br /><br />

<div class="JBMCode"> In the living room my children are playing on their touch pads, very quiet, only now and then a sigh, or a gasp, or a giggle escapes. Meanwhile, I get excited about what I will teach the next day. Then I grab my Note 3 and publish a new tweet and push the Like button on Facebook. As I cut vegetables in the kitchen, I turn on my wireless Bluetooth headphones and watch soccer on a flat-screen TV on the dinning room’s wall. </div> <br /> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Between the vegetables, Momio, HayDay.</span></div></H2> <br /><br />

<div class="JBMCode"> As I examine trending topics and the Facebook-wall, the plans of a new lesson come as short movies that play in the mind. I draft and redraft the way a lesson might work, who might find it interesting, how I will engage the whole class and individual students, and how I will assess what my students have learned. </div> <br /> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> As if I were floating off on a cloud.</span></div></H2> <br /><br />

<div class="JBMCode"> Planning my lessons while cooking makes me feel the most like a surrealist artist. While I chat I make sure that all the requirements of the National curriculum are followed. Half an hour later I have my ESL lesson well-planned. </div> <br /> <br />

<div class="JBMCode"> Planning a meaningful lesson takes more time than that of cooking a vegetable soup. Re-conceptualizing literacy. Rethink pedagogy. (Sandretto 6-11)  </div> <br /> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> In the best-case scenario. It is insufficient. </span></div></H2> <br /><br />

<div class="citajbm"> Analog media is perhaps becoming obsolete. Therefore, educators need to embrace new modern literacy pedagogy. Teachers need to incorporate educational technologies into the curricula. We need to learn appropriate skills, strategies, and insights in how to use multimedia in teaching – or ‘modes’ of communication (text, audio, video) – in order to achieve the communicative functions of modern texts (Asselin 1-2). </div> <br /> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Educational challenges. Opportunities </span></div></H2> <br /><br />

<div class="citajbm"> In multiple literacies, multimodal, interactive, technology-mediated learning formats give educators both educational challenges and opportunities. On the one hand, learners can be extremely confident about their internet use while lacking evaluative and critical capabilities (Erstad 57-59; Asselin 3). On the other hand, teachers have new opportunities to present multiple representations of content (text, video, audio, images, interactive elements). </div> <br /> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Students and teachers interact equally. </span></div></H2> <br /><br />

<div class="citajbm"> ESL teaching is taught either focused on teachers and instruction or on learners and learning. 
In a student-centered instruction, students learn to collaborate and communicate with one another. Teachers help the students build their writing competence. </div> <br /> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Multiliteracies pedagogy: new approaches, new methods of teaching in the ESL classroom. </span></div></H2> <br /><br />

<div class="citajbm"> Designing learning experiences for modern students requires skillful, continuous, professional learning. <br /> <br />

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 (visual, media, information, technological, digital literacies (Take Credit, lesson 6; Erstad 60; Kalantzis 196-203). <br /> <br />

"[a] visual, a sound, a word, a movement, animation, spatial dimensions are resources brought together or in 
isolation to achieve an effect in texts" (Rowsell 55). </div> <br /> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Learning innovation vs the devil. </span></div></H2> <br /><br />

<div class="citajbm"> In a digital world, no classroom will achieve good results without incorporating technology into every aspect of its everyday practices. <br /> <br />

"There is [...] nothing new about fears accompanying the emergence of a new communications technology. 
In the ﬁfteenth century, the arrival of printing was widely perceived by the Church as an invention of Satan" (Crystal 2). </div> <br /> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Lesson’s background - Imagination enables scientific, artistic as well as technical creation.</span></div></H2> <br /><br />

<div class="citajbm"> I was given the job to scaffold a group of nine tenth-grade students in a series of short, digital and creative writing in the ESL classroom at lower secondary school in Norway.  <br /> <br />

These nine tenth-grade students are about to enter secondary studies, but lack writing skills in the ESL classroom. Students will have the opportunity to enroll as active task participants in an intensive eight week Literacy / English project, three hours a week in the classroom but constantly working with assignments online, using platforms such as the online word processing platform Google Docs, Blogger, WordPress, YouTube, Instagram, Twitter, Facebook, Vine, PowToon, etc. <br /> <br />

The purpose of these eight week intensive ESL immersion classes is to stimulate students' imagination. Utilizing their prior knowledge on technological literacy can provide the inspiration necessary to create texts. <br /> <br />

Imagination is the basis of all creative activity; it is undoubtedly an important component of all aspects of cultural life. <br /> <br />

ESL students will produce blogs (providing a form of vignette), poems, short-stories, letters, journal entries, digital storytelling, comics, essays, sketch stories, travelogues as part of their creative writing texts. <br /> <br />

Creative writing production has a great deal with knowledge acquired without conscious awareness, imagination and by resurrecting traces of earlier impressions (Maley 1). </div> <br /> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Designing a lesson - the English subject Curriculum </span></div></H2> <br /><br />

<div class="citajbm"> This lesson aims to help students produce a multimodal assignment related to own interests within journalistic text production. Students progress within digital and creative ESL writing while accomplishing the requirements of the English subject curriculum (LK06). The ESL teacher helps them to “[choose] and use content from different sources in a verifiable way” (LK06). <br /><br />

Students will learn English by using different “working methods and learning strategies.” For this lesson it means “using suitable [...] writing strategies” and “comment on own work.” <br /><br />

Students will “select different digital resources” and utilize them in an independent way. In doing so, students are provided with key elements “to stimulate the joy of writing, to experience greater understanding and to acquire knowledge” (LK06, revised version 2013) within the areas of lexis, orthography, idiomatic structures, paragraphing and grammatical patterns. <br /><br />

Students will “choose and use different [...] writing strategies [...], general vocabulary related to different topics [...], use own notes and different sources as a base for writing” (LK06, revised version 2013). Their ESL teacher will help them to evaluate the credibility of information retrieved from electronic sources. </div> <br /> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Before setting this written task </span></div></H2> <br /><br />

<div class="citajbm"> Prior acquired lexis: ESL students had acquired some vocabulary related the topic of this task, which will make a discernible impact when writing/producing their story. <br /><br />

Modeling effective writing: Students had received some models of comparable stories for them to study, written/produced by other students. These examples of work are less expert than those written/produced by professionals but they are “more approachable and often more imitable” (Haynes 52). <br /><br />

Target audiences: ESL students had been informed that their digital and creative written assignment was for specified audiences: suitability for other adolescents, readers/viewers of thirteen or fourteen and up, but it should also have young adult appeal, from around the world surfing on the internet (Take Credit 2015: lesson 6). <br /><br />

By studying comparable works, ESL students can "gain ideas about tone, style, structure [and so on], without either plagiarising or slavishly imitating" (Haynes 52). </div> <br /> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Designing a lesson </span></div></H2> <br /><br />

<div class="citajbm"> ESL students will not dread this session / lesson / assignment. Students' minds will not wander, and they will not miss important facts. Modern students will continue on working with their digital and creative assignment even outside the classroom by using laptops, smartphones, flipcams, touchscreen displays and other hand-held devices. It will maximize the effects for ESL learning writers (Sandretto 3). <br /><br />

ESL students are given freedom of expression and are allowed to use their imagination. The ESL teacher will enable learners to use their own devices and services, and also ask for the students’ opinions on what they want to learn and how they want to learn it. Learners perceive the multimodal task as being under their control as opposed to being controlled by the teacher. Teachers need to accept the fact that as long as one has learners, one can learn. <br /><br />

Creative writing gives students room for the cultivation of views, opinions and ideas. Students will utilize social media technologies at each stage of the writing process, which will make collaborative work much flexible to carry on – collaboration without boundaries (DeVoss 23-24). This session has a one-week follow up online assignment. </div> <br /> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Objective, organization, materials </span></div></H2> <br /><br />

<div class="citajbm"> a) The objective of the writing: getting the ESL students to write their own stories with a particular goal. While expressing their feelings, thoughts or ideas in an imaginative way they search the web critically. They learn good searching strategies and reflect on online content. Students develop skills in source criticism and their work reaches an authentic audience (Take Credit, lesson 6). <br /><br />

b) Organization: initially individual, later small groups of three. This way, students learn to collaborate with other students, and communication skills will not suffer. <br /><br />

c) Materials: information and communication technologies (ICTs): microcomputers, tablets, iPads, touch pads, cell-phones, cameras, websites, apps, blogs, nings, wikis, social networking. </div> <br /> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Designing a lesson, cont’d - Visual effects, unique, prompts </span></div></H2> <br /><br />

<div class="citajbm"> a) From paragraphs to digital stories. Students are expected to write short paragraphs, in no more than 50 words each paragraph, five paragraphs in total, and then publish or present in class a digital news storytelling of their choice based on the paragraphs they have produced. They can draw on experiences from outside the school and use combinations of visual effects and text. <br /><br />

Engaging their minds. Students will use The Imagination Prompt to assist them in starting their news story, and then continue on developing their news story with PowToon or the software they prefer. <br /><br />

There are many news stories available on the internet. However, because the class tests on digital  and creativity, it is expected that students present a unique news story while having access to useful software. </div> <br /> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Trust the information? </span></div></H2> <br /><br />

<div class="citajbm"> It seems to be a reliable source. As a possible cite source, students are given the webpage WhiteHouse.GeorgeWBush.org which published news satire via fake press releases (Wood, 2001/2009, Web). Can students trust the information they gain access to? Is the source worth using? Can they identify the satirical content? They will learn how to judge the authenticity of specific sites. Many books have been published citing that source.<br /><br />

The main purpose. Suggesting a webpage that resembles an official website is to create discussion with ESL students about information sources and responsibilities when publishing something on the Internet for others to read throughout the world (Take Credit, lesson 6). <br /><br />

By carrying this assignment on, students publish texts online; not only given to their teacher. Students learn to reflect on content. They develop skills in source criticism. They learn good searching strategies. Students reach an authentic worldwide audience. </div> <br /> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Designing a lesson, cont’d </span></div></H2> <br /><br />

<div class="citajbm"> ESL students, individually, write down a very rough outline of a news story by combining text and images on their hand-held devices.<br /><br />

ESL students think of a ﬁrst sentence that leads into the story and eventually to the effect they want the text to create –the ending. <br /><br />

ESL students, individually, start writing their story until they reach the 50 words. Then, they exchange the part of their news story already written with their future partners. <br /><br />

The three of them continue on writing the new news story they have been given and bringing it to one satisfactory complete paragraph in class. Now, they select from their paragraph(s) sentences or phrases they want to use –as movie manuscript– in their digital storytelling.  <br /><br />

Outside the ESL classroom, at home or wherever students are, they complete their own news story by exchanging texts and discussing the topic with their partners using SMS, chat, email or their favorite social networking and visual effects.  <br /><br />

Their ESL teacher gives all three groups online feedback during and after the assignment process. Being online makes learning more participatory. </div> <br /> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Purpose of the activity </span></div></H2> <br /><br />

<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).<br /><br />

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 (Maley 1).<br /><br />

Digital and creative writing can help in language development through playful language engagement while students follow certain rules, such as preventing cyber bullying and reflecting on what to share when they are publishing their work online (Maley 1). <br /><br />

Digital and creative writing can assist ESL learners improve grammar, their way of thinking expressed through the English language, expand their lexis and knowledge on the English language sound system (Maley 1). <br /><br />

Multimodal text: combined words with visual, audio, spatial, and gestural modes to communicate meaning in a richer way.</div> <br /> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Purpose, cont’d </span></div></H2> <br /><br />

<div class="citajbm"> Writing the news story in form of digital storytelling will ensure the ESL students are able to express their ideas in an entertaining and reflective manner.<br /><br />

The activity involves a “playful but rigorous work with language” (Morrissey 1). It provides a platform for students to play with vocabulary and improve their skills in source criticism when working with their writing.<br /><br />

Writing the digital news storytelling will mandate the students to express their views articulately, which in turn enhances language learning (Morrissey 1). </div> <br /> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Reflection </span></div></H2> <br /><br />

<div class="citajbm"> Effectiveness. Creative writing. Digital technology in learning is taking shape as teachers realize the effectiveness of different literacies that shift with contexts, texts, and the identities of people using literacy (Anderson 59; Rowsell 55).<br /><br />

Tutor guidance. The ESL teacher. Tutor guidance remains critical. Technological literacy does not ensure that reflection and learning take place. The educator guides students on information, visual and media literacy –how to critically write creative pieces (Take Credit, lesson 6).<br /><br />

Play with language. Construct a product. A major trait of creative language is compliance to play with language (Maley 1). <br /><br />

As students have fun,  they investigate a topic and negotiate the way they will create a product to demonstrate their learning. <br /> <br />

Developing. Digital skills. This activity is 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 /> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Reflection, cont’d </span></div></H2> <br /><br />

<div class="citajbm"> 1. Collaborative digital technology. The teacher selects and introduces the Web applications, The Imagination Prompt and PowToon, which students can use to assist in their digital and creative writing. “Students can reflect closely when they use more than text to make a message. Digital tools allow the story to be zoomed in or out, which places new focus on the story itself” (Cordi 3).<br /><br />

2. How to use it. The ESL teacher informs students about the Web applications and shows the students how to use them. <br /><br />

Most of the students have learned the technical skills of touching, scrolling or clicking, but they need to be taught how to discriminate between non-relevant information.<br /><br />

3. Digital generation. Students (individuals born since the mid-1990s ) make up a larger percentage of the digital generation(s); most of teenagers today posses technological literacy knowledge but they still need digital competence, although they have grown up with technology and are familiar with its technical use (Erstad 58-59, 68-69; Asselin 5-12). <br /><br />

4. Guiding the students. Thus, their teacher will help them regarding how to avoid plagiarism and list their references properly when sharing texts and images (Take Credit, lesson 6). The educator will encourage them to reproduce something they have mastered earlier. Their teacher can also model sentences –sentence starters– if necessary while the students give rise to something new (Take Credit, lesson 7). </div> <br /> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Reflection, cont’d </span></div></H2> <br /><br />

<div class="citajbm"> Writing skills. Unlike speaking, listening and reading, most of the ESL learners need more time in acquiring writing skill successfully. <br /><br />

Enjoy writing. Because young individuals are engaged with digital media, they are likely to enjoy writing using digital technology (Erstad 59). Like speech, writing helps to produce the language. <br /><br />

Media literacy. Young people. Digital media has an immediate significance in young people’s learning. This gives literacy in schools a new dimension (Erstad 60). <br /><br />

Writing news story. Thus, by using task starters, such as The Imagination Prompt, students become more interested in improving their language, in this case, when writing a news story as digital storytelling.  </div> <br /> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Conclusion </span></div></H2> <br /><br />

<div class="citajbm"> The ESL teacher's primary purpose is to help the learners develop their language skills without stress and with fun.  <br /><br />

This lesson/assignment aims to provide ESL students with creative ideas for developing literacy skills in-and-out the classroom. Furthermore, it aims to develop source criticism in young people through the exploration of news topics to be shared with abroad societies. Completed short texts in small groups provide the students with the feeling of experiences of success. "The simplest way to ensure that students expect success [understood as] gradual mastery of appropriately challenging objectives [...] is to make sure that they achieve it consistently [...]' (Brophy 66-67). <br /><br />

"Creative writing feeds into more creative reading. [...] [b]y getting the process of creating the text, learners come to instinctively understand how such texts [work], and this make them easier to read" (Maley 1). </div> <br /> <br />

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

• [<b>1</b>] Anderson, Daniel, et al. "Integrating Multimodality Into Composition Curricula: Survey Methodology and Results from a CCCC Research Grant." Composition Studies, Volume 34, Number 2, Fall 2006. <br /><br />

• [<b>2</b>] Asselin, Marlene, and Ray Doiron. "Towards a Transformative Pedagogy for School Libraries 2.0. School Libraries Worldwide." Print. Volume 14, Number 2, July 2008, 1‐18. <br /><br />

• [<b>3</b>] Brophy, Jere. <i>Motivating Students to Learn</i> (2nd edition). Michigan State University, 1998. <br /><br />

• [<b>4</b>] Cordi, Kevin D. "My Journey into Digital Storytelling — Teaching Using Digital Means." Adolescent Literacy In Perspective. February 2013. Ohio Dominican University. <br /><br />

• [<b>5</b>] Crystal, David. <i>Language and the Internet</i>. Cambridge University Press, 2004. ISBN 0-521-80212-1 <br /><br />

• [<b>6</b>] DeVoss, Danielle Nicole, ‎Elyse Eidman-Aadahl, Troy Hicks. <i>Because Digital Writing Matters: Improving Student Writing in Online and Multimedia Environments</i>. US National Writing Project. San Francisco, CA: Jossey-Bass, 2010. <br /><br />

• [<b>7</b>] Erstad, Ola. "Educating the digital generation: Exploring media literacy for the 21st Century." Print. Journal of Digital Literacy 5.1(2010): 56-72. <br /><br />

• [<b>8</b>] Haynes, Anthony. <i>100 ideas for lesson planning</i>. The Professional and Higher Partnership (2007). Print. ISBN 9780826483089 <br /><br />

• [<b>9</b>] Kalantzis, Mary, and Bill Cope. "Language Education and Multiliteracies." Encyclopedia of Language and Education, 2nd Edition, Volume1: Language Policy and Political Issues in Education, 195–211. 2008. <br /><br />

• [<b>10</b>] KUF. 1994. Reform 94. ‘Videregående Opplæring’. [‘Reform of the Structure and Content of Upper Secondary Education.’] Oslo, Norway: Kirke-, utdannings- og forskningsdepartementet. <br /><br />

• [<b>11</b>] 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 />

• [<b>12</b>] 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 />

• [<b>13</b>] Maley,  Alan. "Creative writing for language learners (and teachers)." BBC, Dec. 2009. Web. March 2015. teachingenglish.org.uk/article/creative-writing-language-learners-teachers. <br /><br />

• [<b>14</b>] Morrissey, Franz Andres. "Write on! Creative writing as language practice, BBC, British Council." Nov. 2002. Web. March 2015. www.teachingenglish.org.uk/article/write-creative-writing-language-practice. <br /><br />

• [<b>15</b>] 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 />

• [<b>16</b>] Sandretto, Susan, and Jane Tilson. "Reconceptualising literacy: Critical multiliteracies for  “new times.” " University of Otago College of Education (2008). Print. <br /><br />

• [<b>17</b>] Wooden, John. Creator of the 'Officious George W. Bush webpage,‘ 2001/2009. Web. March 2015. www.georgewbush.org <br /><br />  </div> <br /><br />

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

• [1] Trudgill, Peter (1999 [2011]). <b><a href="http://www.phon.ucl.ac.uk/home/dick/SEtrudgill2011.pdf?origin=http://www.benjaminmadeira.com/2015/03/digital-creative.html" title="Standard English: what it isnt" alt="Standard English: what it isnt" target="_blank" style="text-decoration: none;"><font color="#FF4000"> <i>Standard English: what it isn’t</i>. </font></a> </b> In Tony Bex & Richard J. Watts eds. Standard English: the widening debate. London: Routledge, 1999, 117-128.

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