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Sure, Helena, team work can be really productive and fun.

I guess ideally it should be a combination of both because the product approach is really helpful when it is too early they are sleepy or too late they are anxious so students can run out of ideas. But obviuosly the process-oriented is far more interesting cause it is far more interactive specially when students swap information and think by themselves, so they can do something far more creative. So I would say depending on the time and the energy level students have one would be more appropiate or the other.

Hi Cristina, thanks for posting. I guess there are pros and cons of both approaches - but you make a convincing argument for a product approach. As you say, it depends on the context and what you are trying to achieve.

1. I think both approaches are good for the class, but the one I tend to use much more often is the product approach. I have ESO students and most of them still need a model to follow when producing a written text and the product-approach is better for this. They need to know the basic layout for different types of writing, since they are asked later to know them for their exams. Again, the product-approach makes it much easier.
2. I guess with children the process-approach is more natural and richer. With those groups who are aimed at taking official exams ( Cambridge, etc.) the product approach is better, since the students are provided with the layout, the accuracy and the structures they will be required in the exams and they will be graded.