Advice: balance the interests of individuals against what is good for the group (pair and group work, more personal attention for individual pupils, different kind of explanations and practice. - Advice: balance the interests of individuals against what is good for the group (pair and group work, more personal attention for individual pupils, different kind of explanations and practice.
- If you find it suitable, carry out the Needs analysis (Scrivener, 2005, p. 406) with your pupils, discussing learners´ preferences for ´general lesson content´ items (speaking, listening, vocabulary, pronunciation, grammar, writing, social English/dialogues..) and ´classroom activities´ (e.g. tests, discussions, projects, drama, dictionary work, tape recordings, computers, group-work, role-plays, video, games, drills, correction of mistakes, course-book, pair-work, homework, songs, exercises, revision lessons, etc.);
- 3. intelligence
- - ´mental capability to reason, solve problems, think abstractly, learn and understand new material and profit from past experience “ (Detterman, 2005)
- sometimes includes also social and emotional competence, and creativity
- various models and concepts
Triarchic theory of intelligence (Sternberg, 1980): - Analytical:
- solve familiar problems by using strategies that manipulate the elements of a problem or the relationship among the elements (e.g. comparing, analysing)
- Creative:
- solve new kinds of problems that require us to think about the problem and its elements in a new way (e.g. inventing, designing)
- Practical:
- solve problems that apply what we know to everyday contexts (e.g. applying, using)
the MI theory - Howard Gardner (1983) – the MI theory (´multiple intelligences´) – each predominating in different individuals:
- musical/rhythmic, verbal/linguistic, visual/spatial, bodily/kinaesthetic, logical/mathematical, intrapersonal and interpersonal;
- + ´emotional intelligence´ - ability to emphatise, control impulse, self-motivate;
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