LS and MI

Learning Strategies
Strategy Inventory for Language Learning(SILL)
Language Learning Strategies: What Every Teacher Should Know. Rebecca Oxford. Longman.

http://homework.wtuc.edu.tw/sill.php

Strategy Classes

The first major class, direct strategies, for dealing with the new language deals with working with the language itself in a variety of specific tasks and situations.The direct class is composed of memory strategies for remembering and retrieving new information, cognitive strategies for understanding and producing the language, and compensation strategies for using the language despite knowledge gaps.
The second major strategy class is indirect strategies for general management of learning. Thsi class is made up of metacognitive strategies for coordinating the learning process, affective strategies for regulating emotions, and social strategies for learning with others.
Both classes become part of the learner as he or she accepts increased responsiblity for learning and both classes overlap. For instance, the metacognitive category helps students to regulate their own cognition by assessing how they are learning and by planning for future language tasks, but metacognitive self-assessment and planning often require reasoning, which is itself a cognitive strategy. Likewise, the compensation strategy of guessing, clearly used to make up for missing knowledge, also requires reasoning (which explains why some specialists call guessing a cognitive strategy), as well as involving sociocultural sensitivity typically gained through social strategies.

Multiple Intelligences

http://surfaquarium.com/MI/inventory.htm

Intelligence:

• The ability to solve problems or to create products that are valued within one or more cultural settings.
• A set of skills that make it possible for a person to solve problems in life.
• The potential for finding or creating solutions for problems, which involves gathering new knowledge.
• All human beings possess all of them in varying amounts.
  
• They can improve education.
• They are located in different areas of the brain and can either work independently or together .
• They can be nurtured and strengthened, or ignored and weakened.
• They are different ways to demonstrate intellectual ability.

Remember!

• Everyone has all the intelligences!

• You can strengthen each intelligence!

• This inventory is meant as a snapshot in time - it can change!

• MI is meant to empower, not label learners!