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Este Cmap, tiene informaciĆ³n relacionada con: TEMA 40, Talking about differences a model for psychotherapeutic counselling - has been used to explain learner differences NEURO-LINGUISTIC PROGRAMMING (NLP). The founders of NLP, Richard Bandler and John Grinder, wanted to help people to re-frame their experiences (visualise things in a different way) to help them perform better. They also suggested that all people respond to the same stimuli - visual (what we see), auditory (what we hear), kinaesthetic (associated with physical movement, touching, etc.), olfactory (what we smell) and gustatory (what we taste) - but that for each of us one of these VAKOG elements has more 'power' because it stimulates us more than the others do, and this is different for different people, What to do about student differences we need to Make sure that we use different lessons to cater for different kinds of student preferences. We might use visual stimuli in one l esson, but rely on music for the next. We will give the students exercises for analytic learners at one stage of the lesson, but balance them with more holistic communicative activities at other times., The good learner most people say they try to guess when they don't know something - and often succeed, What to do about student differences we need to keep a record of what kinds of activities are successful with which kinds of student so that we can make effective fuuire decisions, MULTIPLE INTELLIGENCES (Ml THEORY) to show how we can think about people's knowledge and abilities. 'It is not,' he wrote, 'how intelligent we are that matters, it is how we are intelligent. ' He suggested that everyone has the same intelligences: spatial (the ability to visualise things), linguistic (the ability to use, understand and memorise language), logical-mathematical (the ability to reason with and understand numbers and other abstractions), musical (the ability to respond, reproduce and interpret music), bodily- kinaesthetic (the ability to understand, use and control one's bodily actions skilfully), intnpersonal (the ability to empathise and interact with others), intrapersonal (the ability to think and reflect internally), naturalistic (the ability to understand and enjoy the natural world) and existential (the ability to see and empathise with spiritual, religious and psychic belief). However, according to Gardner we are all different: for some of us, perhaps, our musical intelligence is more developed than our interpersonal intelligence. Others may have a strong bodily-kinaesthetic intelligence, and this may be more developed than their logical-mathematical intelligence. People have raised doubts about the Scientific status of both theories (and about many attempts at learner categorisation). However, they all remind of us of an essential truth: different students are good (and not so good) at different things. They respond better to some things than to others, Talking about differences many people suggest that Some students have more APTITUDE for language learning than others - in other words, some students will automatically be better at it than others. However, it is difficult to know how to measure this, and a lot will depend on how, when and where people are learning and what their MOTIVATION is., 40. LEARNER CHARACTERISTICS fist of all Getting to know our students, Want to know how to teach our students, we need to know what the students are like. How are they different? How are they the same? . What to do about student differences, Talking about differences similar to Gardner's interpersonal intelligence Emotional intelligence has been described by a number ot different psycho\ogists as the abihty to understand and deal with our own emotions and the emotions of others., MULTIPLE INTELLIGENCES (Ml THEORY) to show how we can think about people's knowledge and abilities. 'It is not,' he wrote, 'how intelligent we are that matters, it is how we are intelligent. ' He suggested that everyone has the same intelligences: spatial (the ability to visualise things), linguistic (the ability to use, understand and memorise language), logical-mathematical (the ability to reason with and understand numbers and other abstractions), musical (the ability to respond, reproduce and interpret music), bodily- kinaesthetic (the ability to understand, use and control one's bodily actions skilfully), intnpersonal (the ability to empathise and interact with others), intrapersonal (the ability to think and reflect internally), naturalistic (the ability to understand and enjoy the natural world) and existential (the ability to see and empathise with spiritual, religious and psychic belief). However, according to Gardner we are all different: for some of us, perhaps, our musical intelligence is more developed than our interpersonal intelligence. Others may have a strong bodily-kinaesthetic intelligence, and this may be more developed than their logical-mathematical intelligence. People have raised doubts about the NEURO-LINGUISTIC PROGRAMMING (NLP). The founders of NLP, Richard Bandler and John Grinder, wanted to help people to re-frame their experiences (visualise things in a different way) to help them perform better. They also suggested that all people respond to the same stimuli - visual (what we see), auditory (what we hear), kinaesthetic (associated with physical movement, touching, etc.), olfactory (what we smell) and gustatory (what we taste) - but that for each of us one of these VAKOG elements has more 'power' because it stimulates us more than the others do, and this is different for different people, What to do about student differences we need to Try to encourage LEARNER AUTONOMY (the students learning on their own and relying on their own abilities) by offering LEARNER TRAINING, where we get the students to think about how they learn best. Learner training involves tasks such as showing the students different ways of note-taking and asking them to think about which ones they prefer, or talking about different types of listening text and the SKILLS and the SUB-SKILLS that are appropriate for them. It involves thinking about the best ways of remembering words and what the students can do to help this happen, etc. We discuss DIFFERENTIATION in 42., Talking about differences some people suggest that Intelligence plays a part in language learning. However, it is clear that most people are capable of learning a language whatever their intellectual level., Want to know how to teach our students, we need to know what the students are like. How are they different? How are they the same? . The good learner, The good learner most people say they try to figure out how language works, The good learner We need to remember that Many good LEARNER CHARACTERISTICS tend to represent a 'western' view of learning. Nevertheless, we should encourage our own view of good learner behaviour, in particular by rewarding appropriate efforts and by talking about how to learn., Talking about differences The psychologist Howard Gardner proposed a theory of MULTIPLE INTELLIGENCES (Ml THEORY) to show how we can think about people's knowledge and abilities. 'It is not,' he wrote, 'how intelligent we are that matters, it is how we are intelligent. ' He suggested that everyone has the same intelligences: spatial (the ability to visualise things), linguistic (the ability to use, understand and memorise language), logical-mathematical (the ability to reason with and understand numbers and other abstractions), musical (the ability to respond, reproduce and interpret music), bodily- kinaesthetic (the ability to understand, use and control one's bodily actions skilfully), intnpersonal (the ability to empathise and interact with others), intrapersonal (the ability to think and reflect internally), naturalistic (the ability to understand and enjoy the natural world) and existential (the ability to see and empathise with spiritual, religious and psychic belief). However, according to Gardner we are all different: for some of us, perhaps, our musical intelligence is more developed than our interpersonal intelligence. Others may have a strong bodily-kinaesthetic intelligence, and this may be more developed than their logical-mathematical intelligence., The good learner most people say they analyse the way they and others talk, Talking about differences the only problem with these descriptions is that Very few students remain one 'type' or the other, even if we could clearly establish what the different types were. Perhaps it is more helpful to think of different lesson stages where different styles are more or less appropriate., The good learner most people say they try to get their message across even if their knowledge of the language isn't very good, The good learner most people say they practise whenever they can