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1

Formative (Classroom) Assessment Techniques

100%
Marks I.
Acta Technologica Dubnicae
|
2014
|
vol. 4
|
issue 1
46-50
EN
The author presents formative (classroom) assessment techniques with the purpose of improving the teaching process and the learner’s development. At the same time, the paper emphasizes the importance of feedback in the teaching process.
2

Towards Creative Foreign Language Teaching: The Theory of Multiple Intelligences in Use

63%
Botwina R.
Signum Temporis
|
2010
|
vol. 3
|
issue 1
13-18
EN
Introduction. The article provides a conceptual setting for conscious teaching whereby classroom activities are referred to the principles of MIT. It also advocates an experimental insight into foreign language teaching where both a teacher and a student are encouraged to explore, discover and practice their multiple intelligences while teaching and mastering foreign languages. Additionally, practical implications of MIT for FLT are discussed and illustrated by a few examples of the activities designed in the framework of the theory.The Aim of the Study. To establish a new perspective on both effective and creative foreign language teaching (FLT) in the framework of Howard Gardner's Theory of Multiple Intelligences (MIT).Methods: examination of MIT, deductive/inductive analysisResults. Foreign language students benefit from FLT methods with a reference to MIT which, being learner-centred, cater for an individual student's needs and preferences, provide a meaningful context for FLT and, consequently, increase the level of students' motivation for learning foreign languages.Conclusions. Foreign language teachers should experiment with MIT for a number of reasons: firstly, to establish a student-oriented insight into teaching; secondly, to provide a meaningful context for teaching; and finally, to increase the level of students' motivation to learn a foreign language.
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