Learning Strategy training, cooperative learning and multiple intelligences.

Learning Strategy training
Students of foreign language are being encouraged to learn and use a broad range of language learning strategies that can be tapped throughout the learning process. This approach is based on the belief that learning will be facilitated by making students aware of the range of strategies from which they can choose during language learning and use. The most efficient way to heighten learner awareness is to provide strategy training (explicit instruction in how to apply language learning strategies) as part of the foreign language curriculum. This digest discusses the goals of strategy training, highlights approaches to such training, and lists steps for designing strategy training programs.
Strategies can be categorized as either language learning or language use strategies. Language learning strategies are conscious thoughts and behaviors used by learners with the explicit goal of improving their knowledge and understanding of a target language. They include cognitive strategies for memorizing and manipulating target language structures, metacognitive strategies for managing and supervising strategy use, affective strategies for gauging emotional reactions to learning and for lowering anxieties, and social strategies for enhancing learning, such as cooperating with other learners and seeking to interact with native speakers.

Cooperative learning

It is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment until all group members successfully understand and complete it.
Cooperative efforts result in participants striving for mutual benefit so that all group members. This strategy promote student learning and academic achievement, increase student retention, enhance student satisfaction with their learning experience, help students develop skills in oral communication, develop students' social skills, promote student self-esteem, and help to promote positive race relation.
The elements of Cooperative Learning are: positive interdependence, face-to-face interaction, individual and group accountability, interpersonal small-group skills, and group processing. As well, activities that could be used during cooperative learning are: Jigsaw, think-pair-share, three-step interview, round robin brainstorming, three-minute review numbered heads, together team pair solo, circle the sage, and partners.

Multiple intelligences (H. Gardner)

The theory of multiple intelligences suggests that there are a number of distinct forms of intelligence that each individual possesses in varying degrees. Gardnerproposes seven primary forms: linguistic, musical, logical-mathematical, spatial, body-kinesthetic, intrapersonal (e.g., insight, metacognition) and interpersonal (e.g., social skills).
According to Gardner, the implication of the theory is that learning/teaching should focus on the particular intelligences of each person. For example, if an individual has strong spatial or musical intelligences, they should be encouraged to develop these abilities. Gardner points out that the different intelligences represent not only different content domains but also learning modalities. A further implication of the theory is that assessment of abilities should measure all forms of intelligence, not just linguistic and logical-mathematical.
Gardner also emphasizes the cultural context of multiple intelligences. Each culture tends to emphasize particular intelligences. For example, Gardner (1983) discusses the high spatial abilities of the Puluwat people of the Caroline Islands, who use these skills to navigate their canoes in the ocean. Gardner also discusses the balance of personal intelligences required in Japanese society.