Personal Growth Model

Bibby and Mcllroy (2013:19-20) state that the “personal growth model” offers a more learner-centred approach to literature study. To educate, to encourage critical awareness, and to have learners assess, evaluate, and discuss issues within the text and motivated by the text are the functions of the personal growth model: it could consist of reader-response activities that personalise the reading experience, or reactions to a text that help unite reading to learners’ lives. Furthermore, this model is used in a variety of contexts, but is predominantly complementary to the progression of the language learners’ reflection on childhood and adolescence development (Bibby and Mcllroy, 2013:19-20). Sahamid (2017) discusses the “language model”

Moreover, these three universal categories have caused many theories and approaches to be developed in terms of human potential. Gardener explains that “intelligence” is neither a "thing" nor a "determined state" in brain, but rather a potential faculty whose existence brings the intellectual types appropriate to the specific situation into play (Delgoshaei and Delavari, 2011:362). Additionally, Gardener identified nine intelligences (naturalist, musical, logical-mathematical, existential, interpersonal, bodily-kinaesthetic, linguistic, intrapersonal, and spatial), and believed that they are independent of each other and function like separate systems in terms of their own rules (Delgoshaei and Delavari, 2011:362). Furthermore, the nine intelligences allow new educational methods easily applicable in classrooms, and any school which pursue a curriculum based on this theory will advance thorough comprehensibility and knowledge in learners in terms of basic rules and disciplines. As a result, the learners that are educated in these schools will be able to analyse and decipher their problems, and will succeed in society’s future authentic tasks: these intelligences, or competencies, associate with a person’s unique set of capabilities and talent, and produces a variety of ways for learners to demonstrate their intellectual abilities (people have different strengths, talents and intelligences) (Delgoshaei and Delavari, 2011:362; Thoresen, 2014). Furthermore, the teachers, working in these schools, will be encouraged to design an exceptional mixture of the different intelligences, and apply them to the curriculum and the assessment methods thereupon (Delgoshaei and Delavari, 2011:362). Firstly, the “Naturalist Intelligence” or “Nature Smart” selects the human ability to differentiate among living things