1 Teaching and Learning Styles: Implications for Practice Dr Maureen Tam February 2006.

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Teaching and Learning Styles:

Implications for Practice

Dr Maureen Tam

February 2006

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About Your Learning Approach

Task Step 1 Answer the 18 questions in the questionnaire.

Step 2Score your responses by putting the numbers circled under A, B or C.

Then add up the total A, B, C scores.

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Indicates competitiveness, well organised study methods, and hope for success.

Are oriented towards doing well, whatever this involves. They tend to do well.

Correlation with success = +0.32

‘Achieving’ Approach

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‘Surface’ Approach

Attempt to memorise subject matter and are not interested in studying a subject for its own sake but only out of a concern to pass or gain qualifications.

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‘Surface’ Approach

Keep narrowly to what is required and do not follow up interests of their own.

Despite the concern to pass, students tend to do badly.

Correlation with success = - 0.25

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‘Deep’ Approach Intend to make sense of the

subject, have an interest in the subject itself, and a desire to learn.

Follow up their own interests even if these are outside what is assessed. They tend to do well.

Correlation with success = + 0.28

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Examples – ‘Achieving’ ApproachWhen I am reading, I look for key words like ‘firstly, secondly, thirdly’ and all those in addition to words like ‘however’ which will give me different

I sort of just browse through very quickly and then I come back to my reading after I have noticed those words, like I said, the key words.

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Examples – ‘Surface’ Approach

I hate to say it but what you have got to do is to bung down a list of ‘facts’; you write down the important points and memorise those, then you’ll do all right in the exam

if you can give a bit of factual information - so and so did that, and concluded that - for two sides of writing, then you’ll get a good mark.

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Examples – ‘Deep’ Approach

I tried to look for you know, the principal ideas I tried to think what it was all about I thought about how the whole argument was built up

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From Surface to Deep Approach – Why?

Transition from high school to university

In high school we used to rely on our teachers. I mean, the teacher gives you everything. I mean, here you just have to do your own work and if you do it, you got it, and if you don’t, well, too bad, you are down the drain kind of thing.

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From Surface to Deep Approach – Why?

Transition for high school to universityBecause usually in high school the answer given by the teachers is what is expected to be written back in the exam and so we would consider that as the only answer. In university, any answer is right if you provide evidence to support and it could be any answer you choose.

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From Surface to Deep Approach – Why? Emphasis on critical thinking,

analysis and interpretation which is different from memorising and regurgitating information for examinations.

Needs a deep approach to study for

meaning understanding applying knowledge

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Deep Approach – Why? Needs a deep approach to study for

testing and evaluating knowledge

synthesising knowledge

seeing things differently

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About your Teaching Style Step 1 Fill out the Teaching Style Sur

vey (Grasha-Riechmann)

Step 2Score your responses accordin

g to the question indices

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Teacher Examples

Teaching Styles

Authority, Coach

Motivator, guide

FacilitatorDiscussion facilitated by teacher who participates as equal. Seminar. Group projects.

Coaching with immediate feedback. Drill. Informational lecture. Overcoming deficiencies and resistance.Inspiring lecture plus guided dis

cussion. Goal-setting and learning strategies.

Consultant, delegatorInternship, dissertation, individual work or self-directed study-group.

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Authority, Coach Formal lectures emphasizing subje

ct matter. Structured drills. Highly specific assignments. Intensive individual tutoring.

Verbs: Tell, impart, transmit, give, convey, expound, transfer, direct.

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Motivator, Guide Lecturer as inspiring performer Industry training programme Teacher-led discussion Demonstration by an expert, followed by gui

ded practice Structured project with predictable outcome

s, close supervision, and ample encouraging feedback

Verbs: Develop, mould, produce, instruct, reinforce, demonstrate, motivate, shape, train

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Facilitator Seminar with instructor as participant Student group projects approved and

facilitated by the instructor Group projects from structured

assignments to open-ended projects without close supervision

Verbs: Lead, guide, help, point the way, explore, facilitate, discuss, share, negotiate, collaborate

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Consultant, Delegator Internship, term projects,

independent study, senior project, dissertation

Student-directed discussion Creative writing

Verbs: Cultivate, encourage, nurture, develop, mentor, challenge, advise

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Match and Mismatch between Learner and Teacher Styles

L4: SelfDirectedLearner

L3:InvolvedLearner

L2:InterestedLearner

L1:DependentLearner

T1: Authority

Expert

T2:SalespersonMotivator

T3:Facilitator

T4:Delegator

MatchNear Match Mismatch

Near Match

Match Near Match Mismatch

Mismatch Near Match

Match Near Match

Severe MismatchStudents resentauthoritarianteacher

Mismatch Near Match Match

Severe MismatchStudents resentfreedom they arenot ready for

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Implications for TeachingSelf-

DirectedLearner

InvolvedLearner

InterestedLearner

DependentLearner

AuthorityExpert

SalespersonMotivator

Facilitator Delegator

Introductory material.Lecture. Drill.Immediate correction.

Intermediate material. Lecture-discussion.Applying the basics in a stimulating way. Instructor as motivator.

Application of material.Facilitated discussion.Teams working closely with instructor on real problems. Critical thinking. Learning strategies.

Independent projects.Student-directed discussions.Discovery learning. Instructor as expert, consultant, and monitor.

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