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

2. 2 About Your Learning Approach Task Step 1 Answer the 18 questions in the questionnaire. Step 2 Score your responses by putting the numbers circled under A, B or C. Then add up the total A, B, C scores.

3. 3 ¤ 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

4. 4 ‘ 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.

5. 5 ‘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

6. 6 ‘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

7. 7 Examples – ‘Achieving’ Approach When 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.

8. 8 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.

9. 9 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 

10. 10 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.

11. 11 From Surface to Deep Approach – Why? ¤ Transition for high school to university Because 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.

12. 12 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

13. 13 Deep Approach – Why?  Needs a deep approach to study for testing and evaluating knowledge synthesising knowledge seeing things differently

14. 14 About your Teaching Style  Step 1 Fill out the Teaching Style Survey (Grasha-Riechmann)  Step 2 Score your responses according to the question indices

15. 15 Teacher Examples Teaching Styles Authority, Coach Motivator, guide Facilitator Discussion 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 discussion. Goal-setting and learning strategies. Consultant, delegator Internship, dissertation, individual work or self-directed study-group.

16. 16 Authority, Coach  Formal lectures emphasizing subject matter.  Structured drills.  Highly specific assignments.  Intensive individual tutoring. Verbs: Tell, impart, transmit, give, convey, expound, transfer, direct.

17. 17 Motivator, Guide  Lecturer as inspiring performer  Industry training programme  Teacher-led discussion  Demonstration by an expert, followed by guided practice  Structured project with predictable outcomes, close supervision, and ample encouraging feedback Verbs: Develop, mould, produce, instruct, reinforce, demonstrate, motivate, shape, train

18. 18 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

19. 19 Consultant, Delegator  Internship, term projects, independent study, senior project, dissertation  Student-directed discussion  Creative writing Verbs: Cultivate, encourage, nurture, develop, mentor, challenge, advise

20. 20 Match and Mismatch between Learner and Teacher Styles L4: Self Directed Learner L3: Involved Learner L2: Interested Learner L1: Dependent Learner T1: Authority Expert T2: Salesperson Motivator T3: Facilitator T4: Delegator Match Near Match Mismatch Near Match Match Near Match Mismatch Near MatchMatchNear Match Severe Mismatch Students resent authoritarian teacher Mismatch Near Match Match Severe Mismatch Students resent freedom they are not ready for

21. 21 Implications for Teaching Self-Directed Learner Involved Learner Interested Learner Dependent Learner Authority Expert Salesperson Motivator FacilitatorDelegator 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.

22. 22 ━ The End ━