Teaching Styles
Working from "The Spectrum of Teaching Styles by Sarah Ashworth, and Muska Mosston,
this site establishes six different styles of teaching, and mirrors them with the
different styles of learning. The different styles of teaching are the
command style, the practice style, the reciprocal style, the self-check style, the
inclusion style, and the guided style. These styles are not meant to "pair"
one of Gardner’s styles of learning with one teaching style. Rather they are teaching
styles that address multiple learning styles, and address multiple intelligence.
Learning styles are the way that a student learns and likes to learn. This can be
used strategically by an instructor to identify cognition. These teaching styles
do not correlate with one type of learning style. Rather they encompass aspects of
different learning styles. Following the principles of teaching, this categorization
is natural. In order to help as many students as possible it is important to incorporate
distinct aspects of different learning styles. Students individually have different
learning styles. Their intelligence is not solely in one area. However they posses
different levels of each intelligence. Some may be more adept in one area than in
another, but they may still have strengths in the other types of intelligence as
well. Addressing and using student’s individual styles can prove to a helpful asset
for an educator as well as for the student. The following is a simplified explanation
of different styles of teaching.
The command style is used when you want to teach something where the student follows
orders. Structurally the teacher is established as the authority. In class it can
vary from lectures, to student inquisition, but the teacher remains as the authority,
leader, and focus of the class. An example of this approach is a coxswain or a conductor.
The practice style is seen mostly in elementary classrooms The teacher hand out a
worksheet, gives directions, then the students do the worksheet and can ask the teacher
questions while doing the worksheet. The practice style is based on written work,
and evaluation that the teacher can respond to privately without repeating previous
material to the entire class. It a simplified way to evaluate students and provide
attention to those most in need.
The reciprocal style involves team or pair work, cooperation, and utilizing the skills
of students to work with and help their peers. Students write stories, and then they
exchange papers with a partner, "peer editing." They give each other feed
back or one student observer watches and then critiques. This style emphasizes the
classroom, and its students as assets that can be used as tools for learning.
In the self-check style the student is responsible to construct their learning, evaluation,
and decisions under the tutelage of the instructor. The student is the focus. They
are allowed to research, investigate, and learn on their own. They become their own
teachers. They evaluate and critique themselves. The student has to approach the
teacher for instruction. They rely on "self feedback" instead of the feedback
of the teacher. Examples are learning how to shoot a basketball, or using a calculator
to solve a maze.
The inclusion style attempts to accommodate all of the students, no one can fail.
Instead of excluding students by ability, and identifying the best, classes, exercises,
and tasks are designed so everyone can be challenged. Tasks are designed to accommodate
individual differences, and give different options to accomplish the same goal. All
students can participate at the same time, and test themselves without having their
different abilities publicized.
In the guided style the different skills of students are utilized. Working in small
groups, students formulate their ideas, and learn from each other. The teacher’s
sequence of questioning brings about a corresponding set of responses by the team.
Each team has specialized areas to work on. An example of this style is sporting
camps. Learners are divide into groups by position, and work together for a particular
purpose, or particular skill.
Drawing from the different styles of learning, teaching, and multiple intelligence
this site attempts to match the styles of teaching with the different styles of learning
that they encompass. Each style of teaching utilizes the different methods, and philosophies
associated with the styles of learning.
The command style emphasizes the teacher as the classroom authority. Lessons are
structured by the instructor and are run by the instructor. The structure of the
class allows students to have an authority to receive answers from, as well as maintain
a design for questioning and usage of verbal skills during class. This allows for
students that plays with words, and plays with questions to feel more at ease in
class. A command style allows students to express themselves in an orderly verbal
fashion. It also allows students to ask a variety of questions and can be provided
answers by an authority.
The practice style allows an instructor the time to work with individual students.
Students are also allowed to practice their lessons and ask the teacher particular
questions. Giving the class an initial task, allow the instructor to be approached
by students that are having difficulties. The learning styles that benefit from the
practice style are the students that play with questions and students that play alone.
Students that are shy and have difficulty speaking in front of others are given the
opportunity to ask the instructor his questions in private. These students probably
have intelligent questions that have not yet been discussed. Allowing them to speak
privately with the instructor gives a shy student the opportunity to get their questions
answered, and thereby helping them achieve greater success. A practice style also
gives an instructor the time to answer the question of a student that plays with
question. Individually the students can have more of their questions answered without
monopolizing classroom time.
The reciprocal style places students in "teams or pairs," having students
work with one another. This allows students to help and learn from one another. This
style best helps students that play with words, play with questions, play with moving,
and play with socializing. In "team" activities students are able to capitalize
on their individual skills. Students are able to apply their social skills towards
learning. Teams allow students to interact with each other and question each other.
Often team activities can be structured in a way that would allow for class presentation,
utilizing students that play with movement. Students that play with words are able
to converse with other students and use their communication skills. Paired work gives
the instructor time to work with each pair, and focus attention on a smaller number
of problems.
The self-check style gives the instructor the power to guide students in lessons,
but gives the students the responsibility of designing their own lessons. This allows
students to individualize their learning. Students can create working situations
that best suit them. This style gives most students the opportunity to succeed, in
particular students that play with words, plays with pictures, plays with music,
plays with moving, and plays alone the best chance at achievement. Students that
play with motion can construct tasks, and evaluations where they can either act,
dance, or construct an activity that revolves around a sport. Students that play
with music can use activities that focus on music, either through listening and analysis,
or through a performance. Students that play alone and play with words can use journals
and other activities particular to their learning style.
The inclusion style attempts to accommodate all levels of ability by structuring
activities in which all students are challenged and succeed. This teaching style
tries to help all students but can most help students that play with words, play
with questions, play with pictures, play with music, and play alone. Students with
different skills can all succeed. The groups that would have the least amount of
success with the inclusion style are those students that play with moving or play
with socializing. This style does not allow for individual students to become the
focus of the class, nor are their successes openly validated.
The guided style puts students into groups that have to solve, as a group, designated
tasks. The instructor crafts questions that are designed to develop particular classroom
discussion and learning. Students that play with questions, play with moving, and
play with socializing can best relate to this teaching style. This style gives students
the opportunity to work on a particular task, and perfect that skill, in a group
setting that allows students to show case "group skills". This style best
suits those students that are comfortable with group situations, and speaking in
front of others. The guided style allows students that work well in groups to showcase
their strengths in an academic setting. Students in this style are able to socialize,
present their results, and also be inquisitive in their academic investigation.
(Click
here for graphic display of teaching styles.)
(Click
here for graphic display incorporating teaching styles, learning styles, and multiple
intelligence.)
(Click
here for links related to teaching styles.)