Teaching Styles
Seminar
Friday, November 18, 2016
Engr. M. Usman Sardar
Engr. Ishfaq Ahmad
Mr. Tahir Alam
Dr. Muhammad Ibrahim Khalid
Professor
Department of Electrical Engineering
Riphah International University, Lahore Campus
Sequence of Seminar presentation
Teaching styles
- Expert Style of Teaching
- Formal Authority Style of Teaching
- Personal Model Style of Teaching
- Facilitator Style of Teaching
- Delegator Style of Teaching
Method Associated with Each Style of Teaching
- Cluster-1
- Cluster-2
- Cluster-3
- Cluster-4
Factors Associated with Selecting a Style of Teaching
Mean Teaching Style Rating for Faculty Rank and Course Level
Conclusion
References
Expert Style of Teaching
Teaching
Style
Description
Advantage
Possess knowledge and expertise
that students need.
Expert
Strives to maintain status as an
expert among students by
displaying detailed knowledge and
by challenging students to enhance
their competence.
Concerned with transmitting
information and insuring that
students are well prepared.
Disadvantage
If overused, the display
of Knowledge can be
intimidating
to
inexperienced students.
The information,
knowledge
and
skills
such
individual possess.
May not always show
the underlying thought
processes that produced
answers.
Formal Authority Style of Teaching
Teaching
Style
Description
Advantage
Disadvantage
The focus on clear
expectations and
acceptable way of
doing things.
A strong investment in
this style can lead to
rigid, standardized ways
of managing students
and their concerns.
Possess status among the
students because of knowledge
and as a role of faculty member.
Formal
Authority
Concerned
with
providing
positive and negative feed back,
establishing
learning
goals,
expectations and rules of conduct
for students.
Concerned with the correct,
acceptable and standard ways to
do things.
Personal Model Style of Teaching
Teaching
Style
Description
Advantage
Believes in teaching by the The
hand
personal example and establishes nature
of
a prototype for how to think and approach.
behave.
Personal
Model
Oversees, guides and directs by
showing how to do things and
encouraging students to observe
and then to emulate the
instructor's approach.
Disadvantage
on
the Some teachers may
believe their approach is
the best way, leading
some students to feel
inadequate
if
they
cannot live up to such
An emphasis on expectation
and
direct observation standards.
and following a
role model.
Facilitator Style of Teaching
Teaching
Style
Facilitator
Description
Emphasizes the personal nature
of
the
teacher-student
interactions.
Guides students by asking
questions, exploring options,
suggesting
alternatives
and
encouraging them to develop
criteria to make informed choices.
Overall goal is to develop in
students,
the
capacity
of
independent
actions
and
responsibility.
Works with students on projects
in a consultative fashion and
provides much support and
encouragement.
Advantage
Disadvantage
Style is often time
consuming and can be
ineffective when a more
direct
approach
is
needed.
The
personal
flexibility , the
focus on student's
needs and goals,
and the willingness
to explore the
options
and
alternative courses
of
actions
to Can make the students
achieve them.
uncomfortable if it is not
used in a positive and
affirming manner.
Delegator Style of Teaching
Teaching
Style
Description
Concerned
with
developing
students capacity to function
autonomously.
Delegator
Advantage
Disadvantage
May misread students
readiness
for
Contributes
to independent work.
Students work independently on students perceiving
projects or as a part of themselves
as
independent
autonomous teams.
learners.
Some students may
become anxious when
The teacher is available at the
given autonomy.
quest of students as a resource
person.
Method Associated with Each Style of Teaching
Cluster-1
Cluster-2
Primary Styles:
Expert/Formal Authority
Secondary Styles:
Personal Model/Facilitator/Delegator
Primary Styles:
Expert/Personal Model/Formal Authority
Secondary Styles:
Facilitator/Delegator
Lectures
Demonstrating ways of thinking/doing things
Term Papers
Coaching/Guiding students
Tutorials
Illustrating Alternatives
Guest Presentation
Sharing personal view points
Video/Audio Presentation of Content
Sharing thought process involved in obtaining
Guest Speakers
answers
Teacher-centered class decisions
Using personal examples to illustrate the content
Strict standards/requirements
points
Grades/Test emphasized
Having students emulate the teachers examples.
Method Associated with Each Style of Teaching
Cluster-3
Cluster-4
Primary Styles:
Expert/Facilitator/Personal Model
Secondary Styles:
Formal Authority/Delegator
Primary Styles:
Expert/Facilitator/Delegator
Secondary Styles:
Formal Authority/Personal Model
Small group discussions
Student-designed group projects
Laboratory projects
Independent study
Instructor-designed group projects
Independent research projects
Student teacher of the day
Position papers
Self-discovery activities
Student Journals
Learning pairs/debates
Modular instruction
Case studies
Self-discovery learning projects
Role pays or simulations
Contract teaching
Problem based learning
Cooperative learning activities
Practicum/Guided reading
Factors Associated with Selecting a Style of Teaching
1. Capability of students to handle course commands. Capability determined by students:
Knowledge of course contents
Ability to take initiative/responsibility
Emotional Maturity
Motivation and Ability
2. Need for Teacher to directly control classroom tasks. Control maintained by how instructor:
Organizes course and defines what must be learned
Specifies performance levels for students
Maintains control over classrooms
Closely monitor student progress
3. Willingness of teacher to build and maintain relationship. Interest indicate by how much
teacher:
Encourages two-way communication
Listen Carefully to students
Assist with resolving conflicts
Provide positive feedback and encouragement
Stresses good interpersonal communication skills
Is concerned with building rapport
Shows students how to work together.
Mean Teaching Style Rating for Faculty Rank and Course Level
Rank
Instructor (n=23)
Assistant Prof. (n=193)
Associate Prof. (n=258)
Professor (n=286)
Expert
Formal
Authority
Personal Facilitator Delegator
Model
3.90
4.29
4.35
4.51
4.93
4.84
5.16
5.29
5.22
5.25
5.17
5.02
4.93
4.85
3.92
3.68
3.80
3.70
4.39
4.33
5.02
4.93
5.24
5.32
5.17
4.72
5.08
3.50
3.87
Level of Course
Fresh-Soph (n=365)
Junior-Senior (n=260)
Graduate (n=130)
Where n is the no. of classrooms in
that group.
a is the difference in mean ratings
on this teaching style were significant.
b is the variation in mean rating s on
this teaching style were significant.
Conclusion
Our investigation of teaching style suggest that a verity of style must blend together in the
classrooms.
The teacher styles must be introduced gradually in the course.
The expert, formal authority, personal model, facilitator and delegator styles appears to
be prevalent aspects of how faculty present themselves in the class rooms. They are not
isolated qualities that affects few teachers.
These styles also contribute to a teachers ability to assume as a role of motivator and
performer.
It is quite apparent that in so many different ways- teaching in the classroom appears to
be a matter of style.
References
Grasha, Anthony F. "A matter of style: The teacher as expert, formal authority, personal
model, facilitator, and delegator." College teaching 42.4 (1994): 142-149.
Grasha, Anthony F. "Learning styles: The journey from Greenwich Observatory (1796) to the
college classroom (1984)." Improving College and University Teaching 32.1 (1984): 46-53.
Lowman, Joseph. "Mastering the techniques of teaching." (1995).
Sand, J. "Student perceptions of teach ing styles: Their relationship to course out
comes." Unpublished senior thesis. Univer sity of Cincinnati(1994).
