Teaching Styles and the WWW

Teaching Styles Cluster 2

Summary

The combination of the Personal Model, Expert, and Formal Authority teaching styles are prominent. Students need to possess more knowledge than they would in a lecture class because they will frequently have to show what they know. The coaching of various skills and problem solving abilities characteristic of such teaching leaves students with few opportunities to hide their ignorance. It also helps if students possess Participant, Dependent, and Collaborative learning styles or are flexible enough to develop them. Such styles work nicely in learning environments where coaching and following the examples of role models are prominent. Teachers must have some interest in influencing how learners use the knowledge and skills that are taught. They also must work to develop relationships. Research shows that effective models are typically people who are liked are well-respected (Bandura, 1986).

A Summary of the Model's Requirements

General Classroom Methods

Role modeling and coaching/guiding students on developing and applying skills and knowledge.

Degree of Sensitivity to Learning Styles that Teacher Needs

(Moderate-High) Must know how to teach students who possess different styles and be able to encourage Participant, Dependent and Collaborative Learning Styles.

Capability of Students to Handle Course Demands

(Moderate) Needs adequate knowledge and skill, must take initiative and accept responsibility for obtaining what they need to learn. Needs emotional maturity to handle feedback and must have the motivation to improve.

Control of Classroom Tasks

(Moderate) Important for teacher to periodically empower learners to show what they can do.

Willingness of Teacher to Build/Maintain Relationships

(Moderate-High) Effective models are liked and respected by students.

This text is quoted from Anthony Grasha, Teaching with Style (Pittsburgh, PA: Alliance Publishers, 1996), pp.149-205.
Used with author's permission

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