What Teaching Styles Do You Know.docx

1. What teaching styles do you know? Three Teaching Styles By: Paul B. Thornton The most effective teachers vary their styles depending on the nature of the subject matter, the phase of the course, and other factors. By so doing, they encourage and inspire students to do their best at all times throughout the semester. It is helpful to think of teaching styles according to the three Ds: Directing, Discussing, and Delegating.

The directing style promotes learning through listening and following directions. With this style, the teacher tells the students what to do, how to do it, and when it needs to be done. The teacher imparts information to the students via lectures, assigned readings, audio/visual presentations, demonstrations, role playing, and other means. Students gain information primarily by listening, taking notes, doing role plays, and practicing what they are told to do. The only feedback the teacher looks for is “Do you understand the instructions?” Suggestions for using the directing style:  

Start with the big picture. Provide the context before launching into specifics. Be clear and concise. Students need to know exactly what they must do to succeed and by what criteria their work will be evaluated. Clear goals, specific deadlines, and concise directions increase student motivation and eliminate confusion. Wordy, sloppily written, and poorly organized instructional materials confuse, overwhelm, and discourage students.  Provide sufficient detail. Communication breakdowns occur when important details are omitted or instructions are ambiguous. For example, when I once neglected to specify the font size students should use, the papers they turned in had font sizes ranging from 8 to 14!  Don’t sugar-coat the message. There are times when teachers need to be very direct and candid to get through to students. The discussing style promotes learning through interaction. In this style, practiced by Socrates, the teacher encourages critical thinking and lively discussion by asking students to respond to challenging questions. The teacher is a facilitator guiding the discussion to a logical conclusion. Students learn to have opinions and to back them up with facts and data. Suggestions for using the discussing style: 

Prepare questions in advance. Great discussions don’t just happen. Ask one question at a time. Be open, curious, and interested in learning what each student thinks.  Don’t allow one or two students to dominate the discussion. Solicit everyone’s ideas and opinions. Gently draw out students who seem insecure and reticent to participate. I sometimes start my classes by saying, “I want to give each of you one minute to discuss your views on this topic. Let’s go around the room and hear from everyone.” Get closure by reviewing the key points you want to make.  Have students create questions. I like to have my students read a case study and formulate three questions to ask their classmates. We then discuss their answers in class.  Utilize clickers. Clickers are an easy way to get students involved during class. Pose a multiple-choice question and their responses are tabulated on the screen. You can then open it up for discussion as students share why they selected a certain answer. The delegating style promotes learning through empowerment. With this style, the teacher assigns tasks that students work on independently, either individually or in groups. Suggestions for using the delegating style: 

Assign research projects. In my management course I require students to interview a manager of a local business to get answers to questions like the following: o

What are the main performance measures your company uses to evaluate each employee’s performance?

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What are the key lessons you, as a manager, have learned about conducting effective performance appraisals?  Assign team projects. Have each team select a team leader, define roles and responsibilities, and hold each other accountable for completing the project on time. In my management class, I have teams of students analyze the management and leadership behaviors on movies like Remember the Titans and Crimson Tide.  Assign a capstone project. Let students show you what they can do when working independently on a topic that’s important to them. Use an appropriate mix of each teaching style. I typically structure each of my classes to include some amount of each teaching style. However, during the first part of a semester I use more of the directing style. In the middle part of a semester I typically rely more on the discussing style. And in the latter part of a semester I generally lean more heavily on the delegating style. Using an appropriate mix of teaching styles helps students learn, grow, and become more independent. Too much reliance on one style causes students to lose interest and become overly dependent on the teacher. Summary There is no one best teaching style. Effective teachers use a variety of styles, and they know how and when to choose the most appropriate one for the specific situation. In essence, the three teaching styles boil down to this:   

Direct — Tell students what to do Discuss — Ask questions and listen Delegate — Empower students

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How would you define teaching?

 A definition for starters: Teaching is the process of attending to people’s needs, experiences and feelings, and intervening so that they learn particular things, and go beyond the given.  In teacher education programmes – and in continuing professional development – a lot of time is devoted to the ‘what’ of teaching – what areas we should we cover, what resources do we need and so on. The ‘how’ of teaching also gets a great deal of space – how to structure a lesson, manage classes, assess for learning for learning and so on. Sometimes, as Parker J. Palmer (1998: 4) comments, we may even ask the “why” question – ‘for what purposes and to what ends do we teach? ‘But seldom, if ever’, he continues: ‘do we ask the “who” question – who is the self that teaches?’ 

The thing about this is that the who, what, why and how of teaching cannot be answered seriously without exploring the nature of teaching itself.

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What is teaching?

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In much modern usage, the words ‘teaching’ and ‘teacher’ are wrapped up with schooling and schools. One way of approaching the question ‘What is teaching?’ is to look at what those called ‘teachers’ do – and then to draw out key qualities or activities that set them apart from others. The problem is that all sorts of things are bundled together in job descriptions or roles that may have little to do with what we can sensibly call teaching.

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Another way is to head for dictionaries and search for both the historical meanings of the term, and how it is used in everyday language. This brings us to definitions like:

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Impart knowledge to or instruct (someone) as to how to do something; or

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Cause (someone) to learn or understand something by example or experience.

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What are the most important elements of good teaching? Content knowledge This is when teachers have a deep knowledge of the subject that they teach and can communicate content effectively to their students. As well as a strong understanding of the material being taught, teachers must also understand the ways students think about the content, be able to evaluate the thinking behind students’ own methods, and identify students’ common

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misconceptions. There is strong evidence of the impact this has on student outcomes. Quality of instruction There is also strong evidence of the impact the quality of instruction can have on learning. This includes teachers being skilled in effective questioning and use of assessment. Good teachers also deploy techniques such as reviewing previous learning, and giving adequate time for children to practice, meaning skills are embedded securely. When done well, teachers scaffold students learning by progressively introducing new skills and knowledge. Teaching climate The quality of the teaching and learning relationships between teachers and students is also very important. Good teaching creates a climate that is constantly demands more, and pushes students to succeed. A good teaching climate challenges students, develops a sense of competence, attributes success to effort rather than ability, and values resilience to failure. The study found moderate evidence that the teaching climate in the classroom impacts student outcomes. Classroom management There is moderate evidence of the impact on students learning of: efficient use of lesson time; co-ordinating classroom resources and space; and managing students’ behaviour with clear rules that are consistently enforced. These factors are perhaps the necessary conditions for good learning, but are not sufficient on their own. A wellordered classroom with an ineffective lesson will not have a large impact. Teacher beliefs There is some evidence to show the reasons why teachers adopt particular practices, and the purposes or goals that they have for their students is also important. For example, research indicates that primary school teachers’ beliefs about the nature of mathematics and their theories about how children learn – and their role in that learning – are more important to student outcomes than the level of mathematics qualification the teacher holds. Professional behaviours Developing professional skills and practice, participating in professional development, supporting colleagues and the broader role of liaising and communicating with parents also have a part to play in effective teaching. There is some evidence to show this has an impact on student outcomes. Classroom What do you know about learning?

Learning is an internal activity and a key personal development skill. Learning is not something that can be directly observed in others. We can, however, observe the results of learning in ourselves and others – this is why, in formal learning situations, assessment is such a crucial part of the teaching process. The results of academic assessment, essays, exams etc. are simply attempts to measure how much an individual has learnt but they cannot measure the actual process of learning. Learning brings about changes in the way we act, think and/or feel about ourselves, other people and the world around us. Such changes may be permanent or temporary depending on our own perceptions of the importance and relevance of the gained knowledge. 6.

What learning models do you know?

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What learning style do you know?

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Is teaching and learning the same thing?

"Difference Between Teaching and Learning Main Difference – Teaching vs Learning Teaching and learning are important processes that are linked to the acquisition of knowledge, values, traditions, skills, behaviors, etc. These two processes are at the two ends of the knowledge acquisition process. Teaching involves imparting knowledge whereas learning involves acquiring knowledge. This is the main differencebetween teaching and learning. What is Teaching Teaching is the process of imparting knowledge or instructing someone to do something. However, the process of teaching may not only involve knowledge, it may also include different forms such values, manners, skills, behaviors, traditions, and stories.

Although we often associate teaching with professions in the field of education, teaching is something that we all do. Parents teach their children how to eat properly; grandparents may teach their grandkids old stories – in short, we all teach others something or the other. Teaching in an educational institute is undertaken by professionals such as instructors, teachers, tutors, professors, and lecturers. The teaching that takes place in educational institutes is structured. The educators have schedules, syllabus, and curriculums; the students are also categorized into different grades and classes according to their age or knowledge levels. Traditional teaching methods mainly include the educator lecturing the students and the students memorizing or writing down what is said by the educator. But contemporary teaching methods mostly involve the active participation of the learners – the students are made to learn through experimenting, self-study, and experience. What is Learning Learning is the acquisition of knowledge, behaviors, skills, values, or preferences. The process of learning continues throughout all our lives – from the moment we are born to the moment we die. As babies, we learn to eat, to crawl, to walk, to talk, etc. and as we grow up we learn a wide range of other skills. This type of learning happens through observing, experimenting and experiencing. Learning can occur consciously and unconsciously. Consciously learning occur through education, personal development, schooling, and training. We also learn without conscious awareness through different experiences. For example, talking with a colleague can help us learn some new things as well as watching a TV program. It’s not only human beings who have the ability to learn; animals, plants and even some machines also have the ability to learn. A person’s capacity to learn varies depending on different factors such as personality, intelligence level, motivation, and learning style. A person becomes more interested in learning when he is prompted by curiosity and intrinsic motivation. Most people associate learning with education we receive at educational institutes such as schools and universities. Some others think that learning is listening and accepting what they are taught. But we learn something every day in our lives and real learning involves understanding and applying or using what you understood in real life situations. Difference Between Teaching and Learning Meaning Teaching: Teaching is the process of imparting knowledge and instruction. Learning: Learning is the acquisition of knowledge, behaviors, skills, values, etc. Consciousness Teaching: People can teach something to others even unconsciously. Learning: People learn throughout their lives, either consciously or unconsciously. Link between Teaching and Learning Teaching: Teaching is always linked with learning and learners. Learning: One does not need to be taught to learn something." 9.

How do the three elements of ESA fit together in lesson sequences?

What is ESA? ESA stands for engage, study, and activate. By using ESA, it gives teacher's the flexibility to conduct a classroom in an organized and productive way. ESA is extremely important when it comes to teaching, because it keeps the students interested, motivated, and eager to learn more. That is why all teachers, especially new ones, should learn the ESA method when teaching students a new language. The Engage Phase The first phase that teachers should always start the lesson with is the engage phase. In the engage phase, the teacher simply gets the students ready to participate in the lesson. Engaging the students can include showing pictures, realia, contrasts, discoveries, discussions with the whole class, miming and acting, prompting the students to answer, and using questions to get the students thinking and speaking in English. The goal of the engage phase is to get the student's attention and to elicit the meaning of words or topics that will be covered in the lesson. This phase is extremely important because it gives the teacher a

chance to include all the students in the activity. The engage phase also helps the students feel more comfortable and ready to learn.

The Study Phase After the teacher has engaged the students, they then move on to the study phase. The study phase can consist of many activities, such as studying from texts and dialogues, example sentences, crosswords, gap-fill exercises, word searches, matching games, and drilling. The purpose of the study phase is for the teacher to actually teach the students new words or topics and show them the correct way of using them. This phase is also where any errors may be corrected and discussed in a tactful way. During this stage the teacher can help students come to a better understanding of each subject so they can learn and move forward in the best way possible. The Activate Phase Lastly, the teacher will conclude with the activating stage. The activate phase may include discussions that are for the whole class, small groups, or even pairs, role-play, story building, tasks such as posters or advertisements, simulations, and debates. The activating stage is where students put to work the things they learned in the study phase. By activating the students, it will help the teacher to know how well they have understood the material that was discussed in the class. It is very important to make sure you always engage the students first and activate the students last. Benefits of Using the ESA Method In conclusion, it is of utmost importance that teachers learn the ESA method of teaching. By learning this method, it will help teachers to stay on top of things in an organized manner. It will also help students to learn in a fun and productive way. The engage phase keeps students interested, the study phase helps students to learn, and the activate phase helps put into practice what they have learned. ESA can be structured in any way that is best for the teacher and topic she or he is teaching. The most common structure of ESA is the straight arrow method which starts with an engage stage, then a study stage, and then concludes by activating the students. Teachers can also use a boomerang structure or patchwork structure. All that matters is that the teacher starts off by engaging the students and ends with activating the students. When teachers learn about the ESA method of teaching, it will equip them to be more effective teachers. In turn, making effective students. 10. What is metacognition? Metacognition is "cognition about cognition", "thinking about thinking", "knowing about knowing", becoming "aware of one's awareness" and higher-order thinking skills. The term comes from the root word meta, meaning "beyond".[1] Metacognition can take many forms; it includes knowledge about when and how to use particular strategies for learning or problem-solving.[1] There are generally two components of metacognition: (1) knowledge about cognition and (2) regulation of cognition.[2] Metamemory, defined as knowing about memory and mnemonic strategies, is an especially important form of metacognition.[3] Academic research on metacognitive processing across cultures is in the early stages, but there are indications that further work may provide better outcomes in cross-cultural learning between teachers and students.[4] Try thinking about it as:   

The ability to critically analyse how you think Having high self-awareness and control over your thoughts Developing appropriate and helpful thinking strategies at each stage of a task There are different types of metacognition. These include:

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Metacognitive knowledge - this refers to your awareness about what you do or don’t know. It is similar to knowing your strengths, weaknesses and any gaps in your knowledge Metacognitive regulation refers to the different strategies students use to manage their thoughts and emotions. This includes how well students plan, monitor and evaluate their performance. Frequently Asked Questions About Metacognition Is metacognition the same as self-regulation? No but they are similar and often linked. Metacognition describes the ability to be aware of your thoughts and choose helpful strategies. Self-regulation describes the act of staying calm and focused. Improving one is likely to improve the other. Is metacognition the same as ‘thinking about your thinking’? ‘Thinking about your thinking’ describes part of metacognition, in that it describes becoming more aware of your thought processes. Metacognition takes things a step further as, after this level of self-awareness, students should actively channel their thoughts towards effective strategies. How can I help my students develop metacaognition? If metacognition is about choosing helpful strategies at each stage of the task, then we can break this down. Before a task it helps to think about what has worked previously and what the best first step may be. During a task it helps to check to ensure that you are staying on task and if what you have been doing so far has been working. Finally, after a task, having a selfdebrief that is consistent regardless of a positive or negative outcome will ensure that either excessive positive or negative emotions don’t cloud their judgement and learning. There is no one set way of how to improve students’ metacognition. We have written about this here, here and here. I’ve tried to develop metacognition in class with my students, but don’t know if it’s worked? Fear not, you are in good company. Research suggests that teachers can help students develop their metacognition (using the strategies above), but that these gains were more pronounced when a professional in psychology delivers the training. One likely reason for this could be due to them having an increased knowledge of the topic.