Rohit narang - Study on teaching style and leaning stule in BIMTECH
- 1. Study onTeaching Style and Learning Style at Bimtech
- 2. Outline Objective What is teaching style? Grasha’s five teaching style Research Introduction of Learning Style What is Learning? Analysis (Learning Style) Assessment and teacher evaluation Conclusion
- 3. Objective The objective is to find the gap between the student and faculties at Bimtech. The faculties can get to know about the students perception and faculties can implement in their classes.
- 4. What is teaching style? Instructors develop a teaching style based on their beliefs about what constitutes good teaching, personal preferences, their abilities, and the norms of the particular discipline. Grasha (1996) defines teaching style as a particular pattern of needs, beliefs, and behaviors that teachers display in the classroom. o Some believe classes should be teacher-centered, where the teacher is expert and authority in presenting information. o Others take a learner-centered approach, viewing their role as more of a facilitator of student learning.
- 5. Grasha’s five teaching styles According to Grasha (1996), teaching style will affect how teachers present information, interact with students, supervise coursework, and ultimately student’s success. He identified the following five teaching styles: 1. Expert (transmitter of information) 2. Formal authority (sets standards) 3. Personal model (teaches by direct examples) 4. Facilitator (guides by asking questions, exploring options) 5. Delegator (develop students ability to function autonomously) Source: Grasha,A. (1996)
- 7. Introduction of Learning Style Studies in learning styles initially developed as a result of interest in individual differences. These issues were very much in vogue within investigatory psychology during the 1960's, enjoyed a continuing popularity during the early 1970's but have unfortunately past from vogue since then due to our society's changed focus or an evolution of professional interest. (Curry, 1983)
- 8. What is Learning? Curry (1983) states that learning is both a process and a product. • “The process is adaptive, future focused; and holistic; affecting an individual's cognitive; affective; social, and moral volitional skills. • The product is observable as a relatively permanent change in behaviour, or potential behaviour. • The process is observable in the improved ability of the individual to adapt to environmental stimuli.” A literature review by Curry of 46 citations of various concepts of learning styles in general education, and 16 additional citation in education profession, indicated…. • “when positive results are found they generally indicate that student learning can be improved by tailoring instructional Modality as much as possible to each student's preference or style” (Curry, 1983)
- 9. Learning Styles Diagnostic Competitive Collaborative Avoidant Participant Dependent Independent
- 13. Competitive Students who learn material in order to perform better than others in the class. They feel they must compete with other students in a course for the rewards that are offered. Preferences: Become a group leader in discussions... Teacher centered instructional procedures... Singled out in class for doing a good job... Like to dominate discussions... Class activities where they can do better than others.
- 14. Collaborative Typical of students who feel they can learn by sharing ideas and talents... They cooperate with teacher and peers and like to work with others. Preferences: Lectures with class discussions in small groups... Small seminars... Student-designed aspects of courses... Group rather than individual projects.
- 15. Avoidant Not enthusiastic about learning content and attending class... Do not participate with students and teachers in the classroom... They are uninterested and overwhelmed by what goes on in class. Preferences: Generally turned off by most classroom activities... Would prefer no tests... Blanket grades where everyone gets a passing grade... Does not like enthusiastic teachers.
- 16. Participant Good citizens in class. They enjoy going to class and take responsibility for getting the most out of a course. Want to take part in as much of the course activity as possible. Preferences: Lectures with discussion... Opportunities to discuss material... Class reading assignments... Teachers who can analyze and synthesize information well.
- 17. Dependent Characteristic of students who show little intellectual curiosity and who learn only what is required. They view teacher and peers as sources of structure and support and look to authority figures for specific guidelines on what to do and how to do it. Preferences: Outlines or notes on the board... Clear deadlines and instructions for assignments... Teacher centered classroom methods... As little ambiguity as possible in all aspects of course.
- 18. Independent Students who like to think for themselves.They prefer to work on their own but will listen to the ideas of others in the classroom. Learn the content they feel is important and are confident in their learning abilities. Preferences: Independent study... Prefer to work alone... Self paced instruction... Assignments that give students a chance to think independently... Projects that students can design... Student-centered rather than a teacher-centered course designs.
- 19. Thank you