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Your Teaching Style
Page Name=ExpTeacher
This section is where you can explore your teaching style: the role that you want to take in the learning session and how you will interact with your students, whether those interactions take place online and/or face to face. You may already have a way of teaching that suits you -- and your students -- best. However, if you want to try something different in this learning session, below is a range of styles for you to consider. Each style is associated with:
- A particular type of learning outcome in terms of the knowledge or skill that you want your students to acquire or build on during the learning session;
- A set of basic characteristics
You can also link to a 'typical' sequence of learning activities that exemplifies that style. In addition, if you're interested in specific models of learning, then you can link to a page containing a brief description of each model, together with a 'skeleton' activity sequence that shows how the model might be applied.
If you're interested in the theories of learning that underpin these approaches, then click the relevant link below each approach.
Source for most of what follows: JISC mapping table A NB terms in bold in the list of models of learning are the headings on the Model-based learning activity sequence (MBAS) page
Content expert (factual knowledge)
Associated learning outcome: knowledge acquisition insert link to exact LO later
This is a strongly teacher-directed approach, in which the teacher takes the role of guide, lecturer, instructor, story-teller or instructional designer.
Characteristics of this approach:
- Routines of organised activity
- Analysis of content into appropriate units (e.g. through ISD)
- Appropriate representations of knowledge (e.g. adapted to learner preferences)
- Opportunities for learners to articulate own conceptions
- Adaptation to learners’ prior conceptions
- Clear goals and feedback
- Progression from unit to unit
- Assessment tasks close matched to learning outcomes
LO-based activity sequence implementing this style insert link to exact LOBAS later
Models of learning associated with this style: insert exact links later
Guided instruction, drill and practice, computer-based training | Instructional systems design | Cognitive scaffolding | Conversational framework, Reciprocal teaching | Cognitive apprenticeship, Situated learning
Facilitator (conceptual knowledge)
Associated learning outcome: formation of new conception insert link to exact LO later
In this approach the teacher aims to help students gain confidence and gradually direct their own learning, either individually or collectively (i.e. peer support). Possible roles for the teacher are: tutor, field trip supervisor, lab supervisor, research supervisor, chair (of debate) or dialogist.
Characteristics of this approach:
- Provide students with ill-structured problems to solve
- Provide an environment and resources that support the discovery of knowledge through exploration
- Promote reflection and the integration of ideas
- Coach and model appropriate thinking skills and communication skills
LO-based activity sequence implementing this style insert link to exact LOBAS later
Models of learning associated with this style: insert exact links later
Experiential learning | Constructivist learning models | Problem-based learning | Case-based learning | Anchored instruction | Research-based learning | Conversational framework, Reciprocal teaching | Critical reflection | Dialogue, Argumentation
Mentor, advisor (cognitive skills)
Associated learning outcome: general cog skills, including study skills and key (or basic) skills insert link to exact LO later
The teacher directs students' learning of cognitive skills, but adopts the role of mentor or adviser rather than that of the content expert.
Characteristics of this approach:
- Routines of organised activity
- Analysis of skills into component units
- Appropriate guidance and modelling
- Opportunities for learners to practise skills
- Adaptation to learners’ competence (differentiation)
- Clear goals and feedback
- Tasks become progressively more complex
LO-based activity sequence implementing this style insert link to exact LOBAS later
Models of learning associated with this style: insert exact links later
Constructivist learning models | Cognitive apprenticeship, Situated learning
Coach, trainer (practical skills)
Associated learning outcome: practical skills insert link to exact LO later
The teacher directs students' learning of practical skills, adopting the role of trainer or instructor.
Characteristics of this approach:
- Routines of organised activity
- Analysis of skills into component units
- Appropriate guidance and modelling
- Opportunities for learners to practise skills
- Adaptation to learners’ competence (differentiation)
- Clear goals and feedback
- Tasks become progressively more complex
LO-based activity sequence implementing this style insert link to exact LOBAS later
Models of learning associated with this style: insert exact links later
Guided instruction, drill and practice, computer-based training
Chairperson (social skills)
Associated learning outcome: social and communication skills insert link to exact LO later
See PI03 interview
The teacher helps students to develop their social and communication skills, e.g. adopting the role of chair in a debate or 'devil's advocate' in a discussion.
Characteristics of this approach:
- Establish a safe psycho-social context for the session: i.e. students need to feel that they can express their opinions freely and without fear of mockery or redress.
- Structure the social process: establish ground rules for the debate, discussion etc.
- Model and guide the social process: reinforce the ground rules where needed.
- Define clear outcomes for the process: e.g. a collective statement, vote etc.
LO-based activity sequence implementing this style insert link to exact LOBAS later
Models of learning associated with this style: insert exact links later
Collaborative learning, CSCL | Cognitive apprenticeship, Situated learning | Critical reflection | Dialogue, Argumentation
Supervisor, critical friend (personal development)
Associated learning outcome: professional or creative development insert link to exact LO later
Here, students are typically already practitioners in their own right, whether professional (e.g. teachers, accountants, managers in business), practical (e.g. gardeners) or creative (e.g. performance artists). The teacher thus acts more as a supervisor, 'critical friend' or, where support rather than development is required, as a guide or leader.
Characteristics of this approach:
- Learning is situated within some sort of community context, and so emphasis may also be laid on the development of relationships with other members of the communty
- Students are actively involved in shaping the learning experience, articulating their own goals, needs, strengths and values, and choosing and managing their own learning tasks
- A supportive relationship between tutor/mentor and the student is essential
- The tutor/mentor articulates and models practice
LO-based activity sequence implementing this style insert link to exact LOBAS later
Models of learning associated with this style: insert exact links later
Research-based learning, exploratory learning | Collaborative learning, CSCL | Cognitive apprenticeship, Situated learning | Critical reflection
