FILAMER CHRISTIAN UNIVERSITY AUTONOMOUS STATUS- CHED GRADUATE SCHOOL Roxas Avenue, Roxas City 5800 Tel. (036) 6212-317 Fax No. (036) 6213-075 fcugraduateschool2000@yahoo.com.ph (EDUC 402) ADVANCED SOCIOLOGICAL AND PSYCHOLOGICAL FOUNDATIONS OF EDUCATION MARRY ROSE D. GARDOSE EDEN JOY F. LUCASAN MAT FILIPINO DR. JONATHAN P. LEAL Professor TEACHING STYLES Teaching styles, also called teaching methods, are considered to be the general principles, educational, and management strategies for classroom instruction. Teaching styles is the manner in which a teacher effectively and efficiently interacts within the classroom environment to bring about quality learning of a subject matter among students. A.A AHMED DIFFERENT TEACHING STYLES Lecturer or Authoritative Style The authoritative teaching style follows the traditional teacher-centered approach, often characterized by lecture sessions or one-way presentations. In this approach (also called the “chalk and talk” style), students are expected to pay attention, absorb the information, take notes and ask questions. Demonstrator or Coach Style Often used in math, science and music, the demonstrator style involves more “showing” rather than “telling” with teachers more likely to support the information with examples or experiments, demonstrations or multimedia presentations. Facilitator or Activity Style The facilitator/teacher is focused on promoting self-learning and helping students develop critical learning and thinking skills. A student-centered approach, it involves creating learning plans and classes that require students to explore and discover the course content in creative and original ways. Delegator or Group Style Well-suited for curriculums that include or emphasize group activities, the delegator style of teaching shifts much of the responsibility for learning onto the students, who are encouraged to work together in projects connected to the lesson themes (think science labs, debates, etc.). In this style, the teacher is an active observer working to guide students in the right direction. Hybrid or Blended Style The hybrid approach may integrate elements of the styles discussed above, often blending the teacher’s personality and interests with those of the students. While this method is considered inclusive, enabling teachers to tailor their styles to student needs within the subject matter, some educators believe it risks diluting the learning process by placing less emphasis on in-depth study than when following a single, focused approach. Teacher-Centered Approach The teacher-centered approach to education positions the teacher as the expert who is in charge of imparting knowledge to his or her students via lectures or direct instruction. In this approach (sometimes called “sage on the stage”), students are passive actors or “empty vessels,” listening and absorbing information. This teacher-centered style is the traditional approach to teaching, but it’s not necessarily the best. And as educators learn more about effective ways to engage learners of every style, the teacher-centered approach is looked upon less fondly than it once was. However, there are also countless examples of students being challenged and transformed by a teacher or professor lecturing about a subject they have spent their entire life exploring. Student-Centered Approach The student-centered approach creates more equanimity between the teacher and student, with each playing a role in the learning process. In this approach, the teacher is sometimes referred to as the “guide on the side.” While the teacher still holds authority, he or she is more likely to act as a facilitator, coaching students and assisting them in their learning. This approach champions student choice and facilitates connections among students. A couple of styles within the student-centered approach to teaching are: Inquiry-Based Style This student-centered learning style encourages independence, autonomy and hands-on learning, with students leading the way and receiving guidance from their teachers. Cooperative Style Cooperative learning is a student-centered approach that focuses on group work and social growth. Much like the inquiry-based style, the cooperative style encourages independence and hands-on learning but puts special importance on peer-to-peer work and community. Command In this style, the teacher teaches the objectives step by step and outlines the practice to be completed. This style consists of formal instruction and guided practice with the student being directed as to what they will do during the class time allocated to the subject being studied. This mode of instruction most closely resembles what is available in the public system. Task This is similar to Command, except that the student is now given some choice in the practice necessary to master the objectives. In Task, the student will demonstrate his/her ability to select the amount, kind and complexity of the practice to be done to complete the objectives. Peer-Partner In this style, students form partnerships with one other student and work together on the objectives. They receive no formal instruction unless they ask for it, and may decide to listen to some or all of the formal lesson or to work on the objectives without any teacher help. Students who choose this style must be able to teach each other, to engage in discussion, and then come to a consensus, to stay focused and to make good decisions about the practice necessary to master the objectives. Student-Teacher Contract This style is especially suited for students who want to work by themselves but who need some structure to keep them focused. The student completes a written contract outlining the objective, how they are going to master the objective and how long it will take them. The contract must be agreed upon with the teacher and signed by both the student and teacher prior to the student beginning the work. Self-Directed This style is selected by students who make independent decisions, have a good understanding of how they learn and who are self-motivated. These students are in fact beginning to individualize their learning and to compact the curriculum. They usually complete the unit several periods before the Command and Task students which results in their having Earned Time. This is time available to a student who has selected Peer-Partner, Student-Teacher Contract or Self-Directed teaching style and who has completed the objectives of a unit in less time than allocated for the unit. In Earned Time, a student can work in an area of high interest, demonstrating high-level thinking and new learning. The choice is not not to work, but rather to take part in a passion area directly related to the student's ability and interest. The passion area need not be related to the subject in which the student earned the time. References • • • • • • • https://www.facultyfocus.com/articles/philosophy-of-teaching/three-teaching-styles/ https://psychology.fandom.com/wiki/Teaching_styles#See_also https://onlinedegrees.sandiego.edu/teaching-to-every-students-unique-learning-style/ https://www.acc.edu.au/blog/students-suit-different-styles/ https://slideplayer.com/slide/14743983/ https://www.slideserve.com/Jimmy/teaching-styles https://blog.cognifit.com/teaching-styles/
