Seminar
Friday, November 18, 2016
Engr. M. Usman Sardar
Engr. Ishfaq Ahmad
Mr. Tahir Alam
Dr. Muhammad Ibrahim Khalid
Professor
Teaching Styles
Seminar
Friday, November 18, 2016
Engr. M. Usman Sardar
Engr. Ishfaq Ahmad
Mr. Tahir Alam
Dr. Muhammad Ibrahim Khalid
Professor
Cluster-1
Cluster-2
Cluster-3
Cluster-4
Description
Advantage
Expert
The
information,
knowledge and
skills
such
individual
possess.
Disadvantage
If overused, the
display
of
Knowledge can be
intimidating
to
inexperienced
students.
Teachin
g Style
Description
Advantage
Disadvantage
The focus on
clear
expectations
and acceptable
way of doing
things.
A
strong
investment in this
style can lead to
rigid, standardized
ways of managing
students and their
concerns.
Teachin
g Style
Personal
Model
Description
Advantage
Disadvantage
Teachin
g Style
Description
Advantage
Disadvantage
The personal
flexibility , the
focus
on
student's needs
and goals, and
the willingness
to explore the
options
and
alternative
courses
of Can
make
the
actions
to students
achieve them.
uncomfortable if it
is not used in a
positive
and
affirming manner.
Teachin
g Style
Description
Advantage
Disadvantage
May
misread
students readiness
Contributes to for
independent
Students
work students
work.
Delegato independently on projects perceiving
r
or as a part of autonomous themselves as
teams.
independent
learners.
Some
students
may
become
The teacher is available at
anxious when given
the quest of students as a
autonomy.
resource person.
Cluster-1
Primary Styles:
Expert/Formal Authority
Secondary Styles:
Personal
Model/Facilitator/Delegator
Cluster-2
Primary Styles:
Expert/Personal Model/Formal Authority
Secondary Styles:
Facilitator/Delegator
Demonstrating ways of thinking/doing
Lectures
Term Papers
Tutorials
Guest Presentation
Video/Audio Presentation of
Content
Guest Speakers
Teacher-centered class decisions
Strict standards/requirements
things
Coaching/Guiding students
Illustrating Alternatives
Sharing personal view points
Sharing thought process involved in
obtaining answers
Using personal examples to illustrate
the content points
Having students emulate the teachers
Cluster-3
Cluster-4
Primary Styles:
Expert/Facilitator/Personal Model
Secondary Styles:
Formal Authority/Delegator
Primary Styles:
Expert/Facilitator/Delegator
Secondary Styles:
Formal Authority/Personal Model
Laboratory projects
Independent study
Instructor-designed group
projects
Position papers
Student Journals
Self-discovery activities
Modular instruction
Learning pairs/debates
Case studies
Contract teaching
Mean Teaching Style Rating for Faculty Rank and Course Level
Rank
Instructor (n=23)
Assistant Prof. (n=193)
Associate Prof. (n=258)
Professor (n=286)
Expe Formal
rt
Authori
ty
Perso
nal
Model
Facilita
tor
Delega
tor
3.90
4.29
4.35
4.51
4.93
4.84
5.16
5.29
5.22
5.25
5.17
5.02
4.93
4.85
3.92
3.68
3.80
3.70
4.39
4.33
5.02
4.93
5.24
5.32
5.17
4.72
5.08
3.50
3.87
Level of Course
Fresh (n=365)
Junior-Senior (n=260)
Graduate (n=130)
Where n is the no. of
classrooms in that group.
a is the difference in mean
ratings on this teaching
style were significant.
b is the variation in mean
rating s on this teaching
Conclusion
References