FROM LEARNING STYLES TO TEACHING STYLES

 

 This questionnaire will help you to think about your teaching style in the areas of sensory modalities, global vs analytic orientation, degree of structure and individual vs group orientation.

DIRECTIONS: Put a tick (\/) in the columns which correspond to your answers.

 

 

 

SENSORY MODALITIES

VISUAL VERBAL

I use written texts and documents.

I give written instructions.

I allow students time to take notes or summarise information in writing.

I ask students to make or complete cards, tables, etc.

 

VISUAL NON VERBAL

I use visual aids (e.g. blackboard, illustrations, charts, graphs, concept maps, outlines, graphic organisers).

I use video recordings.

I give concrete examples to help students visualize new concepts.

I ask students to make posters, cartoons, etc.

 

AUDITORY

I use oral explanations and ask students to repeat or paraphrase.

I use audio recordings.

I give oral instructions.

I help students explore and develop information through class discussions.

 

KINESTHETIC

I emphasise and clarify ideas through gesture, facial expression and dramatisation.

I engage students in active learning and direct experience and experimentation.

I use tasks which imply physical movement.

I use project work.

 

GLOBAL VS ANALYTIC ORIENTATION

GLOBAL

I activate studentsí background knowledge and build in context before presenting new concepts.

I set the context for a new topic with "open", rather general questions.

I ask students to focus on similarities and analogies.

I try to make students recall personal experiences and stimulate their reactions.

I encourage students to transfer their knowledge and skills across disciplines.

 

ANALYTIC

I approach a topic in a careful, graded, "step by step" manner.

I ask students to make an in-depth study of an item which reflects a more general problem.

I ask students to focus on contrasts and differences.

I encourage students to consider facts and give objective judgements.

I ask students to examine logical cause/effects relationships.

 

REFLECTIVE VS IMPULSIVE - DEGREE OF STRUCTURE

REFLECTIVE

I propose a structured project or study plan.

I make explicit the goal of each step of an activity.

I use textbooks in a systematic way, following them as closely as possible.

I test students regularly on small portions of subject matter.

I delay studentsí response so that they can elaborate the new information in personal ways.

I ask students to collect all necessary information before starting work on a task.

I ask students to work for a considerable period of time on the same objective and with the same materials or method.

 

IMPULSIVE

I propose a global project or study plan and let students free to organise the steps or details.

I let students discover and discuss the goals of an activity after they have finished it.

I let students use a variety of resources in addition to textbooks.

I use tests which focus on global results.

I ask students to do an exercise just after an explanation in order to help them structure the basic elements of the information.

I get students to start working right away and look for any necessary information while they are doing the task.

I get students to work in short sessions with a variety of methods, materials or objectives.

 

INDIVIDUAL VS GROUP ORIENTATION

INDIVIDUAL

I provide individualised assistance when appropriate.

I allow students time for personal reflection and elaboration.

I let students use individual worksheets, handouts, etc.

 

GROUP

I use pair- and small group-work.

I involve students in class discussions to elicit different viewpoints.

I encourage students to negotiate and cooperate with me and their classmates.

Always or nearly always

Often

Some times

Rarely or never

 

FOLLOW UP

If possible, discuss the following questions with a colleague.

a. How far do you think this questionnaire reflects your actual teaching style?

b. Do you think you need to adjust

* the tasks you set and/or how you manage them in the classroom?

* the interaction you promote with your students?

If you do, can you think of a few practical examples?

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