Professional Documents
Culture Documents
Presenters:
Nurul Elliana bt Mohd Zaid
Siti Hajar bt Abdul Halim
Table of Content
Introduction
INTRODUCTION
Style
Teaching style
Anthony Grasha
Grasha (1996) said that teaching style will
affect how teachers present information,
interact with students, supervise coursework
and ultimately students success.
Grashas five teaching style:
1.
2.
3.
4.
5.
Expert
Formal authority
Personal model
Facilitator
Delegator
Style
Functio Pros
n
Cons
Expert
Transmitter
of
information
The information,
knowledge, and
skills such
individuals
possess.
Intimidating to less
experienced students
Formal
authority
Sets
standards
The focus on
clear
expectations and
acceptable ways
of doing things
Lead to rigid,
standardized ways of
managing
students and their
concerns.
Personal
model
Teach by
direct
examples
Emphasis on
direct
observation and
following a role
model
Style
Functio Pros
n
Cons
Facilitator Guides by
asking
questions,
exploring
options
Personal
flexibility, focus
on students'
needs and goals,
& willingness to
explore options
and alternative
actions
Delegato
r
Develop
students
autonomy
Time consuming,
prompt students
towards discovery
rather than
memorization
Linda S. BeharHorenstein
MI
Teacher
decisio
n
Studen
t
decisio
Mosston &
Ashworth
Teaching
Style
Interaction
Role of
practitioner
Role of
participant
Command
(A)
Instructing
Copying
Practice (B)
Establishing
Repeating and
improving
Supporting
Performing and
peer assessing
Directing
Self-assessing
Facilitating
Selecting
Reciprocal
(C)
Self-check
(D)
Guided
discovery
(F)
Questioning
Uncovering
Convergent
discovery
(G)
Guiding
Finding out
Divergent
discovery
(H)
Prompting
Creating
Advising
Initiating
Learner
Practitioner decides on area of focus
designed (I) Participants develop within this area,
drawing on practitioners expertise
Learner
initiated (J)
Deciding
Self-teach
(K)
Self-determined
N/A
Thank You