What are the different styles of
teaching?
The following list of teaching styles highlights the five main strategies teachers use in the classroom,
as well as the benefits and potential pitfalls of each respective teaching method.
Authority, or lecture style
The authority model is teacher-centered and frequently entails lengthy lecture sessions or one-way
presentations. Students are expected to take notes or absorb information.
Pros: This style is acceptable for certain higher-education disciplines and auditorium settings
with large groups of students. The pure lecture style is most suitable for subjects like history
that necessitate memorization of key facts, dates, names, etc.
Cons: It is a questionable model for teaching children because there is little or no interaction
with the teacher.
Demonstrator, or coach style
The demonstrator retains the formal authority role while allowing teachers to demonstrate their
expertise by showing students what they need to know.
Pros: This style gives teachers opportunities to incorporate a variety of formats including
lectures, multimedia presentations and demonstrations.
Cons: Although its well-suited for teaching mathematics, music, physical education, arts and
crafts, it is difficult to accommodate students individual needs in larger classrooms.
Facilitator, or activity style
Facilitators promote self-learning and help students develop critical thinking skills and retain
knowledge that leads to self-actualization.
Pros: This style trains students to ask questions and helps develop skills to find answers and
solutions through exploration; it is ideal for teaching science and similar subjects.
Cons: Challenges teacher to interact with students and prompt them toward discovery rather
than lecturing facts and testing knowledge through memorization.
Delegator, or group style
The delegator style is best-suited for curriculum that requires lab activities, such as chemistry and
biology, or subjects that warrant peer feedback, like debate and creative writing.
Pros: Guided discovery and inquiry-based learning places the teacher in an observer role
that inspires students by working in tandem toward common goals.
Cons: Considered a modern style of teaching, it is sometimes criticized as newfangled and
geared toward teacher as consultant rather than the traditional authority figure.
Hybrid, or blended style
Hybrid, or blended style, follows an integrated approach to teaching that blends the teachers
personality and interests with students needs and curriculum-appropriate methods.
Pros: Achieves the inclusive approach of combining teaching style clusters and enables
teachers to tailor their styles to student needs and appropriate subject matter.
Cons: Hybrid style runs the risk of trying to be too many things to all students, prompting
teachers to spread themselves too thin and dilute learning.
Because teachers have styles that reflect their distinct personalities and curriculum from math
and science to English and history its crucial that they remain focused on their teaching
objectives and avoid trying to be all things to all students.
TEACHING STRATEGIES
Institutions of higher learning across the nation are responding to political,
economic, social and technological pressures to be more responsive to students'
needs and more concerned about how well students are prepared to assume future
societal roles. Faculty are already feeling the pressure to lecture less, to make
learning environments more interactive, to integrate technology into the learning
experience, and to use collaborative learning strategies when appropriate.
Some of the more prominent strategies are outlined below. For more information
about the use of these and other pedagogical approaches, contact the Program in
Support of Teaching and Learning.
Lecture. For many years, the lecture method was the most widely used instructional
strategy in college classrooms. Nearly 80% of all U.S. college classrooms in the late
1970s reported using some form of the lecture method to teach students (Cashin,
1990). Although the usefulness of other teaching strategies is being widely examined
today, the lecture still remains an important way to communicate information.
Used in conjunction with active learning teaching strategies, the traditional lecture can
be an effective way to achieve instructional goals. The advantages of the lecture
approach are that it provides a way to communicate a large amount of information to
many listeners, maximizes instructor control and is non-threatening to students. The
disadvantages are that lecturing minimizes feedback from students, assumes an
unrealistic level of student understanding and comprehension, and often disengages
students from the learning process causing information to be quickly forgotten.
The following recommendations can help make the lecture approach more effective
(Cashin, 1990):
1. Fit the lecture to the audience
2. Focus your topic - remember you cannot cover everything in one lecture
3. Prepare an outline that includes 5-9 major points you want to cover in one
lecture
4. Organize your points for clarity
5. Select appropriate examples or illustrations
6. Present more than one side of an issue and be sensitive to other
perspectives
7. Repeat points when necessary
8. Be aware of your audience - notice their feedback
9. Be enthusiastic - you dont have to be an entertainer but you should be
excited by your topic.
(from Cashin, 1990, pp. 60-61)
Case Method. Providing an opportunity for students to apply what they learn
in the classroom to real-life experiences has proven to be an effective way of
both disseminating and integrating knowledge. The case method is an
instructional strategy that engages students in active discussion about issues
and problems inherent in practical application. It can highlight fundamental
dilemmas or critical issues and provide a format for role playing ambiguous or
controversial scenarios.
Course content cases can come from a variety of sources. Many faculty have
transformed current events or problems reported through print or broadcast
media into critical learning experiences that illuminate the complexity of
finding solutions to critical social problems. The case study approach works
well in cooperative learning or role playing environments to stimulate critical
thinking and awareness of multiple perspectives.
Discussion. There are a variety of ways to stimulate discussion. For example,
some faculty begin a lesson with a whole group discussion to refresh
students memories about the assigned reading(s). Other faculty find it helpful
to have students list critical points or emerging issues, or generate a set of
questions stemming from the assigned reading(s). These strategies can also be
used to help focus large and small group discussions.
Obviously, a successful class discussion involves planning on the part of the
instructor and preparation on the part of the students. Instructors should
communicate this commitment to the students on the first day of class by
clearly articulating course expectations. Just as the instructor carefully plans the
learning experience, the students must comprehend the assigned reading and
show up for class on time, ready to learn.
Active Learning. Meyers and Jones (1993) define active learning as learning
environments that allow students to talk and listen, read, write, and reflect as
they approach course content through problem-solving exercises, informal
small groups, simulations, case studies, role playing, and other activities -- all
of which require students to apply what they are learning (p. xi). Many
studies show that learning is enhanced when students become actively involved
in the learning process. Instructional strategies that engage students in the
learning process stimulate critical thinking and a greater awareness of other
perspectives. Although there are times when lecturing is the most appropriate
method for disseminating information, current thinking in college teaching and
learning suggests that the use of a variety of instructional strategies can
positively enhance student learning. Obviously, teaching strategies should be
carefully matched to the teaching objectives of a particular lesson. For more
information about teaching strategies, see the list of college teaching references
in Appendix N.
Assessing or grading students' contributions in active learning environments is
somewhat problematic. It is extremely important that the course syllabus
explicitly outlines the evaluation criteria for each assignment whether
individual or group. Students need and want to know what is expected of them.
For more information about grading, see the Evaluating Student Work section
contained in this Guide.
Cooperative Learning. Cooperative Learning is a systematic pedagogical
strategy that encourages small groups of students to work together for the
achievement of a common goal. The term 'Collaborative Learning' is often used
as a synonym for cooperative learning when, in fact, it is a separate strategy
that encompasses a broader range of group interactions such as developing
learning communities, stimulating student/faculty discussions, and encouraging
electronic exchanges (Bruffee, 1993). Both approaches stress the importance of
faculty and student involvement in the learning process.
When integrating cooperative or collaborative learning strategies into a course,
careful planning and preparation are essential. Understanding how to form
groups, ensure positive interdependence, maintain individual accountability,
resolve group conflict, develop appropriate assignments and grading criteria,
and manage active learning environments are critical to the achievement of a
successful cooperative learning experience. Before you begin, you may want to
consult several helpful resources which are contained in Appendix N. In
addition, the Program in Support of Teaching and Learning can provide faculty
with supplementary information and helpful techniques for using cooperative
learning or collaborative learning in college classrooms.
Integrating Technology. Today, educators realize that computer literacy is an
important part of a student's education. Integrating technology into a course
curriculum when appropriate is proving to be valuable for enhancing and
extending the learning experience for faculty and students. Many faculty have
found electronic mail to be a useful way to promote student/student or
faculty/student communication between class meetings. Others use listserves or
on-line notes to extend topic discussions and explore critical issues with
students and colleagues, or discipline- specific software to increase student
understanding of difficult concepts.
Currently, our students come to us with varying degrees of computer literacy.
Faculty who use technology regularly often find it necessary to provide some
basic skill level instruction during the first week of class. In the future, we
expect that need to decline. For help in integrating technology into a course
curriculum contact the Program in Support of Teaching and Learning or the
Instructional Development Office (IDO) at 703-993-3141. In addition, watch
for information throughout the year about workshops and faculty conversations
on the integration of technology, teaching and learning.
Distance Learning. Distance learning is not a new concept. We have all
experienced learning outside of a structured classroom setting through
television, correspondence courses, etc. Distance learning or distance education
as a teaching pedagogy, however, is an important topic of discussion on college
campuses today. Distance learning is defined as 'any form of teaching and
learning in which the teacher and learner are not in the same place at the same
time' (Gilbert, 1995).
Obviously, information technology has broadened our concept of the learning
environment. It has made it possible for learning experiences to be extended
beyond the confines of the traditional classroom. Distance learning
technologies take many forms such as computer simulations, interactive
collaboration/discussion, and the creation of virtual learning environments
connecting regions or nations. Components of distance learning such as email,
listserves, and interactive software have also been useful additions to the
educational setting.
For more information about distance learning contact the Instructional
Development Office at 703-993-3141 (Fairfax Campus) and watch for
workshops and faculty discussions on the topic throughout the year.
Teaching strategies to consider
If you want to ensure your preschoolers are successful learners, youve got to hear from others that have
gone before you in getting them engaged. Check out some of these strategies from other preschool
teachers and early childhood experts so you can enter the classroom confident and equipped.
1. Logo/symbol labeling
One way to promote everyday vocabulary is by having students verbally label common brands and
symbols, according to Dr. Elaine Fogel Schneider, director of Touchtime International. She explains that
translating from picture to word helps in language development.
She suggests making this activity more interactive by having the students and their parents take pictures
of logos or symbols found around their neighborhood, such as street signs, car logos or clothing brands.
Then children can bring the photos to the classroom where students can label them as a group.
2. Sound recognition & matching
This activity will require a few large letters cut out of cardboard several small objects nearby that begin
with those letters. For example, if your letters are B and F, you might have a pile of buttons and
feathers. Start by having the child say the sound that the letter makes. Then, encourage the child to find
an object beginning with the same sound and paste it to the letter.
Schneider says this activity is a student favorite because it allows them to be hands-on in their learning. It
also results in an art masterpiece with decorated letters that can be kept throughout the classroom.
3. Photo flashcards of social scenarios
Helen Meissner is an ECE teacher and recommends creating social flashcards using photographs of your
students in real-world situations. These help foster discussions about how to treat others, working
together and handling conflict.
For example, she will take a picture of two children in conflict over a toy or working together to move a
heavy object. She then shows the photo to the class asking what they see happening in the picture. She
asks how person A is feeling and how person B is feeling.
These picture cards work well because often they remember the situation and can really discuss how it
happened and what they could do to fix it, Meissner says.
4. Shared reading
This is one of the most effective teaching strategies for early literacy skills, according to Susan Berkowitz,
a speech language pathologist who frequently works with young children. She recommends reading the
same book multiple times, encouraging students to focus on a new aspect each time. Asking open-ended
questions while reading and doing follow-up activities encourages children to absorb new information
each time.
Teaching preschool children new vocabulary, semantic relationships, sequencing events in the story and
identifying story elements are all vital early literacy skills, Berkowitz adds.
5. Focusing on the process not the product
Allowing for art to be more about the process and less about the product opens doors to learning in the
creativity and arts area, Meissner says. She engages her students by teaching them about the medium
theyre working with, how they can use it and how to care for the art supplies. Not only does each student
learn about the process, but he or she also focus less on comparing their final products to their
classmates.
6. Introduce cyber skills
When children leave the classroom environment they are often handed tablets and smartphones that
some parents may unfortunately use as digital babysitters, says Ben Halpert, founder of Cyber Kids. He
urges teachers to start informing children about topics such as cyber ethics, security, privacy and
managing screen-time. Halperts team has designed free lesson plans and activities for teachers who
want to help children begin thinking about how to appropriate approach the online world.
7. Get the senses involved in science
Getting [kids] to be still for a moment and focus on what they are discovering helps you learn what they
know, Meissner says. She stresses the importance of encouraging students to use all five senses in
science and observation activities.
Meissner explains, for example, when planting their class garden they discuss how the soil feels and
smells and what colors we see in the soil. They talk about how the different plants will taste and what
they will look like as they grow from a seed into a plant.
