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Teaching With Style

Grasha-Reichmann Student Learning Style Inventory

Journal | Teaching With Style |

Grasha Teaching Style Inventory

The following is a Grasha-Riechmann teaching style survey. Respond to each of the items below in terms of how you teach.

If you teach some courses differently than others, respond in terms only of one specific course. Fill out another survey for the course(s) that you teach in a different style.

Try to answer as honestly and as objectively as you can.

Resist the temptation to respond as you believe you should or ought to think or behave, or in terms of what you believe is the expected or proper thing to do.

Respond to questions below by using the following rating scale:

1 = strongly disagree | 2 = moderately disagree | 3 = undecided |
4 = moderately agree | 5 = strongly agree

1. Facts, concepts, and principles are the most important things that students should acquire. Response:
2. I set high standards for students in this class.. Response:
3. What I say and do models appropriate ways for students to think about issues in the content. Response:
4. My teaching goals and methods address a variety of student learning styles. Response:
5. Students typically work on course projects alone with little supervision from me. Response:
6. Sharing my knowledge and expertise with students is very important to me. Response:
7. I give students negative feedback when their performance is unsatisfactory. Response:
8. Students are encouraged to emulate the example I provide. Response:
9. I spend time consulting with students on how to improve their work on individual and/or group projects. Response:
10. Activities in this class encourage students to develop their own ideas about content issues. Response:
11. What I have to say about a topic is important for students to acquire a broader perspective on the issues in that area. Response:
12. Students would describe my standards and expectations as somewhat strict and rigid. Response:
13. I typically show students how and what to do in order to master course content. Response:
14. Small group discussions are employed to help students develop their ability to think critically. Response:
15. Students design one of more self-directed learning experiences. Response:
16. I want students to leave this course well prepared for further work in this area. Response:
17. It is my responsibility to define what students must learn and how they should learn it. Response:
18. Examples from my personal experiences often are used to illustate points about the material. Response:
19. I guide students' work on course projects by asking questions, exploring options, and suggesting alternative ways to do things. Response:
20. Developing the ability of students to think and work independently is an important goal. Response:
1 = strongly disagree

2 = moderately disagree

3 = undecided

4 = moderately agree

5 = strongly agree








1 = strongly disagree

2 = moderately disagree

3 = undecided

4 = moderately agree

5 = strongly agree







1 = strongly disagree

2 = moderately disagree

3 = undecided

4 = moderately agree

5 = strongly agree

1 = strongly disagree | 2 = moderately disagree | 3 = undecided |
4 = moderately agree | 5 = strongly agree

21. Lecturing is a significant part of how I teach each of the class sessions. Response:
22. I provide very clear guidelines for how I want tasks completed in this course. Response:
23. I often show students how they can use various principles and concepts. Response:
24. Course activities encourage students to take initiative and responsibility for their learning. Response:
25. Students take responsibility for teaching part of the class sessions. Response:
26. My expertise is typically used to resolve disagreements about content issues. Response:
27. This course has very specific goals and objectives that I want to accomplish. Response:
28. Students receive frequent verbal and/or written comments on their performance. Response:
29. I solicit student advice about how and what to teach in this course. Response:
30. Students set their own pace for completing independent and/or group projects. Response:
31. Students might describe me as a "storehouse of knowledge" who dispenses the facts, principles, and concepts they need. Response:
32. My expectations for what I want students to do in this class are clearly defined in the syllabus. Response:
33. Eventually, many students begin to think like me about course content. Response:
34. Students can make choices among activities in order to complete course requirements. Response:
35. My approach to teaching is similar to a manager of a work group who delegates tasks and responsibilities to subordinates. Response:
36. There is more material in this course than I have time available to cover it. Response:
37. My standards and expectations help students develop the discipline they need to learn. Response:
38. Students might describe me as a "coach" who works closely with someone to correct problems in how they think and behave. Response:
39. I give students a lot of personal support and encouragement to do well in this course. Response:
40. I assume the role of a resource person who is available to students whenever they need help. Response:
1 = strongly disagree

2 = moderately disagree

3 = undecided

4 = moderately agree

5 = strongly agree








1 = strongly disagree

2 = moderately disagree

3 = undecided

4 = moderately agree

5 = strongly agree







1 = strongly disagree

2 = moderately disagree

3 = undecided

4 = moderately agree

5 = strongly agree

Copyright 1976, 1987, 1990, 1996 by Anthony F. Grasha and Sheryl Riechmann-Hruska, University of Cincinnati, Cincinnati, Oh 45221

Click "Score Survey " and your results will appear below.

The results of your teaching style survey are as follows:


expert
formalauthority
personalmodel
facilitator
delegator