Teaching With Style

Journal | Teaching With Style |

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Teaching With Style
A Practical Guide to Enhancing Learning by Understanding Teaching and Learning Styles
Anthony F. Grasha, PhD

    Click here for the Grasha Teaching Styles Inventory.

    Click here for the Grasha-Reichmann Student Learning Styles Inventory.

ISBN 0-9645071-1-0 * 372 pages * Digital Format Only. Files will be sent via email to purchaser online or on a CD by mail.
    $50 PDF Files Online
    $75 CD by Mail

An innovative and user-friendly guide to enhancing teaching and learning processes, Teaching With Style provides a unique and comprehensive approach to helping college faculty in all disciplines enhance the quality of their teaching. New and experienced teachers at all levels of higher education will discover instructional processes that energize students and that facilitate critical thinking, active and collaborative learning, and that encourage students to assume more initiative and responsibility for their learning. Readers will uncover new insights into themselves and their students, as well as detailed guidelines for how to use an integrative model of teaching and learning style to select instructional processes. Available in electronic format only.

Teaching With Style helps college faculty to design imaginative approaches to instruction and to consider options to current practices. Includes all style inventories!

Tony Grasha's earlier work with Barbara Fuhrmann (A Practical Handbook for College Teachers) was acclaimed by reviewers as a "classic work" and as one of the "two best books ever written about college teaching."

In Teaching With Style, he continues this tradition of excellence in writing about ways to facilitate teaching and learning.

Annotated Table of Contents
Chapter 1: Identifying the Elements of Teaching Style
Defining Style - General modes of classroom behavior - Characteristics associated with a respected and popular teacher - Teaching methods and teaching style - Behaviors common to all college faculty - The roles teachers play - Personality traits - Archetypal forms of teaching - Metaphors for teaching - Epilogue - Themes and variations - Teaching styles and learning styles - Alternate ways of blending teaching and learning styles

Chapter 2: The Role of Self-Reflection in Enhancing Our Teaching Styles
Obtaining New Perspectives on Our Teaching Styles - - What Others Seldom See in Faculty Considering Change - Inner turmoil - A desire for familiar teacher-student relationships - The relationship of personal identity and teaching style - Factors that Facilitate and Hinder the Cycle of Change in Teaching - Patterns of Thinking that Affect Change - Epilogue - Themes and variations - The cognitive imperative - Optimistic and pessimistic explanatory styles and processes of change in teaching

Chapter 3: Developing a Conceptual Base for Our Teaching Styles
Beyond Pedagogy - The need for a conceptual base - Components of a Conceptual Base - Personal assumptions about teaching and learning - Personal definitions of teaching and learning - Theories of learning - Principles from research on human learning - Models of teaching style - Models of learning style - Views of human nature - Guiding metaphors Epilogue - Themes and variations - The cost of keeping students out of the equation

Chapter 4: An Integrated Model of Teaching and Learning Style
The Elements of the Integrative Model: Teaching Style - Instructional strategies and clusters of teaching styles - The Elements of the Integrated Model: Learning Style - Characteristics of the Grasha - Riechmann Styles in the Classroom - Using and Modifying Our Teaching Styles - Epilogue - Themes and variations - Options for using the integrated model - New perspectives on selecting instructional strategies

Chapter 5: Teaching and Learning Styles in the Management of Five Basic Instructional Concerns
Five Fundamental Instructional Concerns - Helping students to acquire and retain information - Enhancing the ability of students to concentrate during class - Encouraging students to think critically - Motivating students - Helping students to become self-directed learners - Implications of Each Concern for the Integrated Model - Epilogue - Themes and variations - OSCAR and the five instructional concerns

Chapter 6: Managing the Expert, Formal Authority, Personal Model Styles Instructional Processes and the Integrated Model
The Teaching Methods of Cluster 1 - Exams/Grades - Guest speakers/guest interviews - Lectures - Enhancing lectures - Mini-lectures + trigger stimuli - Teacher centered questioning - Teacher centered discussions - Term papers - Tutorials - Technology based presentations - The Teaching Methods of Cluster 2 - Role modeling through illustration - Modeling by direct example - Coaching/ Guiding students - Epilogue - Themes and variations

Chapter 7: Developing Consultant, Resource Person, Active Listening, and Group Process Skills
Using Each Skill Effectively - Epilogue - Themes and variations

Chapter 8: Managing the Facilitator and Delegator Styles of Teaching
The Teaching Methods of Cluster 3 - Case studies - Cognitive map discussion - Critical thinking discussion strategies - Fishbowl discussion - Guided Readings - Key statement discussions - Kineposium - Laboratory projects - Problem based learning - Role-plays/ Simulations - Roundtable discussion - Student teacher of the day - The Teaching Methods of Cluster 4 - Contract teaching - Class symposium - Debate formats - Helping trios - Independent study/Research projects - Jigsaw groups - Laundry list discussions - Learning pairs - Modular instruction - Panel discussion - Practicum - Position papers - Self-discovery activities - Small group work teams - Student journals/Individual and group - Epilogue - Themes and variations - Creating dynamic instructional scripts