Tug-O-War, No More: Meeting Teaching-Learning Objectives Using the Spectrum of Teaching Styles

1992 ◽  
Vol 63 (1) ◽  
pp. 27-56 ◽  
Author(s):  
Muska Mosston
Keyword(s):  
Teaching Styles ◽  
Learning Objectives ◽  
Spectrum Of Teaching Styles ◽  
Teaching Learning

scholarly journals An Evaluation of Grade Six English Curriculum of Beaconhouse School System in Pakistan

2015 ◽  
Vol 3 (2) ◽  
pp. 44
Author(s):  
Muhammad Tauseef ◽  
Syed Kazim Shah ◽  
Fatima Tul Zahra Sulehri ◽  
Mehwish Kalsoom
Keyword(s):  
School System ◽  
Curriculum And Instruction ◽  
Evaluation Process ◽  
Learning Objectives ◽  
Global Perspective ◽  
English Curriculum ◽  
Qualitative And Quantitative ◽  
Teaching Learning ◽  
Personal Understanding ◽  
Careful Assessment

<p>Curriculum and instruction material are considered fundamental tools in ELT throughout the world. Consideration of utmost significance of the curriculum requires its evaluation process for measuring its effectiveness in facilitating teaching/learning objectives. The present study is an attempt to evaluate grade six English curriculum of Beaconhouse School System. To the end, features based on the objectives of the curriculum were evaluated to determine whether learning of language, listening, reading, speaking, and writing, vocabulary and understanding of grammar, literature (both fictional and non-fictional), personal understanding and global perspective, composition and presentation skills, punctuation, spelling, handwriting, critical thinking, cultural identity and interdisciplinary links with other subjects have their particular relevance to the curriculum, textbook and the workbook used at this level. The evaluation was carried out through a checklist specifically designed to meet the situation to find out whether the curriculum and related course books are based on curriculum objectives. The present study is both qualitative and quantitative. The qualitative aspects were analyzed by careful assessment of course book through checklist items. The quantitative data was analyzed using SPSS 13.0 (Statistical Package for Social Sciences) which revealed the results that except few, curriculum was effectively facilitating the attainment of most of its teaching/learning objectives.</p>

Spectrum of Teaching Styles Retrospective 2012

Quest ◽  
2012 ◽  
Vol 64 (4) ◽  
pp. 268-282 ◽  
Author(s):  
Michael Goldberger ◽  
Sara Ashworth ◽  
Mark Byra
Keyword(s):  
Teaching Styles ◽  
Spectrum Of Teaching Styles

Analysis of High School Students’ Teaching Style Preferences

2013 ◽  
Vol 6 (1) ◽  
Author(s):  
IAN C. ABORDO ◽  
CARTHY JOY T AGUILLON
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Process ◽  
School Administrators ◽  
Teaching Style ◽  
Teaching Styles ◽  
School Students ◽  
Self Assessments ◽  
Teaching Learning ◽  
Style Preferences

The students are the best witnesses to how the teachers perform their instructional duties. Students develop particular expectations to teaching style preferences. This study investigates the students’ self-assessments of their teaching style preferences against their observed teaching styles that their year level teachers have used and determined the relevance of Teeters’ (2001) teaching style model. Teeters’ (2001) instructor style inventory was used to collect data from 114 high school students of an academy in Valencia, Bukidnon, Philippines. Results revealed that the students highly preferred all the teaching styles. Students in different year levels also rated their teachers’ safe, stimulating, spontaneous, and systematic teaching styles moderate and high. Significant differences in all the students’ observed teaching styles were found between the year levels. Teaching styles with “no difference” and “there is difference” depend on the year levels. School administrators and teachers in this academy may consider the viability of Teeters’ teaching style model in their teaching-learning processes.Keywords: Education, teaching styles, teaching-learning process, Teeter’s teaching stylemodel, Bukidnon, Philippines

scholarly journals Effects of command and guided discovery teaching styles on acquisition and retention of the handstand

2020 ◽  
Vol 34 (1) ◽  
pp. 11-18
Author(s):  
Fernanda Buonome El Khouri ◽  
Cassio De Miranda Meira Junior ◽  
Graciele Massoli Rodrigues ◽  
Maria Luiza De Jesus Miranda
Keyword(s):  
Physical Education ◽  
Intrinsic Motivation ◽  
Skill Acquisition ◽  
Teaching Style ◽  
Teaching Styles ◽  
Third Graders ◽  
Group Differences ◽  
Guided Discovery ◽  
Motor Skill Acquisition ◽  
Spectrum Of Teaching Styles

The influential Mosston’s Spectrum of Teaching Styles is a guide to teaching decisions in Physical Education. This highly researched topic has been tested in many contexts so that our focus is centered on the type of skill during motor skill acquisition in physical education settings. Given that the tasks employed in the studies have been either specialized or manipulative fundamental skills, we sought to extend our understanding of the issue addressing the effects of teaching styles in the process of learning a stability fundamental skill. Our purpose was to examine motor and psychological effects of command and guided discovery teaching styles from Mosston's Spectrum in the acquisition and retention of the handstand in scholars. Third graders from a suburban school in Sao Paulo, Brazil, were assigned to a command (n=22) and a guided discovery (n=23) group. The process of learning the handstand lasted six acquisition sessions, carried out between a pretest and a posttest/retention. We used as dependent variables the motor developmental level (initial, elementary and mature), the movement ratings (scores from 0 to 10) and the motivation levels (post-learning self-reported subscales from the Intrinsic Motivation Inventory). The guided discovery teaching style led more scholars to reach the mature developmental stage of the handstand on retention compared to the command teaching style. No group differences were detected with respect to ratings or intrinsic motivation. Regardless of the group, the pretest ratings were lower than the posttest ones as well as boys scored higher in pressure and tension subscale as compared to girls. The current findings suggest that both teaching styles promoted motor acquisition, but the guided discovery teaching style seemed to yield superior handstand retention.

A Multi-Stakeholder ’User Driven’ Medical Curriculum to Improve Health Care Outcomes

2012 ◽  
Vol 2 (1) ◽  
pp. 79-81
Author(s):  
Suptendra Nath Sarbadhikari
Keyword(s):  
Policy Making ◽  
Medical Curriculum ◽  
Postgraduate Medical Education ◽  
Learning Objectives ◽  
Healthcare Education ◽  
Health Care Outcomes ◽  
Care Outcomes ◽  
Multi Stakeholder ◽  
Teaching Learning ◽  
Improve Health

In this commentary of Sood et al, which stresses on the linking of teaching, learning and as­sessment methods to learning objectives toward achieve excellence in postgraduate medical education, the commentator points out that policy making bodies seem to ignore that. While the authors seem to stress on communicating this aspect, the competent authorities prefer to form non-communicating Committees for delinking teaching / learning from assessment. The authors must be thanked for bringing out these issues for possible debates among all the stakeholders, leading to a renewed effort towards meaningful, timely and useful reforms of the healthcare education system in India.

Amalgamation of Game-Based Learning With Interactive Instructional Strategies for Active Learner Engagement

2022 ◽  
pp. 31-57
Author(s):  
Ankit Dhamija ◽  
Deepika Dhamija
Keyword(s):  
Instructional Strategies ◽  
Educational Games ◽  
Learning Experience ◽  
Teaching Styles ◽  
Game Based Learning ◽  
Learner Engagement ◽  
Course Content ◽  
Learner Centered ◽  
Teaching Learning ◽  
Active Learner

In recent years, the teaching-learning process in higher education has undergone unprecedented change. Learners from across the world can enroll in any university using online platforms. This learning freedom is fantastic for all stakeholders, but it raises some serious concerns, such as how to ensure effective learner engagement and make the learning experience meaningful for the learners. While technology has aided learning, it has also become a significant source of distraction for students, as they spend too much time on gadgets solely for entertainment. This necessitates innovative and engaging teaching styles from educators. Designing course content as a game makes learning more engaging as learners get a sense of motivation and accomplishment. However, aligning games with lesson plans, designing assessment criteria, and learning outcomes takes a significant amount of time and effort. Hence, this chapter proposes learner-centered interactive instructional strategies that employ GBL to pique learners' curiosity and recommends popular GBL platforms for creating educational games.

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