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Review of the Research on Teaching: Teacher Styles -Teaching Styles Grasha identified five teaching styles that represented typical orientations and strategies college faculty use. He claims that these styles converge into four different clusters that, like colors on an artist's palette, make up the characteristic ways professors design instructional settings. A brief description of each cluster is detailed below. You can find specific details by going to this site http://web.indstate.edu/ctl/styles/tstyle.html#Teaching and clicking on the links. Cluster 1 The expert/formal authority cluster tends toward teacher-centered classrooms in which information is presented and students receive knowledge. Cluster 2 The personal model/expert/formal authority cluster is a teacher-centered approach that emphasizes modeling and demonstration. This approach encourages students to observe processes as well as content. Cluster 3 The facilitator/personal model/expert cluster is a student-centered model for the classroom. Teachers design activities, social interactions, or problem-solving situations that allow students to practice the processes for applying course content. Cluster 4 The delegator/facilitator/expert cluster places much of the learning burden on the students. Teachers provide complex tasks that require student initiative, and often group work, to complete. Research on Teacher Styles - Take this Teaching Style Inventory to reflect on your teaching style. http://www.longleaf.net/teachingstyle.html Teacher Characteristics. Research on Teacher Characteristics - Here are some research sites on teacher characteristics http://teach.valdosta.edu/whuitt/col/teacher/tchchar.html http://www.jasleengill.com/teacher_characteristics.htm http://www.epinet.org/printer.cfm?id=1500&content_type=1 Helping the Beginning Teacher Over two million new K-12 teachers will be employed in the U.S. over the next decade due to increased student enrollments, reductions in class size, and accelerating retirements among an aging teacher population (Darling-Hammond, 1997). More than one- third of these new teachers will be hired in low wealth urban and rural school districts, and the majority of these in center city public schools with minority student enrollments of at least 20% (Recruiting New Teachers, Inc., 1999). This large population of new teachers will be challenged to educate diverse learners in an increasingly complex knowledge-based, technology-oriented society. http://nces.ed.gov/programs/coe/2003/section4/indicator29.asp
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