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About Your Learning Approach
Task Step 1 Answer the 18 questions in the questionnaire.
Step 2Score your responses by putting the numbers circled under A, B or C.
Then add up the total A, B, C scores.
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Indicates competitiveness, well organised study methods, and hope for success.
Are oriented towards doing well, whatever this involves. They tend to do well.
Correlation with success = +0.32
‘Achieving’ Approach
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‘Surface’ Approach
Attempt to memorise subject matter and are not interested in studying a subject for its own sake but only out of a concern to pass or gain qualifications.
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‘Surface’ Approach
Keep narrowly to what is required and do not follow up interests of their own.
Despite the concern to pass, students tend to do badly.
Correlation with success = - 0.25
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‘Deep’ Approach Intend to make sense of the
subject, have an interest in the subject itself, and a desire to learn.
Follow up their own interests even if these are outside what is assessed. They tend to do well.
Correlation with success = + 0.28
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Examples – ‘Achieving’ ApproachWhen I am reading, I look for key words like ‘firstly, secondly, thirdly’ and all those in addition to words like ‘however’ which will give me different
I sort of just browse through very quickly and then I come back to my reading after I have noticed those words, like I said, the key words.
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Examples – ‘Surface’ Approach
I hate to say it but what you have got to do is to bung down a list of ‘facts’; you write down the important points and memorise those, then you’ll do all right in the exam
if you can give a bit of factual information - so and so did that, and concluded that - for two sides of writing, then you’ll get a good mark.
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Examples – ‘Deep’ Approach
I tried to look for you know, the principal ideas I tried to think what it was all about I thought about how the whole argument was built up
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From Surface to Deep Approach – Why?
Transition from high school to university
In high school we used to rely on our teachers. I mean, the teacher gives you everything. I mean, here you just have to do your own work and if you do it, you got it, and if you don’t, well, too bad, you are down the drain kind of thing.
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From Surface to Deep Approach – Why?
Transition for high school to universityBecause usually in high school the answer given by the teachers is what is expected to be written back in the exam and so we would consider that as the only answer. In university, any answer is right if you provide evidence to support and it could be any answer you choose.
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From Surface to Deep Approach – Why? Emphasis on critical thinking,
analysis and interpretation which is different from memorising and regurgitating information for examinations.
Needs a deep approach to study for
meaning understanding applying knowledge
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Deep Approach – Why? Needs a deep approach to study for
testing and evaluating knowledge
synthesising knowledge
seeing things differently
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About your Teaching Style Step 1 Fill out the Teaching Style Sur
vey (Grasha-Riechmann)
Step 2Score your responses accordin
g to the question indices
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Teacher Examples
Teaching Styles
Authority, Coach
Motivator, guide
FacilitatorDiscussion facilitated by teacher who participates as equal. Seminar. Group projects.
Coaching with immediate feedback. Drill. Informational lecture. Overcoming deficiencies and resistance.Inspiring lecture plus guided dis
cussion. Goal-setting and learning strategies.
Consultant, delegatorInternship, dissertation, individual work or self-directed study-group.
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Authority, Coach Formal lectures emphasizing subje
ct matter. Structured drills. Highly specific assignments. Intensive individual tutoring.
Verbs: Tell, impart, transmit, give, convey, expound, transfer, direct.
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Motivator, Guide Lecturer as inspiring performer Industry training programme Teacher-led discussion Demonstration by an expert, followed by gui
ded practice Structured project with predictable outcome
s, close supervision, and ample encouraging feedback
Verbs: Develop, mould, produce, instruct, reinforce, demonstrate, motivate, shape, train
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Facilitator Seminar with instructor as participant Student group projects approved and
facilitated by the instructor Group projects from structured
assignments to open-ended projects without close supervision
Verbs: Lead, guide, help, point the way, explore, facilitate, discuss, share, negotiate, collaborate
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Consultant, Delegator Internship, term projects,
independent study, senior project, dissertation
Student-directed discussion Creative writing
Verbs: Cultivate, encourage, nurture, develop, mentor, challenge, advise
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Match and Mismatch between Learner and Teacher Styles
L4: SelfDirectedLearner
L3:InvolvedLearner
L2:InterestedLearner
L1:DependentLearner
T1: Authority
Expert
T2:SalespersonMotivator
T3:Facilitator
T4:Delegator
MatchNear Match Mismatch
Near Match
Match Near Match Mismatch
Mismatch Near Match
Match Near Match
Severe MismatchStudents resentauthoritarianteacher
Mismatch Near Match Match
Severe MismatchStudents resentfreedom they arenot ready for
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Implications for TeachingSelf-
DirectedLearner
InvolvedLearner
InterestedLearner
DependentLearner
AuthorityExpert
SalespersonMotivator
Facilitator Delegator
Introductory material.Lecture. Drill.Immediate correction.
Intermediate material. Lecture-discussion.Applying the basics in a stimulating way. Instructor as motivator.
Application of material.Facilitated discussion.Teams working closely with instructor on real problems. Critical thinking. Learning strategies.
Independent projects.Student-directed discussions.Discovery learning. Instructor as expert, consultant, and monitor.