2. Introduction
• Different student learn in different style, and
by matching the students’ preferred learning
style with the teacher’s teaching style it is
expected that the students’ learning will be
improved.
• This assignment is to analyze the situation to
see whether the learning styles and teaching
style match and how much adjustment
needed or needs to be made.
3. Methodology
• The learning styles were identify using Don
Clark’s Learning Style Survey
(http://www.nwlink.com/~donclark/hrd/styles.html)
• There are 13 willing students participants, but
only 12 completed the survey.
• The teaching style was identify using The Grasha
Riechmann Teaching Style Survey
(http://longleaf.net/teachingstyle.html)
• The survey was completed by the teacher himself
5. Students’ Learning Style
• Based on the learning style survey, it is shown
there are 2 large group of students’ learning
styles, consisted of: Philosophy and
Organizing
• And one small group of students with
Analyzing learning style.
6. Preferred Learning Modes
Philosophy:
• Prefers to pull a number of different observations
and thoughts into an integrated whole in a step-
by-step manner (go from details to big-picture).
• Prefers to reason logically and design
models, theories, and projects.
• Likes lectures, analogies, systems, and case
studies.
• Talking with experts is normally not helpful.
7. Preferred Learning Modes
Organizing:
• Good at adapting to changing circumstances and
solves problems in an intuitive, trial-and-error
manner, such as discovery learning.
• Tends to be at ease with people.
• Prefers the challenges of new
experiences, involvement with
others, assimilation, and role-playing.
• Likes anything new, problem solving, and small
group discussions.
9. Teacher’s Teaching Style
Based on the teaching style survey, it is shown
that teacher’s teaching mode is:
• Expert
• Facilitator
• Delegator
10. Preferred Teaching Mode
Expert:
• Teacher holds the expertise and knowledge students
need
Facilitator:
• Emphasizes personal nature of teacher/student
interactions
• Consults with students
Delegator:
• Emphasis on student autonomy and independence
• Teacher available on request
12. Conclusion
• Based on the analysis, the teacher’s teaching
style only catered one large group of students.
This group is expected to have advantages in
learning the course.
• To adjust with this situation, the teacher is
expected to find other strategies in order to
cater the needs of other groups.
13. Recommendation
• The teacher will have to shift from Delegator to
Personal Model teaching style to cater the need
of other groups.
• The desired teaching style to cater most of the
students’ learning style is: Cluster 3 -
facilitator/personal model/expert cluster
• Where the teaching mode 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."
14. References
• The Grasha Riechmann Teaching Style Survey
(http://longleaf.net/teachingstyle.html)
• Teaching Styles: A key for promoting active
learning
(http://www.jfkcpa.com/Teaching%20Styles.pdf)
• Don Clark's Learning Styles
(http://www.nwlink.com/~donclark/hrd/styles.html)
