Process of learning
Name
Institution
The process of learning is fundamental in that; it is effective in improving study habits. Over the years, it has been described as the body of principles advocated by psychologists as well as educators to explain how individuals acquire skills and knowledge. Many theories have attempted to explain how individuals learn in various principles that seem applicable (Fisher & Woolcock, 2011). In this regard, Anthony Grasha identified various teaching styles, which as a result, have been widely recognized. With this in mind, this paper seeks to review Anthony Grasha teaching style and later explain the best teaching style that suits my primary learning style.
It is well-documented facts that, Grasha 5 teaching style are Expert, Personal model, Formal authority, Delegator and Facilitator. In prevalent description, Expert style is concern with transmitting information in addition, challenging students to develop their competence. This style ensures that students are well prepared thus, possessing quality information. In some cases, if the Expert style is overused, it may intimidate students that less experienced. Formal Authority is the second learning style concerned with issuing negative and positive feedback having a goal of establishing knowledge and structure students require in learning. Personal model is the style that involves teaching with personal examples, which establishes the prototype of the way of thinking and behaving. Under this style, students are encouraged to observe and later emulate the instructor instructions. Ironically, some teachers assume their approach is the best thus making students’ inadequate if the fail to meet the expectations (Nunley, 2010).
Facilitator is a learning style that entails teacher-student interactions. This is whereby the teacher guides and directs students through asking questions, exploring options, coming up with alternatives and later encouraging them to develop informed choices. The overall goal is to develop students to be independent in the willingness to explore knowledge. A time, it is time consuming. The fifth style is Delegator concerned with students working independently or as in autonomous teams with the teacher been available at the request of students. Although students may be anxious when giving the autonomy, it assists in helping students to be independent learners (Huitt, 2004).
From the five Grasha’s learning styles, personal model suits my primary learning style in that, many learners easily comprehend to the lesson if given the visual ideas. From my point of view, I tend to understand the teacher examples, which ensures total understanding and memory. On the contrary, if the information is plainly presented by teacher without examples, I retain less information than when the verbal instructions were explained plainly. With this regard, it emphasizes on the direct observation thus having examples to compare with the content taught. Additionally, learners tend to absorb information through the process of interacting with the teachers. In this case, personal model align with the desire in that, interaction cannot be accomplished without teacher interacting with students while teaching. Teaching by examples assist in interacting because students can ask teachers question using examples given thus ensuring memory (Sparapani, 1998).
Having identified with personal model from Grasha teaching style my role as a student would be attentive to listen to teacher approaches, would ask for alternatives of other approaches to ensure total understanding, after fully understanding both concepts, I would emulate the instructor’s approach my approach been a guide to understanding. In conclusion, the role of my teacher would be preparing logic examples that would be easier to understand, preparing lesson that will ensure interaction in the sense of students coming up with alternative examples to avoid the feeling of inadequacy of students who cannot understand the examples.
References
Fisher, T. & Woolcock, G. (n.d.). Dr. William Glasser’s Choice Theory: Seven connecting habits. Ezine. Retrieved March 2, 2011 from:
http://ezinearticles.com/?Dr-William-Glassers-Choice-Theory—Seven-Connecting- Habits&id=4416828
Huitt, W. (2004). Observational (social) learning: An overview. Educational Psychology Interactive. Retrieved from: http://www.edpsycinteractive.org/topics/soccog/soclrn.html
Nunley, K. (2010). Practical classroom applications of current brain research. Retrieved from : http://www.brains.org/
Sparapani, E. F. (1998). Encouraging thinking in high school and middle school: Constraints and possibilities. The Clearing House, 71(5), 274-276. Retrieved August 25, 2008, from Ethnic NewsWatch (ENW) database. (Document ID: 29206498). Retrieved from: ProQuest.
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