Education Psychology

Education Psychology 150 150 Affordable Capstone Projects Written from Scratch


Assignment 2: Compare/Contrast Teaching Styles
Compare and contrast two different teaching styles that you observed on your practicum placement that utilised learning theories of adolescent learning. How effective were these teaching styles for productive adolescent learning. This response requires reflection on your practicum experience and incorporation of learning theory in scholarly discourse.

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Teaching styles refer to strategies employed in the education sector to ensure learners gain maximum information from the teachers. According to Flood, Health, and Lapp (2015), teachers have individual teaching styles which enable them to understand and handle diversity in their students and classrooms. The style of instruction to be used by a teacher is predetermined by the subject matter and the ability of the learners. For any teaching method to be effective, it should be about the student’s characteristics and the goals that a teacher intends to achieve (Andretta, 2012). Two teaching styles I observed on my practicum placement were student centered, and teacher centered learning styles. Tengku and Kasim (2014) state that a teacher centered learning styles put the teacher as the main authoritative figure and students are assumed to be empty, and therefore knowledge has to be imparted directly during lessons. On the other hand, student centered teaching style involves the teacher and the students playing an equal role in the learning process. The teacher’s duty in a student centered style is to facilitate learning and provide guidance wherever it is needed. The importance of teachers in the lives of adolescents cannot be overstated. This paper focuses on the two teaching styles and their effectiveness on productive adolescent learning.

Teacher Centered Style versus Student Centered Style

In the teacher centered style, learning is promoted when the students are encouraged to listen and follow directions given by the tutor. In my practicum placement, the learners were told what to do, when to do, and how it needs to be done to ensure they achieve performance. Information was conveyed to the students by the teachers through assigned readings, lectures, both visual and audio presentations, role playing, demonstrations amongst others. Furthermore, students gained information by taking notes, listening, and practicing whatever they had been told to do. The only response needed to be was whether the students had understood the instructions. A few guidelines were followed when using this teaching style. First, I would provide a big picture or rather the context before getting into details which ensured that I was concise and clear. Learners needed to exactly know what was needed of them to succeed and also what criteria will be used to mark their work. According to Doyle (2011), clarity in this style is important as it encourages enthusiasm among the students to learn and also eliminates confusion. By providing adequate detail on the subject, communication breakdown was avoided.