The spectrum of teaching styles defines the available options or styles, their decisions structures,the specific roles of the teacher and the learner in each style,and the objectives best reached by each style.
Six premises of the spectrum
1.The Axiom: The entire structure of the spectrum stems from the initial premise that teaching behavior is a chain of decision making.Every deliberate act of teaching is a result of a previously made decision.
2.The anatomy of any style: The anatomy of any style.The anatomy is composed of the conceivable categories of decisions that must be made in any teaching-learning transaction.
(2)Impact: Decisions related to the actual teaching-learning transaction
(3)Postimpact: identifies decisions concerning evaluation of the teacher-learner transaction
3. The decision makers. Both teacher and learner can make decisions in any of the categories delineated in the anatomy.When most or all of the decisions in a category are the responsibility of one decision maker,that person's decision-making responsibility is at maximum and the other's is at minimum.
4.The spectrum. By establishing who makes which decisions,about what and when,it is possible to identify the structure of eleven landmark styles as well as possible alternative styles that lie between them on the spectrum.
In the first style,which has as its overriding objective precise replication, the teacher makes all the the decisions;the learner responds by adhering to all the teacher's decisions.In the second style,nine specific decisions are shifted from the teacher to the learner and thus,a new set of objectives can be reached.In every subsequent style,specific decisions are systematically shifted from teacher to learner- thereby allowing new objectives to be reached-until the full spectrum of teaching styles is delineated.
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(3) Postimpact ： 辨認關於老師學習者交易的評估的決定
3. 作決策者。 老師和學習者能做出在解剖學里描述的決定任何類別。當多數或所有在類別的決定是一個作決策者的責任，那person' s政策制定責任是最大值和other' s至少是。
在第一樣式，有作為它的最重要的目标精確複製，老師做出所有決定; 學習者通过遵守反應所有teacher' s決定。在第二樣式，九個具體決定從學習者的老師被轉移，並且因而，新的套宗旨可以被到達。在每隨後樣式，到達直到充分的范圍教的樣式描述，具體決定從老師系統地被轉移到從而允許新的宗旨的學習者是。