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Teaching With Style
i
Teaching With Style
A Practical Guide to
Enhancing Learning by Understanding
Teaching and Learning Styles
Anthony F. Grasha, Ph.D.
University of Cincinnati
Alliance Publishers
ii
Teaching With Style
To everyone over the years who took the time to listen to my ideas about teaching
and learning, who sometimes took exception, suggested alternatives, and in the
process helped me to sharpen my thinking as I probed the underlying components
of the teaching-learning process.
Teaching With Style
Copyright © 1996, 2002 by Alliance Publishers
All rights reserved. Printed in the United States of America. No part of this book may be used
or reproduced in any manner whatsoever without written permission, except in the case of
brief quotations embodied in critical articles and reviews. For information address Alliance
Publishers 2086 South “E” Street, Suite 205, San Bernadino, CA 92408
Telephone: (909.777.0033 FAX 909.777.0034
Http://www.iats.com
ISBN: 0-6745071-1-0
Teaching With Style
iii
Preface
About 25 years ago I wrote a twelve page essay describing the learning styles of
students as part of a proposal for a paper session for the American Psychological
Association’s annual meetings. At the time I was not engaged in a research program
on learning styles, but I was fascinated with the different ways students appeared to
learn in classes. The essay was an analysis of critical incidents in my interactions
with students. It was the first thing I had ever written about college teaching and
thus I had no way to gauge whether others would find my observations intriguing.
To my surprise, the proposal was accepted and I suddenly began to worry about the
presentation. I questioned whether I could go to a professional meeting in a few
months armed only with a twelve page essay. “I’ll get killed by all of the empirical
types,” I told myself. Thus, to
protect myself,
I developed a questionnaire and surveyed
students about how they learned. Their responses were then used to supplement my
informal observations. In retrospect, I am not convinced the paper was better but I
felt less anxious knowing I had a few numbers to support my conclusions.
The essay was well received and the editor of the prestigious
American Psychologist
asked me to submit it for publication. The subsequent article generated a considerable
amount of interest in my views on learning styles and dramatically changed my
career. I then began to seriously study a variety of teaching-learning issues including
the role of student learning styles and teaching styles in the college classroom.
Teaching With Style
represents an extension of that twelve page essay twenty-five
years later. While informal observations of classroom dynamics continue to play a
role in my writing, they are supplemented with information from other sources.
This book also includes concepts from research using the
Grasha-Riechmann Student
Learning Style Scales,
the
Teaching Styles Inventory,
extensive interviews with
college faculty across disciplines, outcomes of my work consulting with instructors
on problems they faced in the classroom, ideas generated from several hundred
interdisciplinary workshops and seminars I have conducted with faculty and graduate
students, concepts and practices described in the literature on college teaching, and
my personal experiences as a teacher and as a learner.
Teaching With Style
was written to enable readers to learn more about themselves as
teachers, the factors that facilitate and hinder attempts to modify instructional
practices, and how to use an integrated model of teaching and learning style to
teach
for learning
by enhancing the nature and quality of what occurs in the classroom. To
accomplish these goals, this book is organized into eight chapters.
Chapter 1
argues that teaching style is more than a set of interesting personal qualities.
Rather, such qualities are related to our preferences for particular instructional
processes and are often markers that students, administrators, peers, and others employ
when judging our effectiveness as teachers. This chapter also notes that without a
focus on the qualities that learners possess, and how they interact with our styles as
teachers, changes in instructional processes will be difficult to develop and maintain.

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