ABSTRACT
This chapter describes teaching style in the slightly wider context of learning intentions and the assessment of learning. It suggests that ‘pedagogy’ needs to be understood as something far wider than merely the acts of teaching and the styles that teachers employ. The chapter also suggests that while teaching style is a topic worthy of study in its own right it is informed by other aspects of teaching. It introduces the teaching styles which include: closed, framed and negotiated strategies; command, practice/task, reciprocal, self-check, inclusion, guided discovery, convergent discovery, divergent discovery, learner-ini tiated, and self-teaching strategies; and peer tutoring. In the ‘closed’ teaching style, the teacher assumes a high degree of control in relation to all decisions. J. B. Bigg’s model of constructive alignment makes visible the connections between the learning the teacher wishes the pupils to achieve, the teaching style adopted and assessment.
