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Teaching with Style is a book that can be accessed for free using this link. Written by an award-winning psychologist and teaching professor, the book was created to enable the reader to discover about himself/herself as a teacher and a learner. In addition to content about Grasha's well-known teaching style theories, the book discusses "clusters" of teaching, and different methods and ideas for teaching based on your cluster.

This is the full pdf of Anthony Grasha's research on teaching styles (and learning styles). This goes much more into depth than my 15 min. power point.

This is a great website about teaching styles and their effects on teachers and students

This is a good website to go to for a quick overview about teaching styles. It's laid out well and easy to read.

This is a pdf of a whole book, but Chapter 4 (p154) is particularly pertinent to my presentation on teaching styles. It goes over the 5 teacher styles, 4 teacher style clusters, types of teaching methods associated with each cluster, as well as factors to consider when choosing a teaching method. It also contains more of the details and backgrounds in Grasha's research on teaching styles.

The website goes along with the Teaching with Style book (see previous bookmark). The Teaching Style Inventory is a 40-question survey to help quantify your teaching style according to Grasha's theories of teaching style. It can help you figure out your own style, as well as help identify areas where you can further develop.

Spectrum of teaching styles was originally developed by Muska Mosston for physical education, but can be applied to any type of teaching. The website provides detailed information about each teaching style in the spectrum, further explaining each in terms of the teacher's subject matter objectives and behavior objectives. I find this theory to be quite specific about each type of style, which can be useful for both new teachers and teachers who are looking for new ways to teach.

The most effective teachers vary their styles depending on the nature of the subject matter, the phase of the course, and other factors. By so doing, they encourage and inspire students to do their best at all times throughout the semester. It is helpful to think of teaching styles according to the three Ds: Directing, Discussing, and Delegating.

A more manageable resource than Grasha's entire book. This 8-page paper that appeared in "College Teaching" essentially outlines chapter 4 of his larger work "Teaching with Style". It includes the 5 teacher styles, 4 teacher style clusters, types of teaching methods associated with each cluster, as well as factors to consider when choosing a teaching method. It also contains more of the details and background in Grasha's research on teaching styles.

Great summary charts of Grasha's learning styles, teaching styles, and teaching clusters, as well as a detailed chart of teaching methods and suggested approaches as it applies to the medical profession.

This book was actually given to me last year and I have found it extremely helpful for many topics. I was able to find the chapter on teaching in large classes online - the link provided. This chapter is nice in that it explains how to implement different active learning strategies into a classroom. This book breaks down strategies into low-, medium-, and high-threshold activities. Additionally, it provides techniques for non technology-enhanced classrooms as well as those with more technical capabilities. From the Book: Pharmacy Education: What Matters in Learning and Teaching is an essential resource for any pharmacy faculty member. More than a narration of the philosophical aspects of teaching and personal perspectives on life as a faculty member, it explores 'what matters", "why it matters", and "how to apply" the matter to teaching, learning, and assessment in pharmacy education.

Interesting way to incorporate metacognition into the evaluation aspect of teaching by using "exam wrappers" which forces the student to reflect on their studying and answer on an exam before submitting a request to look at a particular exam question or score. This can help students to identify strengths and weaknesses and ways to adapt to future studying/exams. Has example exam wrappers.

Dr. Stephen Chew is a professor and chair of psychology at Samford University in Birmingham, AL. He is a cognitive psychologist with interests in teaching strategies, formative assessment, and cognition & instruction. I have included brief descriptions of his video series below: Video series: "How to study long and hard and still fail… or how to get the most out of studying" Video #1: "Beliefs that make you stupid" 1. Learning is fast. 2. Learning isolated facts (note cards). 3. Fixed mindset. 4. Good at multi-tasking (while studying, i.e. texting, computer breaks, games, etc.) Video #2: Examined a study looking at "levels of processing." Study examines shallow v. deep processing, intent v. incidential exposure, and strict memorization. Group with deep processing (regardless of intent v. incidential) had the highest recall. Shallow = memorization. Deep = understanding, comprehending, applying, visualizing Video #3: Four ideas to achieve deep processing: elaboration (how does this relate?), distinction (how is this similar/different?), personal (how does this relate to experience?), appropriate retrieval and application (how am I expected to use or apply this concept?). Extent of use of each principle depends on professor style! Video #4: Study strategies: Ask questions! (facts [ok], relationships, compare/contrast, apply in new situation, apply to personal experience, etc.). Concept maps (visual learners?), Retrieve info in way teach expects (2 parts: recall without notes, use information). Also discusses note-taking, good highlighting. Video #5: Don't panic/deny failure. Evaluate exam preparation (lecture, required readings, study technique, etc.), review exam with professor, review notes!, talk with professor, develop revised study plan.

Provides an overview of the flipped classroom model, including research supporting its use, important concepts for successful implementation, and links to more information. A variety of other topics are also featured on the website, including collaborative teaching, team-based learning, problem-based learning, etc.

A very useful and extensive article that reviews case teaching, recommends strategies for employing case teaching in your instruction, as well as some anecdotes from instructors regarding use of case teaching.

This video explains metacognition not only in the teaching role but also in professional school (veterinary), which I think is very applicable to us as a class. She notes that metacognition is required even more so in the clerkship years, than in the first two years of school. She also give tips on how she applies metacognitive practices to the classroom setting. The practice I find particular noteworthy is the idea of the end of class essay to assess understanding and to dispel misconceptions.

This video explains metacognition not only in the teaching role but also in professional school (veterinary), which I think is very applicable to us as a class. She notes that metacognition is required even more so in the clerkship years, than in the first two years of school. She also give tips on how she applies metacognitive practices to the classroom setting. The practice I find particular noteworthy is the idea of the end of class essay to assess understanding and to dispel misconceptions.

While this instructor guide was written specifically for teachers at Furman University, it provides a lot of good information for teaching in general including instructions on how to get prepared to teach. It includes information on determining objectives, choosing course materials, outlining course procedures, and choosing methods of instruction-all things that are taken into consideration when creating a lesson plan.

This website walks an instructor through the planning and teaching process. It provides information on how to prepare to teach and explanations of important things to consider in course design. It also offers strategies for effective lesson planning along with links to additional resources such as readings and video clips.

This website from Carnegie Mellon provides a brief summary on case studies and how they can be most effectively used in the classroom setting. I really liked it because I found it to be very succinct and a good starting point for this topic. This website also has a few other links on the left that could be useful for other aspects of preparing to teach a class.

This website has some really good resources about teaching styles including definitions and links to styles assessments

I had to request the item from the library, but they were able to provide me a PDF (that I can't include here). This article describes the use of stories and their benefits in teaching nursing students. I felt that it was applicable as well to other medical professions. The author even provides examples of her stories that she commonly uses and the effects they have had on her students.