|AFTA Maryland Chapter President Lynne A. Ciocon tutoring a student at High Bridge Elementary School in Bowie, Maryland (Prince George's County)|
Thornton basically does not say that one style is better than the other. In fact, he writes, "There is no one best teaching style. Effective teachers use a variety of styles, and they know how and when to choose the most appropriate one for the specific situation." Of course, this is only an opinion. It does sound reasonable. It is definitely much better than those who even display great zeal promoting one and demonstrating utter disgust with the other styles. Since this involves what the teacher does, it is a lot easier to design experiments that examine which teaching style is more effective. One example of a study is published in the journal The Psychiatrist. The article, "Lectures versus case discussions: randomised trial of undergraduate psychiatry teaching", published in 2012, has the following results:
- The directing style promotes learning through listening and following directions. With this style, the teacher tells the students what to do, how to do it, and when it needs to be done. The teacher imparts information to the students via lectures, assigned readings, audio/visual presentations, demonstrations, role playing, and other means. Students gain information primarily by listening, taking notes, doing role plays, and practicing what they are told to do. The only feedback the teacher looks for is “Do you understand the instructions?”
- The discussing style promotes learning through interaction. In this style, practiced by Socrates, the teacher encourages critical thinking and lively discussion by asking students to respond to challenging questions. The teacher is a facilitator guiding the discussion to a logical conclusion. Students learn to have opinions and to back them up with facts and data.
- The delegating style promotes learning through empowerment. With this style, the teacher assigns tasks that students work on independently, either individually or in groups.
Students in case-based discussion groups scored significantly higher than students in the lecture groups in the extent to which they enjoyed the teaching session (P = 0.006); the extent to which they understood the principles of management of real-life patient problems (P = 0.044); and their interest in looking up further information (P = 0.003). There was no significant difference in exam performance (P = 0.9).
|Above table copied from|
Lectures versus case discussions: randomised trial of undergraduate psychiatry teaching