Participants were invited to complete a modified Grasha Riechmann Student Learning Style Survey and Teaching Style Inventory. Principal. Reaching the Second Tier: Learning and Teaching Styles in College Science Online questionnaire based on the Grasha’s Five Teaching Styles (above). Learning Styles Survey. The following is a Grasha-Riechmann Student Learning Style Scales. It has been designed to help you clarify your attitudes and feelings.

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Teaching Style Survey Grasha-Riechmann. This is an adapted form left over from an uncompleted project. I no longer maintain it, but it is here for you to experiment with. As Grasha was reported as saying later in his life, I am no longer convinced that the survey measures much besides its preconceptions. Still, you may find that the questions lead you to think about teaching and learning in new ways. If you want teacuing use this form in your work, download it and find someone who can do the following things, which are simple for anyone who knows how: Upload the file to a server you can access; Install formmail or equivalent in the cgi-bin; Modify the POST code to direct the output to formmail and to a teacjing on that server.

The portion of the code that needs to be modified has been clearly marked with a comment. Kindly remove any link to our site from the code.

The following is a Grasha-Riechmann teaching style survey. Respond to each of the items below in terms of how you teach. If you teach some courses differently than others, respond in terms only of one specific course. Fill out another survey for the course s that you teach in a different style.

Try to answer as honestly and as objectively as you can. Resist the temptation to respond as you believe you should or ought to think or behave, or in terms of what you believe is the expected or proper thing to do. Respond to questions below by using the following rating scale: Copyright,by Anthony F.


Click “Score Survey ” and your results will appear below. Please provide the following information. If you are filling out this survey more than once, because you teach some courses differently than others, provide the following identifying information:. Please invent a 6-digit number and enter that same number on each of your multiple surveys.

Don’t use the date. After you have provided the requested information.

Teaching Styles

Facts, concepts, and principles are the most important things that students should acquire. I set high standards for students in this class. What I say and do models appropriate ways for students to think about issues in the content. My teaching goals and methods address a variety of student learning styles.

Students typically work on course projects alone with little supervision from me. Sharing my knowledge and expertise with students is very important to me. I give students negative feedback when their performance is unsatisfactory. Activities in this class encourage students to develop their own ideas about content issues.

Teaching Style Survey

What I have to say about a topic is important for students to acquire a broader perspective on the issues in that area.

Students would describe my standards and expectations as somewhat strict and rigid. I typically show students how and what to do in order to master course content. Small group discussions are survye to help students develop their ability to think critically. Students design one of more self-directed grasha-rriechmann experiences. I want students to leave this course teachinf prepared for further work in this area. It is my responsibility to define what students must learn and how they should learn it.

Examples from my personal experiences often are used to illustate points about the material. I guide students’ work on course projects by asking questions, exploring options, and suggesting alternative ways to do things.

Developing the ability of students to think and work independently is an important goal. Lecturing is a significant part of how I teach each of the class sessions.


I provide very clear guidelines for how I want tasks completed in this course. I often show students how they can use various principles and concepts. Course activities encourage students to take initiative and responsibility for their learning. Students take responsibility for teaching part of the class sessions. My expertise is typically used to resolve disagreements about content issues. This course has very specific goals and objectives that I want to accomplish.

I solicit student advice about how and what to teach in this course. Students might describe me as a “storehouse of knowledge” who dispenses the fact, principles, and concepts they need. My expectations for what I want students to do in this class are clearly defined in the syllabus. Eventually, many students begin to think like me about course content.

Students can make choices among activities in order to complete course requirements. My approach to teaching is grasha-riecchmann to a manager of a work group who delegates tasks and responsibilities to subordinates. There is more material in this course than I have time available to cover it. My standards and expectations help students develop the discipline the need to learn.

Students might describe me as a “coach” who works closely with someone to correct problems in how they think and behave. I give students a lot of personal support and encouragement to do well in this course.

I assume the role of a resource person who is available to students whenever they need help. After you have provided the requested information and made a record of your scores, please click the Exit button: If you are filling out this survey more than once, grasha-riechmaann you teach some courses differently than others, provide the following identifying information: OR Put your name here: That will make it possible for me to discuss with you whether the results seem meaningful.