Different teaching and learning styles

The Differences in Teaching and Learning Styles listed below are adapted from Jean Metzger Bridging the Intercultural Communication Gap. A Guide for TAFE Teachers of International Students (1994). This may be of assistance in finding a new way to present information, understanding why students are not following you or assist in communication.

Whilst Deakin University has a specific standard of education and learning expectations, you may need to explain these to an individual student and not assume they know them.

The table below highlights some of the major differences between the teaching and learning environments for some international students and Deakin teaching.

Previous teaching and learning environment of student	Deakin teaching and learning environment
Reproductive rote learning dominant.	Analytical and sometimes speculative learning is expected.
Passive reception of information is expected.	Critical reception of information is expected in reading, writing and verbal interactions.
Memorisation and immitation is expected.	Analytical and critical thinking and sometimes speculating and hypothesing. Independent research expected.
Learning all information given.	Selective learning of key concepts and details.
Activities of summarising, identifying, describing and applying formulas and information.	Activities of questioning, judging, recombining and synthesising information into an argument.
Characteristic question is "What?"	Characteristic questions are "Why?", "How?", "How valid?", "How important?" and "What if?"
Aim of learning is correctness.	Aim is originality and reshaping material into a different pattern.
Reading source usually limited to one text and teacher notes.	Reading is widely expected.
Reading the text at great depth in great details.	Skim and selective reading of many texts, articles and reports.
Circular patterns of thinking and reasoning.	Logical linear patterns of thinking and development of logical arguments and opinions is expected.
The written word is seen as the truth and the goal of learning.	The written word is seen as a tool for learning.
Learning and studying in one’s own language.	Learning and studying in a second language.
Teacher provides all information required through notes and use of one main text.	Teacher expects students to use other sources of information eg: libraries, media, experts. The teacher will not provide all inforamtion required.
Teachers closely supervise student work.	Teacher encourage independent learning and students are expected to take risks and initiatives.
Little opportunity to ask questions in class sessions.	Contant opportunity for questions and expectations that students do ask questions.
The use of one or two texts that are followed closely.	Perhaps no main text, but a reading list is recommended. If there is a main text, it may not be closely followed.
Aim of teaching is simple transfer of knowledge and skills to student.	Aim is independent and critical styles of thinking, the development and a capacity for theorising and abstractions in the student. The development of speculative critical intellingence and expansion of knowledge base.
Expectation that students understand examples drawn from own culture.	Expectation that students understand examples from different Western cultures.

Excerpt from a report titled Identifying and Providing Culturally Relevant Support Serivces to International Students by Wendy Paulusz, Division of Student Life 2004