Previous

Resources

A. FOR GRIDS 1 & 2

Goals for Students (left column; both grids)
• Angelo, Thomas A. and Cross, K. Patricia (1993). Teaching Goals Inventory. Reprinted from Classroom Assessment Techniques. Retrieved on 20 Jan. 2016 from http://fm.iowa.uiowa.edu/fmi/xsl/tgi/data_entry.xsl?-db=tgi_data&-lay=Layout01&-view  [Note: I have omitted Grasha’s 6th ‘goal’ – providing a role model – because I don’t feel it’s truly a goal for the students.]

Teaching Styles categories (1. Teaching Styles x Goals for Students; top row)
• Grasha, Anthony. (Fall, 1994). A Matter of Style: The teacher as expert, formal authority, personal model, facilitator, and delegator. From College Teaching, Vo. 42, No. 4, pp. 142-49. Retrieved 20 Jan. 2016 from http://www.montana.edu/gradschool/documents/A-Matter-of-STyle-Grashab.pdf . Quotations in the table are from p. 143.

Teaching Perspectives categories (2. Teaching Perspectives x Goals for Students; top row)
• Pratt, Daniel D. and Collins, John B. (2001-14). Teaching Perspectives Inventory. Retrieved 20 Jan. 2016 from http://www.teachingperspectives.com/tpi/

B. ADDITIONAL RESOURCES

Discovery Education webinar for a deeper dive into 'WHY' (begins just after the 9:30 mark) found at https://vimeo.com/271712528 

This blogger suggests working from “generative writing to clarifying and naming essential messages or statements about knowing, learning, and thinking”.
“When students know their ‘why’ they are empowered to make big life choices. … If you are very clear about your ‘why’ … it … gives you the courage … to fight through when sometimes it can be very easy to give up. This is because you’re seeing the bigger picture.”
For the instructional designers in our groupThis writer's advice is to begin the collaborative process by determining the ‘WHYs’ of clients or colleagues and their learners. He poses 3 useful questions: “Why do you want to design this course? What is the goal of this course? Who is the learner?”
Previous