Differentiating Instruction With Style: Aligning Teacher and Learner Intelligences for Maximum Achievement

"There is complete coverage of the research. The tables and charts are great. The chapter on teaching thinking is wonderful."
-William Fitzhugh, Teacher
Reisterstown Elementary School, MD

"Synthesizes a lot of great information into one resource. . . . It allows the reader to see the relationship between the different learning styles, thinking styles, and intelligences."
-Steve Hutton, Elementary School Principal, Villa Hills, KY

Make the right choices for the diverse learners in your classroom by differentiating instruction for learning styles, thinking styles, and multiple intelligences!

This important new bridge between essential theory and classroom practice provides educators with an instructional repertoire that responds creatively to learners’ differences. A synthesis of key research combined with more than 100 instructional and analytic tools and templates makes this an ideal resource for teachers and instructional leaders.

Carefully planned chapters cover:

1. Core principles of brain-compatible learning
2. Core theories from Jung, Gregorc, Kolb, McCarthy, Lowry and others about learning styles
3. Core theories from Costa, Gardner, Sternberg, Goleman, and others about intelligence
4. Core taxonomies from Bloom, Quellmalz, Krathwohl, Williams, Eberle, and others about thinking and creativity
5. Step-by-step planning tools to help you select what works for your own teaching style from among the key principles of all these core theories

About The Author:

Gayle H. Gregory consults throughout Europe, Asia, North and South America, and Australia with teachers, administrators, and staff developers in the areas of differentiated instruction, emotional intelligence, brain-compatible learning, block scheduling, and instructional and assessment practices. She also works with educators in the areas of cooperative group learning, presentation skills, coaching and mentoring, renewal of secondary schools, and facilitating large-scale change. A member of both the Association for Supervision and Curriculum Development and the National Staff Development Council, Gregory has recently written Differentiated Instructional Strategies in Practice, Second Edition: Training, Implementation, and Supervision (Corwin Press, December 2007) and her bestsellers include Differentiating Instruction With Style: Aligning Teacher and Learner Intelligences for Maximum Achievement (Corwin Press, 2005).