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

A synthesis of essential research and theory combined with strategies and templates for selecting what works best for diverse learners from among all the core theories.

"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:

• Core principles of brain-compatible learning
• Core theories from Jung, Gregorc, Kolb, McCarthy, Lowry and others about learning styles
• Core theories from Costa, Gardner, Sternberg, Goleman, and others about intelligence
• Core taxonomies from Bloom, Quellmalz, Krathwohl, Williams, Eberle, and others about thinking and creativity
• 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

Gayle H. Gregory has been a teacher in elementary, middle, and secondary schools. For many years, she taught in schools with extended periods of instructional time (block schedules). She has had extensive districtwide experience as a curriculum consultant and staff development coordinator. Most recently, she was course director at York University for the Faculty of Education, teaching in the teacher education program. She now consults internationally (Europe, Asia, North and South America, Australia) with teachers, administrators, and staff developers in the areas of managing change, differentiated instruction, brain-compatible learning, block scheduling, emotional intelligence, instructional and assess-ment practices, cooperative group learning, presentation skills, renewal of secondary schools, enhancing teacher quality, coaching and mentoring, and facilitating large scale change. Gayle is affiliated with many organizations, including the Association for Supervision and Curriculum Development and the National Staff Development Council. She is the author of Differentiated Instructional Strategies in Practice: Training, Implementation, and Supervision and the coau-thor of Designing Brain-Compatible Learning; Thinking Inside the Block Schedule: Strategies for Teaching in Extended Periods of Time; and Differentiated Instructional Stategies: One Size Doesn't Fit All. She has been featured in Video Journal of Education's best-selling elementary and secondary videos, Differentiating Instruction to Meet the Needs of All Learners. Gayle is committed to lifelong learning and professional growth for herself and others. She may be contacted by e-mail at [email protected]. HerWeb site is www3.sympatico.ca/gayle.gregory.