Differentiating Instruction With Style: Aligning
Teacher and Learner Intelligences for Maximum
Achievement
Gayle H. Gregory
Corwin Press
As the emphasis for having scientifically-based research to support the instructional
methods has increased, so has the need for accessible information specifically for the
teacher. This book covers essential research and theory, helping bridge theory and
instructional practice. The information concerning essential theory and classroom
practice provides educators with an instructional repertoire that responds creatively to
learners’ differences. It combines key research with practical tools to assist the teacher
to plan instruction for the diversity of learners in the classroom.
Chapters One and Two provides a brief review of the natural process of learning and
the theories surrounding learning preferences and styles. Chapter Three considers the
role intelligence plays in our growth and development. A variety of tools are provided to
help the teacher assess the learning style of each student in the classroom. Chapter
Four covers such topics such as Bloom’s Taxonomy of critical thinking, William’s
creative taxonomy and Quellmalz’s thinking taxonomy. Chapter Five offers a step-
by-step planning guide to assist teachers in providing variety for their students,
as they attempt to plan for the diversity within the classroom. Included is a
sample lesson for critiquing.
Prepared by Susan Davis, MDE, January 2006