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