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Bestseller!

Differentiating Instruction With Style

Aligning Teacher and Learner Intelligences for Maximum Achievement

By: Gayle H. Gregory

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 a synthesis of key research combined with more than 100 instructional and analytic tools and templates, making this an ideal resource for instructional leaders. Carefully planned chapters cover:

Core principles and theories of brain-compatible learning
Core theories and taxonomies of intelligence and learning styles
Step-by-step tools to help teachers select what works for their own classrooms from among the key principles of all the core theories and taxonomies

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Product Details

Grade Level: PreK-12
ISBN: 9780761931621
Published By: Corwin
Year: 2005
Page Count: 184
Publication date: May 18, 2005

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Description

"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

Key features

By the author of Corwin's best-selling Differentiated Instructional Strategies: One Size Doesn't Fit All and Data Driven Differentiation for the Standards-Based Classroom
For teachers in inclusive classrooms as well as teachers of special learners and gifted and talented learners
Accessible coverage of theory, research, and implementation strategies make this book an ideal supplemental text for courses on cognition, educational psychology, and teaching methods
Provides a generous collection of ready-to-use learner surveys, checklists, matrixes, rubrics, and sample lessons

Author(s)

Gayle H. Gregory

Gayle H. Gregory is first and foremost a teacher, having experienced teaching and learning in elementary, middle, and secondary schools, community colleges, and universities. She has had extensive district-wide experience as a curriculum consultant and staff development coordinator. Gayle was principal/course director at York University for the Faculty of Education, teaching in the teacher education program.
Her areas of expertise include brain-compatible learning, differentiated instructional and assessment strategies, block scheduling, emotional intelligence, student motivation, RTI Tier One, collaborative learning, common core, renewal of secondary schools, enhancing teacher quality, coaching and mentoring, managing change, and building professional learning communities. She also a trainer for Visible Learning Plus with Corwin.

She is an author of numerous books related to educational neuroscience and differentiated instruction, assessment, and curriculum, including the following titles:

• Data Driven Differentiation in the Standards-Based Classroom, Second Edition (2014, with Lin Kuzmich)
• Differentiated Instructional Strategies: One Size Doesn’t Fit All, Third Edition (2013, with Carolyn Chapman)
• Differentiated Instructional Strategies Professional Learning Guide: One Size Doesn’t Fit All, Third Edition (2013)
• Differentiated Literacy Strategies for English Language Learners, Grades K–6 and Differentiated Literacy Strategies for English Language Learners, Grades 7–12 (2011, with Amy Burkman)
• Differentiated Instructional Strategies for the Block Schedule (2010, with Lynne E. Herndon)
• Student Teams That Get Results: Teaching Tools for the Differentiated Classroom (2009, with Lin Kuzmich)
• Teacher Teams That Get Results: 61 Strategies for Sustaining and Renewing Professional Learning Communities (2009, with Lin Kuzmich)
• Differentiated Instructional Strategies for Science, Grades K–8 (2009, with Elizabeth Hammerman)
• Differentiating Instruction With Style: Aligning Teacher and Learner Intelligences for Maximum Achievement (2005)
• The Activities for Differentiated Classroom series (2007, with Carolyn Chapman)

She is affiliated with organizations such as ASCD and Learning Forward. Her ASCD publication is The Motivated Brain: Improving Student Attention engagement and Perseverance (2015, with Martha Kaufeldt).

Gayle consults internationally with teachers, administrators, and staff developers.

She and her family of two daughters and two granddaughters all reside in Burlington, Ontario.

Gayle is committed to lifelong learning and professional growth for herself and others. She may be contacted at gregorygayle@netscape.net, www.gaylehgregory.com, and @gaylegregory6.

Table of Contents

Preface

Acknowledgments

About the Author

Introduction: Differentiating Instruction With Style

1. Learning, Growth, and the Brain

2. Learning Styles

3. Intelligences: IQ or Many?

4. Thinking Skills and Styles

5. Making the Right Choices for Your Classroom

Bibliography

Index

Reviews

"All teachers need to be aware of their own learning style and how it affects the way they deliver instruction to students. This book will help a teacher discover this in many ways. There is complete coverage of the research, the tables and charts are great, and the chapter on teaching thinking is wonderful—I particularly enjoyed it. The chart showing how a student is thinking while coming up with a response is great. I’ll watch their faces more carefully from now on!"

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

Other Titles in: Teaching Methods & Learning Styles | Differentiation & Multiple Intelligences | Learning Styles

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Review Copies

This book is not available as a review copy.