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

Front Cover
SAGE Publications, May 18, 2005 - Education - 167 pages
0 Reviews
The foundation of differentiated instruction is the teacher's ability to understand student preferences in thinking styles, learning styles, and multiple intelligences and then to use that understanding to plan instruction for the diversity of learners in the classroom. This important new book from Gayle Gregory provides teachers with a bridge between theory and instructional practice.

The book covers essential research and theory:

- 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.

Crossing all categories are instructional, analytic, and planning tools, strategies, and templates for putting all that theory into classroom practice. For readers new to Gayle Gregory's work on differentiated instruction, this is an ideal starting point. For readers who own Gayle's prior volumes, this new work is a must.

What people are saying - Write a review

We haven't found any reviews in the usual places.

References to this book

About the author (2005)

Gayle Gregory is an internationally known consultant who has specialized in brain compatible learning and differentiated instruction and assessment.

She presents practical teacher/student-friendly strategies grounded in sound research that educators find easy to use in the classroom or schoolhouse tomorrow. Her interactive style and modeling of strategies help teachers and administrators transfer new ideas with ease.

She has had extensive experience in elementary, middle and secondary schools, community colleges and universities. Gayle has also had district leadership roles including curriculum coordinator and staff development director. She has worked with Instructional Leadership Teams in many schools and district throughout the country focusing on data analysis, using assessment, both formative and summative, and differentiating instruction based on readiness, learning profiles and interests.

Her areas of expertise include brain-compatible learning, block scheduling, emotional intelligence, instructional and assessment practices, differentiated instructional strategies, using data to differentiate, literacy, presentation skills, renewal of secondary schools, enhancing teacher quality, coaching and mentoring, managing change and building professional learning communities.

She is the author and co-author of numerous publications for teachers and administrators.

Gayle believes in life long learning for herself and others.

 

Bibliographic information