Li-fang Zhang Styles of Thinking as a Basis of Differentiated Instruction

We consider how to differentiate instruction using a theory of thinking styles as a basis for differenti-ation. The article opens with a consideration of why styles are important. Then it considers some general characteristics of styles, presents the the-ory of mental self-government, considers issues of measurement, and presents data supporting the theory. Next, it discusses application of the theory in the classroom. Finally, it draws conclusions. CHILDREN LEARN WELL IN DIFFERENT WAYS,and seem to profit most when instruction is differentiated in some manner to accommodate these differences. Why do some children learn so well from lectures, when others learn better by reading the same material? Why do some children learn better from independent projects, and others from structured assignments? Questions such as these can be elucidated through the concept of styles of thinking. Understanding thinking styles helps teachers differentiate instruction to maxi-mize the learning outcomes of all learners (Stern