Styles of Thinking as a Basis of Differentiated Instruction

TLDR

The article argues that thinking styles are crucial for effective teaching. It aims to show how a theory of thinking styles can guide differentiated instruction. The authors describe the mental self‑government theory, examine its characteristics and measurement, present supporting data, and outline classroom applications. The study concludes that applying this theory enhances instructional differentiation.

Abstract

We consider how to differentiate instruction using a theory of thinking styles as a basis for differentiation. The article opens with a consideration of why styles are important. Then it considers some general characteristics of styles, presents the theory 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.