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.
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Sternberg et al. (2005) studied this question.
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