Matching Teaching Style with Learning Style

							      P r i n c i Pa l’ s B o o k s h e l f




     Matching                                                               include
                                                                            extraversion
                                                                                             types of learners are also offered.
                                                                                                Kise suggests educators, teachers, and

     Teaching Style                                                         and introver-
                                                                            sion (how an
                                                                                             principals need to review how they per-
                                                                                             sonally take in information and make

     with Learning                                                          environment
                                                                            energizes
                                                                                             decisions as learners. Coupling that with
                                                                                             identifying how students take in infor-

     Style                                                                  one); sensing
                                                                            and intuition
                                                                                             mation and make decisions will lead
                                                                                             to meaningful differentiated instruc-
                                                                            (processes       tion. What is even more intriguing is
     Differentiation Through Personality                                    for gathering    Kise’s belief that we need to challenge
     Type: a framework for instruction,                                     information);    students to move beyond their comfort
     assessment, and classroom                  thinking and feeling (how we decide          zones and help them expand how they
     Management. Jane A.G. Kise. Corwin         what we believe); and judging and per-       learn. She believes this will promote
     Press, 2007, 185 pages. Available for      ceiving (determining our approach to         independent student learning and
     purchase at www.naesp.org/nprc.            school/work). Both learners and teach-       achievement.
                                                ers have preferred types. The question          The utility of this book lies in its

     Y    ou have disaggregated your
          school’s standardized test scores,
     established grade-level cohorts based on
                                                is how to match the teaching style with
                                                learning styles within a classroom.
                                                   The author leads the reader through
                                                                                             practical use. Each chapter opens with a
                                                                                             prompt to reflect on a lesson you taught
                                                                                             or topic you were exposed to when you
     student scores, and your teachers have     various topics (classroom manage-            were a student. This book would be use-
     implemented differentiated interven-       ment, reading, math and science,             ful in a professional learning commu-
     tions. The results, however, have shown    writing) that lend themselves to type        nity, either as an independent reading
     minimal academic gains. What do you        differentiation. There is also discussion    activity, in grade-level team meetings, or
     do now?                                    regarding what learning looks like for       as a whole-school faculty study.
        Kise suggests we apply type theory,     specific types of students. Each chapter
     which holds that we have similar per-      offers exercises for developing lessons      Reviewed by James Linde, Principal,
     sonality preferences for how we take       based on student personality type.           Sharp-Leadenhall Elementary School,
     in information. Specifically, the types    Strategies for working with specific         Baltimore, jlinde@bcps.k12.md.us.



     Ensuring Full                                                         Education
                                                                           Act (IDEA).
                                                                                             of this classification being an accurate
                                                                                             one—or one that may be being used

     Inclusion                                                             References
                                                                           to legal codes
                                                                                             too frequently as compared to nation-
                                                                                             al standards. The “Determining the
                                                                           are included      Presence” section is bulleted and very
     special education eligibility. Roger                                  and eligibility   comprehensive. Step 1 offers common
     Pierangelo and George Giuliani.                                       is discussed—     characteristics of students suspected
     Corwin Press, 2007, 118 pages.                                        in language       of having the specific disability; Step 2
     Available at www.corwinpress.com.                                     appropriate       is a guide to determining procedures
                                                                           to use when       and assessments; and Step 3 is a final

     M      y first reaction to this book
            was to write my name inside the
     cover, and then pass it around to
                                                                           discussing that
                                                                           issue with par-
                                                ents—and is followed by components
                                                                                             determination. The sample docu-
                                                                                             ments to be created by following the
                                                                                             outline could be used effectively dur-
     my colleagues to review. I highly          of evaluation. Roles of each member          ing IEP meetings as a checklist to meet
     recommend it as a must-have for any        of an individualized education pro-          the needs of the student.
     school or district administrator who       gram (IEP) committee are also clearly           I definitely suggest making copies
     deals with special education               delineated.                                  of this book available to teachers who
     questions.                                    Following this introduction, each         attend IEP meetings and using it as
       This slim volume is more a refer-        classification for special education         a guide for discussing eligibility and
     ence guide than a book you pick up         is discussed in a formatted chapter:         placement with parents.
     and read, though it is certainly not an    “Definition Under IDEA,” “Overview,”
     unpleasant experience to read it cover     “Prevalence,” and “Determining the           Reviewed by Jeanette Gilliland, Interim
     to cover. The opening chapter clearly      Presence” (of the classification). The       Director of Personnel, School District of
     defines and provides a brief history       prevalence section, while brief, will        the Chathams, Chatham, New Jersey,
     of the Individuals with Disabilities       help readers relate to the possibilities     jeanettegilliland@yahoo.com.

62   Principal n May/June 2008                                                                                            www.naesp.org