A CLASSROOM WITH A VIEW: CONCEPTUALIZING DIFFERENTIATED LITERACY INSTRUCTION
Authors: Kellie Buis
Abstract: Differentiated instruction is the process of creating classrooms where students effectively manage the time, noise, movement, resources, work, groupings and success of their own learning space (McTighe and Thomlinson, 2006). Teachers stand back with a scenic view of ―who‖ the learners‘ are, in preparation for ―how‖ to flexibly manage their academic, emotional, readiness, interest, experience and learning needs. They use this panoramic scene to better survey student variance and go about providing responsive instruction for it. This steadfast position to let off the tight reign of ―frontal control‖ gives teachers a free hand to focus their undivided attention on their students to better satisfy their specific needs. We create spaces where we witness things that a frontal field of vision will not allow. With differentiated instruction, teachers have a classroom with a breath taking view of ―who‖ to support, and ―how‖ to maximize their literacy learning success.