Open AccessResponding to Diversity: Differentiating in the Language Arts Classroom
Author(s) -
Ruthanne Tobin
Publication year - 1944
Publication title -
language and literacy
Language(s) - English
Resource type - Journals
ISSN - 1496-0974
DOI - 10.20360/g2j59k
Subject(s) - the arts , literacy , mathematics education , language arts , diversity (politics) , class (philosophy) , reading (process) , pedagogy , psychology , computer science , sociology , linguistics , visual arts , art , philosophy , artificial intelligence , anthropology
Based on an analysis of the research literature, I identify five broad approaches teachers use to differentiate language arts instruction in the middle-school years. These include: (a) choices in reading materials and creative work products; (b) a discussion-based framework focused on big ideas; (c) dynamic grouping; (d) universal design in whole class literacy instruction; and (e) access to multimedia. The use of these five approaches serves the academic interests of students who are different such as those with learning disabilities, ESL students, struggling readers and writers, and students who are gifted.