That’s a great question, because differentiation is really at the heart of how I teach.

In primary school, especially in France where classes are often very , you quickly realize that students don’t learn in the same way or at the same . So for me, differentiation is not something extra — it’s just how the classroom functions.

Typically, I start with a whole-group mini-lesson to introduce the and make sure everyone understands the learning goal. Then I move into smaller groups or practice. This allows me to support students who need more scaffolding — maybe breaking the task into , modeling again, or providing sentence starters — while at the same time challenging students who are ready to go deeper with or more complex tasks.

I also differentiate through grouping. Groups are not fixed. I adjust them based on observation and formative assessment. Sometimes students work , sometimes in pairs, sometimes in small groups, depending on what best supports their learning.

Another important aspect is giving students different ways to show what they know. For example, after a reading activity, some students might write a paragraph, others might explain their thinking orally, and others might use a graphic organizer. The objective is the same, but the way they demonstrate can vary.

I also try to incorporate different — visual supports, hands-on activities, movement, collaborative discussions — especially with younger students who need to be active and engaged.

Finally, I pay close attention to . Students need to feel safe and supported in order to take risks. I regularly use formative assessment — observation, questioning, quick check-ins — to in real time.

Differentiation does require and flexibility, but I believe it’s essential for equity. It’s about giving each student what they need to grow, not simply giving everyone the same thing.