In a mixed Petite Section / Moyenne Section class, I work with children aged three to five, which means I am simultaneously teaching children who are just learning to speak in full sentences and children who are ready to begin reading. Differentiation is not optional; it is survival.
The Three-Tier Model
I organise most activities into three levels, which I think of as discover, practise, and deepen. For a phonological awareness activity, this might look like:
- Discover: Clapping syllables in their own name with adult support
- Practise: Clapping syllables in a set of picture cards independently
- Deepen: Identifying the initial sound of each picture card and sorting by sound
The same learning objective, three different entry points. Children move between tiers as they are ready. It is not a fixed grouping.
Flexible Grouping
I avoid permanent ability groups. Instead, groupings change depending on the activity, the skill, and the day. A child might be in the "deepen" group for maths but the "discover" group for oral language. This prevents labelling and keeps expectations fluid.
I also use mixed-level pairings intentionally. Pairing a more experienced child with a newer learner benefits both: the older child consolidates their understanding by explaining, and the younger child gets peer modelling that is often more relatable than adult instruction.
The Learning Environment as Differentiation
The physical classroom is one of my most powerful differentiation tools. Each learning area (library, writing centre, maths corner, art station, construction zone) is set up with materials at multiple levels. In the writing centre, for instance, you will find blank paper alongside lined paper alongside pre-written sentence starters. Children choose the support they need.
This "self-differentiation" approach works because young children are remarkably good at finding their own level, if we give them the materials and the permission to do so.
Observation as the Foundation
Everything starts with observation. I spend the first weeks of each school year watching, listening, and documenting. Where is each child in their language development? Their fine motor skills? Their social interactions? This baseline allows me to plan with precision rather than assumption.
Throughout the year, ongoing observation keeps the differentiation responsive. If I notice a child has outgrown their current grouping, I adjust. If an activity is not working at a particular level, I redesign. Differentiation is not a plan you make in September and follow until June. It is a living, breathing practice.