Differentiation: You’re Already Doing It (Even If It Doesn’t Feel Like It)

If you’ve been teaching for more than about five minutes, chances are you’ve heard this question:

“So, how are you differentiating?”

It usually comes up in a meeting, a walk-through, or a data chat, and even though it’s meant to sound supportive, it can sometimes land like an accusation — as if we’re not already trying our hardest to meet every child where they are.

Let’s just say it out loud: teachers differentiate all day, every day. You do it instinctively, creatively, and often without even realizing it.

What Differentiation Really Looks Like

When most people picture differentiation, they imagine color-coded small groups, three versions of every worksheet, and a Google Drive full of tiered activities that magically align with each student’s reading level and learning style.

But differentiation isn’t about doing more work. It’s about doing the same work more intentionally.

You’re already differentiating when you:

• Ask a student to explain their thinking while another shows their work visually.

• Let one child read directions independently while you read them aloud to another.

• Use manipulatives for some and mental math for others.

• Offer sentence stems, anchor charts, or a quick reteach on the carpet before sending kids off to try again.

• Choose to focus on effort and progress instead of perfect scores.

Sound familiar? That’s differentiation.

When Someone Asks “How Are You Differentiating?”

It’s easy to freeze or feel defensive when the question comes up — especially when you know what’s really being asked is, “Why aren’t all of your students scoring the same on this assessment?”

Here’s the truth: no amount of differentiation fixes systemic issues like oversized class lists, inconsistent support staff, unrealistic pacing guides, or lack of planning time.

But you can answer that question with confidence, because you’re already doing the work.

Try one of these simple responses:

• I adjust my questioning and supports based on what students show me in real time. For example, today I scaffolded the writing task for a few students using sentence starters while others moved on to extend their thinking.”

• “I use small-group time to reteach concepts that came up in our exit tickets. Students who’ve mastered the skill work on enrichment while I focus on those who need more support.”

• “I offer choice whenever possible — in materials, partners, or how students show their learning.”

  
  

These answers show intentionality without suggesting that you’ve solved every educational challenge single-handedly.

❤️ The Bigger Picture

Differentiation isn’t a checklist or a new acronym to chase. It’s what makes teaching teaching. It’s the art of knowing your students and responding to them as human beings.

So the next time someone asks how you’re differentiating, take a deep breath and remember:

• You already do it every day.

• You’re adapting, adjusting, and caring in ways that data can’t always capture.

• You deserve support, not scrutiny, for doing one of the most complex jobs there is.

Keep meeting kids where they are — and remind anyone who asks that real differentiation starts with knowing your students, not filling out another form.

✏️ Closing Thought

At Ask the Teacher, we believe that the best differentiation happens naturally — through connection, curiosity, and compassion. You’re already doing amazing work, and it deserves to be recognized.