Below, Ive listed three useful differentiated instruction strategies for junior classrooms.

1) Provide opportunities for students to work in a variety of contexts by

thoughtfully planning and implementing flexible groupings for classroom
activities.
Each classroom activity can involve either the whole class, small groups, partners,
and/or individual students. By allowing for variation in these groupings, as well as
variation in student choice and assigned roles, teachers can cultivate a welcoming
classroom community of respect and positive peer relationships. Additionally,
flexible groupings can promote social development and attend to individual needs
and interests by allowing for differentiated, targeted instruction.
2) Use a variety of instructional approaches to scaffold learning.
Each student in the class has their unique interests, preferences, and learning
styles. Some learn best through seeing charts and videos while others through
doing hands-on or physical activities. Some students like sports while others prefer
the arts. To account for all these differences, and benefit all learners, classroom
activities should not only involve variation in groupings but also in task type.
(While the entire class can go through each task simultaneously, learning centres
can also help to incorporate diverse activities and allow for more flexible timing.) In
this way, teachers can respect each students preferences and hopefully inspire an
intrinsic motivation to learn. This also allows for students to apply learned
knowledge in an assortment of situations, giving them opportunities to consolidate
the information and use higher levels of cognition.
3) Provide students with a variety of means to express their learning.
Assessment tasks can vary from oral presentations to written productions to
hands-on experiments. The incorporation of diverse types of these tasks can make
assessment fair and accurate for each student. Assessment tasks should also
encourage student creativity and allow for individual strengths to enhance a given
demonstration of learning. Accordingly, rubrics should be made that are sufficiently
detailed and match, as well as extend, students varied skill levels.