Educational Strategies for Diverse Learners: A Comparative Analysis
of French School Systems
Raufov Miraziz Mustafakulovich and Zoyirova Dilsuz Abdijalilovna
Tashkent State University of Law, Tashkent, Uzbekistan
Keywords: Multilevel Classes, Upper-Level Classes, Lower-Level Classes, French Education System, Classroom
Organization, Parental Preferences, Revisiting Previous Topics.
Abstract: This article elucidates strategies for instructing students of differing proficiency levels within the same
classroom setting, specifically examining the educational systems in French and Uzbek schools. Focusing
primarily on the Jules Ferry B school in France and its implementation of double-level classes, the article
highlights the prevalent practice in French primary education aimed at consolidating previous learning for
older students while simultaneously introducing new material to younger ones. The advantages accruing to
students and parents from this model are also discussed. Drawing from an analysis of a lesson taught by Carol
Gouchi in one such class, the article delves into various aspects including instructional organization,
prioritized content, accommodating students with learning disabilities, and optimizing time utilization.
Furthermore, it sheds light on parental motivations behind enrolling their children in double-level classes.
The overarching goal of this article is to equip novice educators with insights into effectively teaching
heterogeneous student groups, offering guidance on suitable approaches and methodologies.
1 INTRODUCTION
Education holds paramount importance as it serves as
a cornerstone for leading a fulfilling and prosperous
life. It elevates the quality and significance of life
experiences. Regarded as a fundamental human
entitlement, education contributes significantly to the
growth and advancement of individuals, societies,
and nations. By ensuring equitable access to
education for all, particularly girls, we can dismantle
the enduring cycles of poverty, as education stands
intricately interconnected with various
developmental objectives. These include fostering
gender equality, enhancing maternal and child well-
being, addressing nutritional deficiencies, mitigating
the transmission of diseases such as HIV/AIDS, and
alleviating poverty-related afflictions.
Education serves as a catalyst for economic
prosperity and fosters harmony within societies. It
serves as a gateway to knowledge and advancement
in contemporary civilization. The presence of a
significant illiterate population within a country
represents a missed opportunity for societal
advancement and intellectual growth across various
domains. The human mind is inherently wired to
evolve through the acquisition and assimilation of
new information, which is then processed internally
to yield a diverse and rational array of thoughts,
emotions, knowledge, and sentiments. In light of this
understanding, the imperative to engage in learning
becomes evident. Education emerges as the optimal
avenue to streamline and enhance this learning
process, tailored to individual needs, thus maximizing
its effectiveness.
Time appears to accelerate rapidly, with each
passing day inundated with a plethora of global news.
Dubbed as the "century of news," the twenty-first
century witnesses a surge in discoveries across all
fields. Particularly in education, numerous innovative
teaching methodologies and novel directions emerge
continuously. The ever-evolving landscape of the
world signifies a profound transformation in modern
society. For instance, the education system undergoes
a complete overhaul: teachers now transcend the
traditional role of imparting knowledge to become
creative and adept "guides," facilitating students in
constructing their own understanding.
346
Mustafakulovich, R. and Abdijalilovna, Z.
Educational Strategies for Diverse Learners: A Comparative Analysis of French School Systems.
DOI: 10.5220/0012845100003882
Paper published under CC license (CC BY-NC-ND 4.0)
In Proceedings of the 2nd Pamir Transboundary Conference for Sustainable Societies (PAMIR-2 2023), pages 346-353
ISBN: 978-989-758-723-8
Proceedings Copyright © 2024 by SCITEPRESS – Science and Technology Publications, Lda.

2 OBJECTIVES
Each nation prioritizes its education system by
fostering connections with other countries to glean
valuable insights. In this vein, France and Uzbekistan
have established a partnership between two
educational institutions—the Uzbek State University
of World Languages and the Versailles Academy.
Students partake in exchange programs to acquire
firsthand experience, language proficiency, and to
analyse educational frameworks and pedagogical
approaches. This endeavour presents significant
opportunities for young individuals. Over a duration
of four and a half months spent in France, participants
engaged in contemplation regarding the French
education system, and instructional methodologies,
and conducted a comparative analysis of the
educational paradigms and organizational structures
between the two countries. At Evarist Galois College,
observations were made regarding the operation of
two distinct programs: the UPEA2, designed for
newly arrived foreign pupils in France, and a
conventional class. Comparative analysis of these
classes was conducted under the guidance of two
instructors. Additionally, insights into French culture
were acquired throughout the exchange. Gratitude is
extended to both institutions for affording
participants the opportunity to expand language
proficiency, engage in critical reflection on
educational systems and methodologies, and to
immerse in diverse cultural experiences.
Every profession comes with its unique set of
characteristics, challenges, responsibilities, and
benefits. However, teaching stands out as one of the
most demanding professions due to the necessity of
simultaneously managing the dynamics of the entire
class group while also catering to the individual needs
of each student. Despite its challenges, teaching
offers a significant advantage: witnessing the
progress and success of students.
The focus of my research is to explore the
intricacies of teaching in a double-level classroom,
examining both the difficulties and advantages
associated with this instructional setting.
To achieve this objective, I conducted
observations within a CE1/CM1 class at Jules Ferry
Elementary School in Nanterre. Through this process,
I had the opportunity to witness numerous innovative
teaching methodologies, observe the classroom's
organizational structure, examine the textbooks
utilized, and assess the teacher's responsibilities and
instructional approach.
This article comprises three distinct sections. The
first section delineates the concept of double-level
classes, presenting various definitions and elucidating
the principles underlying both double-level and
multi-level instructional settings. Additionally, it
explores the rationale behind the establishment of
double-level classes in French educational
institutions.
The second section delves into the advantages and
challenges inherent in teaching within a double-level
classroom, while also examining the teacher's
organizational strategies. This portion entails an in-
depth analysis of the obstacles and benefits associated
with instructing students across multiple grade levels
within a single classroom.
The third section focuses on the logistical aspects
of teaching time management within a double-level
class. It delineates the material, spatial, and temporal
organization inherent in this instructional approach,
shedding light on the practical implementation of
instructional strategies within this unique classroom
setting.
2.1 Understanding the Double Level in
a Class
Each country boasts its own distinct educational
framework, with Uzbekistan's system diverging
significantly from that of France. A multitude of
disparities exist in educational practices between
these two nations. For instance, the concept of
double-level classes, prevalent in France, is absent in
Uzbekistan's educational landscape. This disparity is
influenced by various factors, including
governmental regulations. In France, the government
has stipulated an average class size of 27 students,
prompting school administrators and their teams to
determine the most effective student distribution to
ensure optimal educational outcomes. Consequently,
double-level classes may be established either out of
necessity due to student enrolment fluctuations or as
a deliberate choice by the teaching staff.
Consequently, it is not uncommon to encounter a
considerable number of multi-age classes in certain
schools in France.
The concept of double-level education occurs
within a graded school system, where a single
classroom accommodates students from two or more
levels of schooling simultaneously. This contrasts
with the conventional model of classroom
organization in classified systems, where each
classroom typically comprises students of a single
level. In graded systems, age and level are often
aligned, meaning that a particular school level
corresponds to a specific age group. However, in
double-level classes, this alignment may vary, with
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students from adjacent (e.g., CE1/CE2) or distant
(e.g., CE1/CM2) school levels sharing the same
classroom space. The decision to implement double-
level classes may be influenced by various factors
such as enrolment fluctuations, resource allocation,
and pedagogical considerations.
Typically, there are multiple rationales behind
opting for a double-level setup in a classroom:
 Primarily, double-level classrooms are
frequently found in small, rural schools
situated in remote and thinly populated
regions. These schools might have just one,
two, or three teachers, yet they provide
comprehensive primary education programs.
 Secondly, this arrangement enables children
to receive education near their homes.
 Thirdly, it fosters peer-based learning,
promoting cohesion and cooperation among
students, which enhances interpersonal skills
and fosters positive attitudes toward others.
 Fourthly, it compels teachers to enhance their
planning skills and utilize time more
efficiently.
 Fifthly, the diverse teaching methods
employed in double-level classrooms by
teachers contribute to students' cognitive
development and foster their autonomy.
 Sixthly, teachers occasionally accompany
their students for two years or longer,
facilitating continuity in learning.
From a political standpoint, implementing double-
level classroom education could serve as a crucial and
suitable strategy to advance the goal of universal
education, especially for children residing in small,
impoverished, and isolated communities.
Importantly, this approach empowers schools and
teachers in such areas to effectively cater to their
students, offering a high-quality and pertinent
education.
Similar to other classroom settings, there are three
sequential teaching models employed in double-level
classes. These models include:
a) The "collective" model of education fosters
collaborative group work among children, where they
engage in tasks collectively.
b) The individual working model emphasizes
independent work, with each child focusing on their
own tasks such as writing, dictation, and self-
assessment.
c) The model of working in small groups involves
3 or 4 children collaborating. In this approach,
children explore various perspectives as each student
shares their opinion on the task and engages in
dialogue with their peers.
Throughout my observation of the CE1/CM1
class, I paid particular attention to the time
management, classroom organization, teaching
strategies employed by Ms. Gouchi, and the resulting
impact on the students.
2.2 Advantages and Challenges of
Teaching in a Double-Level
Classroom
Teaching is widely regarded as one of the most
challenging professions, particularly when educators
are tasked with teaching in multi-level classes. The
demands of organization, instruction, and classroom
management can be complex and intricate. Teaching
various subjects across different school levels,
catering to students with diverse psychological and
cognitive development levels, presents a significant
challenge. It necessitates engaging students
consistently in meaningful learning activities,
demanding a high level of organization and a
willingness to empower students to take ownership of
their learning. The implications of this for both
teachers and parents are considerable.
Teaching in a double-level class presents a more
significant challenge for the teacher compared to a
single-level class. With increased diversity among
students, the cognitive and emotional demands on the
teacher are heightened. Through my work in the
double-level classroom at Jules Ferry Elementary
School in Nanterre, I have identified key pedagogical
dimensions essential for success:
 Classroom organization: utilization of
educational resources and creation of a
conducive physical environment to enhance
learning;
 Effective classroom management and
discipline encompass establishing structured
programs and routines within the classroom,
fostering predictable pedagogical
frameworks, and notably, enhancing students'
accountability for their own learning;
 Organization and Curriculum design:
implementation of teaching strategies and
routines aimed at maximizing learning
outcomes. Instruction is tailored based on
diagnosed student needs, incorporating
efficient time management practices.
 Pedagogical grouping: techniques enhancing
teaching quality, encompassing strategies for
organizing individual, group, and collective
learning activities.
 Independent learning: fostering students'
abilities and strategies to achieve a high
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degree of autonomy and effectiveness in
individual learning, either independently or
collaboratively with peers;
 Peer tutoring: developing students' abilities to
act as "teachers" to their peers across various
grade levels, facilitating learning both within
and across different levels.
Double-level classrooms operate on the principle that
diversity is not a barrier to be overcome, but rather a
valuable asset and resource that enhances the learning
process. Furthermore, students contribute a diverse
array of approaches, abilities, interests, experiences,
cultural perspectives, and personalities to the
classroom environment.
The diverse composition of a double-level
classroom offers distinct advantages for learners,
particularly in cases where teachers accompany
students for a minimum of two years:
 Each student progresses through their
learning journey at their own pace, prompting
the teacher to tailor instruction to the
individual developmental stage of each
learner. This personalized approach
minimizes competition among students, as
they understand and acknowledge that each
peer is at a different point in their learning
trajectory. Additionally, students cultivate
the ability to establish personal learning
objectives, self-assess their progress, and
engage in reflective practices to enhance their
own learning experiences;
 In double-level classrooms, students have the
chance to develop self-awareness through
interactions with both older and/or younger
peers;
 Double-level classrooms facilitate
continuous advancement. In such
environments, students can bypass concepts
and skills they've already mastered, allowing
them to focus on areas where they need
further development. Moreover, students
who haven't attained certain learning
objectives by the end of a school year can
strive to achieve them in the subsequent year;
 Double-level classrooms offer students
stability and establish enduring relationships
with their teachers.
2.3 Advantages and Challenges for
Educators
Numerous experienced teachers cite several benefits
of instructing in double-level classrooms:
 Teachers have the opportunity to cultivate a
deeper understanding of each student's
strengths and needs over the course of two or
more years, allowing them to tailor
instruction to each student's developmental
level.
 Teachers are tasked with familiarizing
themselves with fewer students each year.
Consequently, the orientation process at the
beginning of the school year is streamlined
and requires less time. Additionally, students
at higher levels are already acquainted with
the routines and assist newcomers in
integrating them, easing the transition
process.
 In designing programs spanning two years or
more, teachers enjoy increased flexibility
with curricula, enabling them to plan projects
aligned with students' interests.
 Teachers can foster stable relationships with
parents, which is crucial for effective
collaboration between students, teachers, and
parents, a practice particularly emphasized in
Uzbekistan.
 The double-level teacher must give careful
consideration to each student, striving to
understand their individual challenges, such
as why they may struggle with learning or
comprehension. However, this responsibility
applies to all teachers, regardless of whether
they teach in single-level or multiple-course
settings.
When discussing the varying learning levels of
students with Ms. Gouchi, she outlined the potential
challenges as follows:
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Figure 1: The management of a double-level class revolving around three dimensions
2.4 Advantages for Parents
Parents find that programs that enhance their child's
learning are clearly advantageous. They value the
stable learning environment of double-level
classrooms and the teachers' dedication to their child's
education, particularly in fostering interpersonal
skills, emotional maturity, and independence.
"Double-level classrooms offer various benefits for
parents:
 Parents can build a trusting relationship with
the teacher, creating a partnership focused
on enhancing the child's academic
performance and overall well-being, thanks
to the long-term nature of their interaction.
 Parents value the fact that their child
experiences reduced stress at the start of a
new school year because, having the same
teacher, the student is already familiar with
the teacher's routines and expectations.
2.5 How to Schedule Teaching Time
Effectively in a Multilevel
Classroom
Teaching in a double-level classroom requires many
skills in class organization, student management and,
ultimately, the successful transmission of level-
specific programs. It is the responsibility of teachers
as a teacher of a double-tiered class to plan and
organize their class to achieve the best results based
on the space and resources available to them.
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Figure 2: Depicting the three aspects of classroom management.
As a double-level educator, effective planning,
designing, and management of diverse activities are
crucial for keeping children engaged in learning. This
involves creating a conducive learning environment
through a variety of stimulating activities, including
basic work, independent study, and project-based
learning.
"Teachers hold a pivotal position in classroom
management through the following means:
 Planning the utilization of classroom
"space," which should be flexible and
adaptable to various types of activities.
 Organizing the arrangement of tables and
chairs for both them and their students.
 Efficiently planning lessons for each grade
level simultaneously.
 Designing engaging activities to actively
involve children in learning.
 Creating, organizing, and utilizing teaching
and learning materials effectively.
 Setting clear behavioural expectations for
students to foster a conducive learning
environment”.
The schedule was meticulously organized,
ensuring that each subject is taught according to the
respective grade levels. CE1 and CM1 have separate
topics for various subjects. For instance, mathematics
is taught concurrently but separately for CE1 and
CM1, as are dictation and spelling. Subjects like
sports, foreign languages (English and German),
EMC, computer science, and visual arts are taught
simultaneously and often cover identical content.
Before commencing the lesson, the teacher displays
the daily schedule on the board. One of the examples:
Figure 3: Comparison between the children of CE1 and CM1.
This practice ensures that students are aware of the
day's learning objectives, reducing the need for
constant inquiries to the teacher. The schedule is
visible to all students. During my time at Jules Ferry
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Elementary School in Nanterre, Ms. Gouchi divided
the students into four groups, each comprising 5
students of mixed ages and genders. For instance, a
group might consist of 3 students from CE1 and 2
from CM1. This arrangement encourages
collaboration among children, with younger students
gaining insight from their older peers. Additionally,
CM1 students assist CE1 students with tasks such as
calculations, dictations, and conjugations.
Teaching in a double-level classroom requires more
than just competence, experience, and knowledge. It
demands expertise in organizing classroom space.
Ms. Gouchi's double-level class is structured as
follows, a common arrangement in such settings:
Figure 4: Explaining the architecture between CE1 and CM1
The double-level teacher must be attentive to several
factors:
 Ensuring that each student comprehends the
teacher's explanations, writings, and
instructions.
 Ensuring that every student has clear
visibility of the board; if any have difficulty
seeing, the teacher arranges seating to
improve visibility.
 Maintaining legible and exemplary
handwriting, as students often mimic the
teacher's writing.
 Having materials prepared to avoid wasting
time and ensuring accessibility for students.
 Planning for adequate space for student
movement without disruption, considering
traffic flow within the classroom.
3 CONCLUSIONS
The insights gained from observing a CE1/CM1
classroom experience can prove invaluable for
teachers seeking to enhance the quality of student
learning. Schools and their representatives can benefit
significantly from sharing experiences with others.
In a double-level classroom, the teacher holds a vital
role in fostering relationships among students and
facilitating the acquisition of knowledge. This
involves meticulous planning of both time and space,
as well as thoughtfully programming various
activities to cultivate an environment conducive to
knowledge construction. This endeavour is
significant, albeit exhausting at times. Given that each
child learns differently, the teacher strives to tailor
explanations and methods to accommodate everyone.
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Effective collaboration between the teacher and
parents is essential for the well-being and learning of
the child.
During my four and a half months in France, I had the
opportunity to observe the education system closely.
I noticed both similarities and differences compared
to the education system in Uzbekistan. Unlike in
Uzbekistan, where there are no double-level classes,
France incorporates this approach alongside regular
classes.
In my view, teaching in a double-level class presents
significant challenges. However, when led by
experienced and highly organized teachers, it can
yield positive outcomes.
Hence, it's imperative to train skilled professionals
who can drive the development of the country
forward. The future lies in the hands of the youth.
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