Abstract
This study investigated the effect of differentiated graphic organizers on the development of reflective skills among the students of Nazarbayev Intellectual School in Karaganda. Reflective skills are essential for independent and critical thinking, yet many teachers struggle to make reflection meaningful and accessible to diverse learners. Using a mixed-method design, the research combined pre-and post-surveys of 128 students (grades 7–10) with interviews and observations from four teachers. Findings revealed that differentiated graphic organizers significantly improved students’ ability to analyze their learning processes, increased engagement, and deepened reflection from descriptive to analytical levels. Teachers reported that differentiated graphic organizers enhanced accessibility, supported differentiation, and promoted student ownership of learning. Overall, the study concludedthat differentiated graphic organizers are effective tools for structuring and personalizing reflection, making it a more meaningful and sustainable component of student-centered education in the contextof Nazarbayev Intellectual Schools.