While there is a resurge of interests and writings on the differentiated instructional process (DIP), and reflection in teaching is important and perennial, there is no known writing which explicitly displays the role of reflection in the DIP. Using a synergistic review of literature, the author contributes to filling this literary gap and clearly displays the role of reflection in the DIP. The literature reviewed displayed seven concepts: Reflection enables the process of adapting the curriculum or lesson content, process, product and classroom environment to students' needs, interest and learning styles. Adapting the curriculum or lesson content, process, product and classroom environment to students' needs, interest and learning styles requires a reflective engagement with teachers' practical knowledge. Reflection is integral to various tools used to facilitate the DIP. The use of questions and collaboration are reflective acts utilized in the DIP. Reflection-in-action i.e. "framing" "students" during formative assessment facilitates the effective delivery of differentiated lessons and reflective journaling is both a tool for assessing students learning in the differentiated classroom and for researching the DIP.