FROM “SINGLE-SIZE INSTRUCTION” TO DIFFERENTIATED PERSONALISED LEARNING IN MIXED-ABILITY CLASSROOMS

Abstract

Learners of the same age often exhibit significant differences in readiness, interests, motivation, and preferred learning methods. When teachers assume homogeneity, many students experience unnecessary frustration or boredom. This article rearticulates the rationale for transitioning from "single-size instruction" to differentiated personalized learning in mixed-ability classrooms and describes how this shift is implemented in practice. Building on the tradition of differentiated instruction, the paper addresses common misconceptions—such as the belief that differentiation requires a separate plan for each student, leads to disorder, or necessitates permanent ability grouping—before outlining core design principles: proactive planning, qualitative task adaptation, continuous formative assessment, flexible grouping, and diverse product options that maintain shared goals. Practical implications are illustrated with examples from English language teaching (ELT), including tiered speaking and writing assignments and the use of a common rubric for diverse outputs.