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Raffles Girls' School PeRL

Differentiated Instructions for High Ability Diverse Learners in a Regular classroom

Find out how RGS teachers plan and deliver differentiated instruction for high ability diverse learners, and what helps or hinders its use in regular classrooms.

Last updated 21 July 2026

DIFFERENTIATED INSTRUCTIONS FOR HIGH ABILITY DIVERSE LEARNERS IN A REGULAR CLASSROOM: A CASE STUDY IN AN INDEPENDENT SCHOOL

RGS PeRL has concluded the Academic Research project on “Differentiated Instructions for High Ability Diverse Learners

Four girls in navy and white school uniforms sit around a wooden table, talking and gesturing animatedly outdoors.

in a Regular Classroom: A Case Study in an Independent School”. The study investigated on how RGS teachers plan and implement differentiated instruction to address the needs of high ability diverse learners in a regular classroom. This study also investigated the enablers and their challenges faced when implementing it. 18 teachers participated in this qualitative study through interviews, analysis of unit plans and lesson observations.

Click here to learn more about the findings from the research.