Flexible instructional groups are the product of a methodology in which teachers are empowered to group their students based on their readiness to begin learning specific levels of course content. Basically, data is collected based on one or more forms of assessment to determine what level of mastery of a subject the individual student is currently at. Using this data, the student is assigned to a particular group with other students at or near the same level of learning readiness. The teacher would form at least three groups in their class sharing similar characteristics and divide students into these groups to complete specific activities or projects that would help them master the level of content they are immediately ready to handle. In this way, flexible teaching groups are a form of differentiated teaching based on a particular grouping criterion that seeks to form groups sharing homogeneous characteristics with regard to preparation for learning the course content. Ability grouping is a broad term that seeks to assign students to particular groups. learning levels based on academic criteria. Ability grouping and its cousin, academic tracking, both seek to form homogeneous groups to create circumstances perceived as desirable for learning. The similarity between flexible instructional grouping and ability grouping, except for the mechanism of moving students from one group to another, requires an examination of the research behind ability grouping and how that research relates to flexible educational grouping. The majority of research seems to concern capability bundling in its rigid, traditional sense and without the flexibility mechanism. Therefore...... middle of paper ......realization. Equity & Excellence, 23, 22–30. Lou, Y., Abrami, PC, Spence, JC, Poulsen, C., Chambers, B. and d'Apollonia, S. (1996). Grouping within a classroom : a meta-analysis. Review of Educational Research, 66, 423-458. Schumm, J.S., Moody, S.W., & Vaughn, S. (2000). Grouping for Teaching Reading: Does One Size Fit All? Journal of Learning Disabilities, 33, 477-488. Slavin, R.E. (1987). Grouping for primary school teaching. EducationalPsychologist, 22(2), 109. Retrieved from EBSCOhost. Tieso, CL and Margison, J. (2004). The effects of grouping and instructional practices on the mathematics achievement of intermediate students. Roeper Review, 26(4), 236. Retrieved from EBSCOhost. Wright, S. (January 25, 2001). Montgomery School's new approach to ability grouping is working. The Washington Post. Retrieved from http://www.washingtonpost.com