Differentiation: Using the Academic 1/3 Plus Rule

nac: May 2015

Learner Types

Upper
1/3 Academically

Middle
1/3 Academically

Lower
1/3 Academically

Teacher Behaviors

Increasing pacing
Reduce learning time
Provide an independent
learning experience

Repeat
Provide examples
Pace index
Provide concrete language

Repeat
Provide examples
Chunk the materials into
smaller chunks
Provide more learning time
Slow down instructional
pacing

Possible Differentiation Strategies/Instructional Areas

LAAs
Learning Product
Content

Have the Lower & Middle

groups work together, this will
allow you to work with the
Upper 1/3.

Have Upper & Lower groups

work together, this will allow
you to work with the Middle
1/3.
Peer-tutoring by putting the
Upper and Middle groups
together.

Have Upper & Middle groups

work together, allowing you to
work with the Lower 1/3
students.
Peer-tutoring-by putting the
Upper and Lower students
together.

Provide a choice of
products. Student
could choose from
products designed
around the same
content & learning
behavior and based
on:
Gard
ner MI
Visu
al, Auditory,
Kinesthetic
Allow students to
contract for a grade
level (A, B, C)
Provide a choice of
learning products.
Student could
choose from
products designed
around the same
content & learning
behavior and based
on:
Gard
ner MI
Visu
al, Auditory,
Kinesthetic
Allow students to
contract for a
grade level
(A, B, C)
Provide a choice of
products. Student
could choose from
products designed
around the same
content & learning
behavior and based

Materials/Resources

Increase content
amount
Increase
complexity
Use higher order
Blooms
(evaluation,
synthesis)

Independent contract
More complex reading
materials
Student choice of
learning products
representing the:
same
content
expect
ed learning
behavior
identified in the
academic standard(s)

Decrease content
amount
Decrease
complexity
Lower order
Blooms
(recall,

English Language
Learner

Learning Needs
Social Skills

Trouble
working with others.

Difficulty
with relationships.

Kid
without friends.
Intellectual

Provide/Chance
independent/dependent
learning experiences
More checks for
understanding

Change Learning Style

approach
(visual, audio, kinesthetic).

Repeat.
Present more examples
(visual)
Demonstrate and model.
Create study sheets,
summary sheets, outlines of
most important facts
Provide supplemental aids
(vocabulary, Multiplication
Cards, etc.)

Group by same language

levels.
Group by different language
levels.
Provide additional time for
reading assignments.
Provide additional time for
review or drill.
Assign a Study Buddy.
Provide a lot of AVK
activities.

Teacher models acceptance

and tolerance.

Repetition.
Provide examples.
Extend time for completion
of assignments or tests.

Work with favorite partner.

Work in small group settings.
Use role plays.
(how do we work together)
Use video examples of
people working together.
Pair with different 1/3
Provide a lot of different AVK
activities.
Break a larger task into
smaller or easier 'chunks'

on:

comprehension)
-

Gard

ner MI
Visu
al, Auditory,
Kinesthetic
Allow students to
contract for a
grade level
(A, B, C)
Student could
choose from
products designed
around the same
content & learning
behavior and based
on:
Gard
ner MI
Visu
al, Auditory,
Kinesthetic
Extend time for
completion of
assignments or
tests.
Choose a:
Gard
ner area Content
area
Grad
e Level
(A, B, C)
Provide a choice of
products. Student
could choose from:
Gard
ner MI
Cont
ent area
Grad
e Level
(A,
B, C)
Modify assignment
(every other

Materials aligned to:

desired
content to be taught
readin
g level for EL

Ability Level
Appropriate
Focused on
Interests

Ability Level.
Hands-On

problem)
Provide additional
time for test
preparation
Read test directions
read

Emotional
Such as:

out
bursts

anger
management

impulsive

depressi
on

bipolar

Behavioral
Such as:

noncompliant

acting
out

work
completion issues

sleeps all
day

Teacher must have empathy

and understanding.
Will need a lot positive
emotional energy.
Work with the family.
Contact or work with Support
Personnel.
Reduce attention on student.
Change seats to more
isolated area.
Work in an area with no
distractions.
Provide emotional support.
Provide small chunks of
work, activities, and
instructions.
Very clear directions.
Identify when they are
getting too tense, excited, or
angry AND take a short
break away from the setting
or situation until they have
calmed down sufficiently.
Provide a quiet area in the
classroom
Provide extrinsic rewards.
Clearly identify behavior to
change AND identify a
replacement behavior.
Frequent breaks.
Clearly defined limits.
Provide a cooling-off time or
place in classroom.
Provide self-monitor
activities.
Provide concrete, positive
reinforcement
Seat to reduce distractions.

Group according to needs.

Break a larger task into
smaller or easier 'chunks'

Explain thoroughly
Provide a choice of
products. Student
could choose from:
Gard
ner MI
Cont
ent area
Grad
e Level
(A,
B, C)

According to rewards and

consequences.
Pair with appropriate student.
Isolate when appropriate
during activities.
Break a larger task into
smaller or easier 'chunks'

 Learning Skills
Such as:

concentr
ation

memory
working
shortterm
long-term

sequenci
ng

organizin
g

visual
perception
(distinguishing
shapes)

language
(ability to respond in a
timely manner with
appropriate ideas)

time
management

testtaking
Physical
Attention
Deficit/Hyperactivity
Some Signs:

Cant stay in chair

Does crazy
things.

Does not finish

activities, assignments.

Cannot stop
talking.

Not paying
attention.

Acting before
thinking (impulsive).

Cannot stay

Change seats to more

isolated area.
Provide a quiet area in the
classroom.
Provide self-charting activity.
Clear directions.
Provide sequencing
assistance.
Assist with organization and
planning of class work
and/or homework .
Create study sheets,
summary sheets, outlines of
most important facts
Provide supplemental aids
(vocabulary, Multiplication
Cards, etc.)
Use visual demonstrations.
Provide mnemonic
aids/devices.
Provide a graphic organizer
or calendar for students to
log assignments (i.e., due
dates, grade criteria, cues).
Provide a quiet area in the
classroom.

Change room arrangements

Post rules and
consequences.
Post assignments.
Post instructions for
activities.
Use daily routines-do not
vary.
Have set times for
completing specific tasks.
Show student how to use an
assignment book.
Teach study skills.
Give step-by-step directions.
Give directions-verbally and
in writing.

Overhead/outline for desk

use
Provide audio tape of
textbooks.
Provide textbooks with
highlighted, key passages
and facts.
Provide additional time for
review or drill.
Extend time for completion of
activities.
Provide additional time for
reading activities.
Assign a Study Buddy.
Do a walk through of the
steps or events in the activity.
Demonstrate expectations for
behavior, noise level needed
to work.
Demonstrate in writingif the
activity requires writing.
Break a larger task into
smaller or easier 'chunks'

Provide oral
(re-mastery).
Modify tests with
appropriate types of
questions.
Shorten
assignments.
Create an
assignment
notebook.
Extend time for
completion of
assignments or
tests.

According to abilities
Allow student to work on
computer for activities.
Model expected noise and
work levels.
Break a larger task into
smaller or easier 'chunks'

Match to ability
Encourage student
to work on a
computer.

Match to ability

focused.

Cannot organize
things.

Interrupts
frequently.

Trouble with
starting a task.
Dyscalculia
Signs:

Ability with basic

math skills like counting,
adding, subtracting,
multiplying and dividing

Ability to predict
appropriate procedures
based on understanding
patterns knowing
when to add, subtract,
multiply, divide or do
more advanced
computations.

Ability to organize
objects in a logical way.

Ability to measure
telling time, using
money.

Ability to estimate
number quantities.

Ability to selfcheck work and find

alternate ways to solve
problems.

Model expected noise level.

Provide a quiet area in the
classroom.

Use graph paper for students who have difficulty organizing

ideas on paper.
Work on finding different ways to approach math facts; i.e.,
instead of just memorizing the multiplication tables, explain that
8 x 2 = 16, so if 16 is doubled, 8 x 4 must = 32.
Practice estimating as a way to begin solving math problems.
Introduce new skills beginning with concrete examples and
later moving to more abstract applications.
Provide a place to work with few distractions and have pencils,
erasers and other tools on hand as needed.

Visual/Auditory

Taped textbooks
Highlighted textbooks
Large print material

Adapt problems.
Ask students to
draw a
representative
picture explaining
their answers.

Match to ability

Match to ability

Match to ability

Provide a choice of
products.

Have the
students identify
content related
to their interests.

Taped lectures
Interests

Be aware of students
interests.
Have students write about
their interests.

Group by same interests.

Relate activities to students
interests.
Ask students to apply the
concepts learned to their

particular interests.