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Literacy Fusion: Designing Differentiated Collaborative Learning

MCNC Summer Institute—June 2025

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INTRODUCTIONS

María Luisa García Underwood, MA, EdM, MSEd

M Ideas Consulting Services, Inc.

Equity & Culturally Responsive Education Consultant/Coach

https://bit.ly/mcnc2025_underwood2

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Session Targets

Analyze content to refine our instructional practices

Design collaborative activities that accommodate diverse learning needs

Deepen understanding of differentiated instruction

Understand the fixed-flexed principle to revolutionize lesson planning

Apply the differentiation to content, process, and product to better meet student needs

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Agenda

Welcome & Overview (5 mins)

The Literacy Challenge (10 mins)

Introduction to Differentiation (10 mins)

Fixed/Flexed Principle (15 mins)

Text Access Strategies (20 mins)

Content Design (10 mins)

Closing & Questions (5 mins)

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Are you ready?

Pick 2 Pieces of Candy.

1 piece represents a “sweet” teaching moment or experience

1 piece represents a more “sour” or challenging teaching moment

STOP, NOTE & Be prepared to explain

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The Literacy Challenge

Subject Area Speed Dating:

Review the packets at your table.

Each packet contains 6 readings.
As you take turns reviewing each document, note one challenge students might face with this text type.
Discuss with table partners when everyone has reviewed all 6 documents. (common challenges – universal literacy needs)

Key Takeaway: Literacy isn't just "reading class"—it's the gateway to learning in every subject.

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Differentiated Instruction

“Differentiation means giving students multiple options to take in information.”

- Carol Ann Tomlinson

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Differentiating Instruction

Not Differentiated

Differentiated

Only one way to reach the goal.

End Goal

Process

Product

Content

Rigor

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Three Ways to Differentiate

Tasks

Content

Specific facts and information

Process

The methods & activities used to learn

Product

The outcome or deliverable demonstrating learning

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Content

History Revolutions

French Revolution

Haitian Revolution

Chinese Revolution

Russian Revolution

English Characterization

Dialogue

Character Thoughts

Character Actions

Description

Science Body Systems

Nervous System

Circulatory System

Endocrine System

Muscular System

Math Triangles

Right Triangle

Isoclines Triangle

Obtuse Triangle

Scalene Triangle

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Process

Station 1: Images

Provide a series of images to students on the topic

Ask a probing or inferential question based on the images

Station 2: Reading

Provide a short text (5-10 min reading) on the topic

Ask comprehension questions to identify the main points

Station 3: Media

Hyperlink to 3-5 minutes of media (video, music, game)

Ask students to make connections between the 3 stations

Station 4: Key Vocabulary

Provide (or ask students to prioritize) key vocabulary related to the topic

Ask students to define and provide examples of the vocabulary based on the stations

Present their learning using a 3 - 2 - 1 protocol

(3 things

we learned, 2 questions we have, 1 thing to remember)

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Product

Students can self-select as a group, or within a group, students can divide out who will complete which product based on the shared text.

Summary/ Response

Glossary of Key Terms

Visual Summary or Storyboard

3 Connections to the Real World

After Reading

When we put all the tasks together, we have a more dynamic response to the content.

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The FLEX Model: Four Pathways to Complex Content

F - Flexible Text Options

Same content, multiple formats (video, infographic, traditional text, audio)
Varied complexity levels of the same information
Choice boards allowing student selection

L - Layered Support Systems

Sentence starters and question stems
Graphic organizers matched to text structure
Peer mentoring partnerships

E - Engagement Hooks

Connect to student interests and experiences
Real-world applications and current events
Interactive elements (simulations, role-plays)

X - eXtension Opportunities

Challenge tasks for advanced readers
Leadership roles in group activities
Independent research pathways

In table groups, using the complex texts you originally reviewed in the packets, use the FLEX template to design differentiated access points.

Work as group to generate ideas.

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Content Design: Practical Application

The Design Framework:

Determine essential learning targets

Evaluate text complexity and demands

Select appropriate support strategies

Incorporate collaborative elements

Generate assessment checkpoints

Navigate adjustments based on student needs

Use the DESIGN framework to plan one lesson integrating differentiation literacy based on the text you brought to today’s session.

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Share one strategy you will try soon.

Name one challenge you anticipate. How will you handle it?

YOUR NEXT STEPS