cif what is not!
DESCRIPTION
This is our flipped lesson on the common instructional framework. Please view and use hyperlink to connect to video.TRANSCRIPT
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Welcome to our Flipped Lesson on
CIF“WHAT IT’S NOT”
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Your TaskYOU WILL:
Read over the CIF definitions an follow hyperlinks to see examples
TOGETHER WE WILL:Use the CIF cards to discuss, in groups, if the
examples listed are real examples of the strategy.
I WILL:Complete the activity by using
http://todaysmeet.com/PSJAINSTRUCTIONALCOACHES to submit your own examples and lead a discussion on how these reflect the CIF.
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Collaborative Group Work
Using intentional grouping, teachers hold students accountable for making meaning through authentic academic tasks that are structured to ensure the active engagement of every group member. Students scaffold and accelerate each others’ thinking and apply this knowledge across contents and contexts. Collaborative activities address multiple skill levels and must be designed to reach all learners.
Collaborative Learning: Preparing for the Future (Q, CT, CGW) https://www.teachingchannel.org/videos/collaborative-learning-strategy
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Writing to Learn
The teacher creates a low-stakes environment that allows students to develop ideas, think critically and hone writing skills. Used daily, this strategy helps students improve fluency and mastery of written conventions and gives teachers an excellent formative assessment tool. Low-stakes writing opportunities scaffold middle- and high-stakes writing.Assess and plan with exit tickets (lower grades)www.teachingchannel.org/videos/teacher-assessment-strategy
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Classroom Talk
Classroom talk is the companion to Writing to Learn, but with voice. By engaging in high levels of discourse and questioning, students find out how to scaffold and sustain their learning process. Teachers serve as facilitators and create a safe zone for students to verbally express evidence of learning.
Making vocabulary interactivehttps://www.teachingchannel.org/videos/making-vocabulary-lesson-interactive
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Questioning
Effective questioning deepens classroom conversations and adds relevance for learners. Teacher and students work together to continually refine and develop their intellectual inquiry process. Students learn how to investigate new ideas and information by asking and answering increasingly complex questions.The Art of Questioning: Content, Meaning and Style (Q, S, CT) https://www.teachingchannel.org/videos/structuring-questioning-in-classroom
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Scaffolding
Scaffolding allows teachers to remove barriers to learning and aid learners in organizing and understanding new concepts. This strategy includes reviewing prior knowledge, creating connections to other disciplines, and building on students’ personal experiences.
Building vocabularyhttps://www.teachingchannel.org/videos/build-student-vocabulary
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Literacy Groups
Literacy involves a deepened understanding of text and occurs through multiple stages. Literacy groups scaffold the learning process and structure collaboration by assigning roles to group members. This allows each student to contribute to the process of acquiring new skills and information.Through sustained use of this strategy, students internalize the various roles and become proficient at sustaining high-level discussions about college level texts.Breaking it Downhttps://www.teachingchannel.org/videos/teaching-difficult-lessons
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SELF REFLECTION
There are still individuals that struggle with understanding the key reasons behind each strategy.
Remember – the CIF is just one way to package GOOD INSTRUCTIONAL STRATEGIES. BUT…if the most important aspects are missed, it loses effectiveness.
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What it’s not
Students are looking at completed, complex math problems that have an error and explaining BOTH where the mistake was made and why a student would make that mistake
Students are individually writing their 1 or 2-word responses to the teacher’s questions about the periodic table
Students have watched a 9-minute video on homeless children in Philadelphia and each have a role (Teddy Roosevelt, Thomas Jefferson or JFK) and are writing a 2 minute speech on the topic for today’s news conference.
not writing to
learn
writing to learn
Students have watched a 9-minute video on homeless children in Philadelphia and each have a role (Teddy Roosevelt, Thomas Jefferson or JFK) and are writing a 2 minute speech on the topic for today’s news conference.
Students are looking at completed, complex math problems that have an error and explaining BOTH where the mistake was made and why a student would make that mistake
Students are individually writing their 1 or 2-word responses to the teacher’s questions about the periodic table
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Writing to Learn
Students are answering content-based questions about World War II based on
their textbook reading.
WHAT IT IS - - - - WHAT IT’S NOT
Writing to Learn
Students are completing an exit ticket where they are required to explain the posted objective in their own words.
WHAT IT IS - - - - WHAT IT’S NOT
Writing to Learn
Students are revising a rough draft of an essay on their opinion on prenatal
genetic testing.
WHAT IT IS - - - - WHAT IT’S NOT
Writing to Learn
Students are independently paraphrasing their interpretation of a
scene from Macbeth.
WHAT IT IS - - - - WHAT IT’S NOT
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Classroom Talk
Students are in groups of 3 taking turns reading aloud from the textbook. (The
other 2 follow along silently.)
WHAT IT IS - - - - WHAT IT’S NOT
Classroom Talk
2 students are debating the pros and cons of a law requiring a national
language. The remainder of the class is watching the debate.
WHAT IT IS - - - - WHAT IT’S NOT
Classroom Talk
Students are in groups of 3 taking on the roles of proponent of an issue, opponent
of that same issue and moderator.
WHAT IT IS - - - - WHAT IT’S NOT
Classroom Talk
Students are working in pairs discussing the last 10 minutes of lecture by their
chemistry teacher, focused on the daily objective.
WHAT IT IS - - - - WHAT IT’S NOT
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Collaborative Group Work
Students are in groups of 4 working together to complete a worksheet on
factoring quadratic equations.
WHAT IT IS - - - - WHAT IT’S NOT
Collaborative Group Work
Students are completing a concept web on cultural diffusion, with each student
using a different colored pen .
WHAT IT IS - - - - WHAT IT’S NOT
Collaborative Group Work
Students are jigsawing an article on how helicopters work. Together they are
answering guiding questions.
WHAT IT IS - - - - WHAT IT’S NOT
Collaborative Group Work
Students rotating among 3 stations on soliloquy – one with a YouTube video
example, one with a textbook explanation, a third with a script where they each adopt a
role and read from the script.
WHAT IT IS - - - - WHAT IT’S NOT
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Literacy Groups
Students are in groups of 4 looking up and answering level 1 and 2 questions
about Catcher In the Rye.
WHAT IT IS - - - - WHAT IT’S NOT
Literacy Groups
Students in groups of 4 each have a primary source on the changes in
telecommunications and are discussing the 20th Century era which was most
impacted.
WHAT IT IS - - - - WHAT IT’S NOT
Literacy Groups
Students are groups of 3 applying a difficulty rating of 1 - 5 to a group of long
math problems on conic sections.
WHAT IT IS - - - - WHAT IT’S NOT
Literacy Groups
Students engaged in a full class Socratic Seminar where they are required to use text evidence when offering an opinion or view
.
WHAT IT IS - - - - WHAT IT’S NOT
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Questioning
Teacher is asking basic recall questions to test students on their understanding of
a passage that was just read.
WHAT IT IS - - - - WHAT IT’S NOT
Questioning
After a comprehensive study of the human cell students are asked to pair up and conduct an interview pretending to
be a reporter interviewing the cell.
WHAT IT IS - - - - WHAT IT’S NOT
Questioning
Students are grouped in pairs and provided with a blooms chart. Their task is to develop a questions for each level
using a common school item.
WHAT IT IS - - - - WHAT IT’S NOT
Questioning
Students engaged in a full class Socratic Seminar where they are required to use text evidence to formulate analysis and synthesis question to further their understandng of the
topic and application to real life.
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WHAT IT IS - - - - WHAT IT’S NOT
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Scaffolding
Teacher starts to use a KWL chart to diagnose students understanding of civil rights and plays a clip from Malcolm X movie to build on the “what do we want
to learn”
WHAT IT IS - - - - WHAT IT’S NOT
Scaffolding
Teacher explains they will be learning about the presidents of the United States
and shows multiple pictures of various presidents.
WHAT IT IS - - - - WHAT IT’S NOT
Scaffolding
A rubric is presented to students for a writing assignment and various student
samples are used to placed on the rubric while providing feedback on how to
enhance.
WHAT IT IS - - - - WHAT IT’S NOT
Scaffolding
Teacher tells students the science project is due and will set up appointments to discuss
individual projects.
.
WHAT IT IS - - - - WHAT IT’S NOT
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Quiz time
Think of a lesson, or activity, that incorporated the CIF. Be ready to type in your reflection and
have colleges votes on whether it was, or wasn’t CIF, and receive feedback on how to make it
better.http://todaysmeet.com/
PSJAINSTRUCTIONALCOACHES