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This is our flipped lesson on the common instructional framework. Please view and use hyperlink to connect to video.

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  1. 1. 1
  2. 2. 2Welcome to ourFlipped Lesson onCIF“WHAT IT’S NOT”
  3. 3. 3Your TaskYOU WILL:Read over the CIF definitions an follow hyperlinks to seeexamplesTOGETHER WE WILL:Use the CIF cards to discuss, in groups, if the exampleslisted are real examples of the strategy.I WILL:Complete the activity by using submit your own examples and lead a discussion on howthese reflect the CIF.
  4. 4. 4Collaborative Group WorkUsing intentional grouping, teachers hold studentsaccountable for making meaning through authenticacademic tasks that are structured to ensure the activeengagement of every group member. Students scaffoldand accelerate each others’ thinking and apply thisknowledge across contents and contexts. Collaborativeactivities address multiple skill levels and must bedesigned to reach all learners.Collaborative Learning: Preparing for the Future (Q, CT, CGW)
  5. 5. 5Writing to LearnThe teacher creates a low-stakes environmentthat allows students to develop ideas, thinkcritically and hone writing skills. Used daily, thisstrategy helps students improve fluency andmastery of written conventions and givesteachers an excellent formative assessment tool.Low-stakes writing opportunities scaffold middle-and high-stakes writing.Assess and plan with exit tickets (lower grades)
  6. 6. 6Classroom TalkClassroom talk is the companion to Writing toLearn, but with voice. By engaging in high levelsof discourse and questioning, students find outhow to scaffold and sustain their learningprocess. Teachers serve as facilitators and createa safe zone for students to verbally expressevidence of learning.Making vocabulary interactive
  7. 7. 7QuestioningEffective questioning deepens classroomconversations and adds relevance for learners.Teacher and students work together tocontinually refine and develop their intellectualinquiry process. Students learn how to investigatenew ideas and information by asking andanswering increasingly complex questions.The Art of Questioning: Content, Meaning and Style (Q, S, CT)
  8. 8. 8ScaffoldingScaffolding allows teachers to removebarriers to learning and aid learners inorganizing and understanding newconcepts. This strategy includes reviewingprior knowledge, creating connections toother disciplines, and building on students’personal experiences.Building vocabulary
  9. 9. 9Literacy GroupsLiteracy involves a deepened understanding of text andoccurs through multiple stages. Literacy groups scaffoldthe learning process and structure collaboration byassigning roles to group members. This allows eachstudent to contribute to the process of acquiring newskills and information.Through sustained use of this strategy, studentsinternalize the various roles and become proficient atsustaining high-level discussions about college leveltexts.Breaking it Down
  10. 10. 10SELF REFLECTIONThere are still individuals that strugglewith understanding the key reasons behindeach strategy.Remember – the CIF is just one way topackage GOOD INSTRUCTIONALSTRATEGIES. BUT…if the mostimportant aspects are missed, it loseseffectiveness.
  11. 11. 11What it’s notStudents are looking at completed,complex math problems that have anerror and explaining BOTH where themistake was made and why a studentwould make that mistakeStudents are individually writing their 1or 2-word responses to the teacher’squestions about the periodic tableStudents have watched a 9-minute videoon homeless children in Philadelphia andeach have a role (Teddy Roosevelt,Thomas Jefferson or JFK) and arewriting a 2 minute speech on the topicfor today’s news conference.notwriting tolearnwriting tolearnStudents have watched a 9-minutevideo on homeless children inPhiladelphia and each have a role(Teddy Roosevelt, Thomas Jefferson orJFK) and are writing a 2 minute speechon the topic for today’s newsconference.Students are looking at completed,complex math problems that have anerror and explaining BOTH where themistake was made and why a studentwould make that mistakeStudents are individually writing their 1or 2-word responses to the teacher’squestions about the periodic table
  12. 12. 12Writing to LearnStudents are answering content-basedquestions about World War II based ontheir textbook reading.WHAT IT IS - - - - WHAT IT’SNOTWriting to LearnStudents are completing an exit ticketwhere they are required to explain theposted objective in their own words.WHAT IT IS - - - - WHAT IT’SNOTWriting to LearnStudents are revising a rough draft of anessay on their opinion on prenatalgenetic testing.WHAT IT IS - - - - WHAT IT’SNOTWriting to LearnStudents are independentlyparaphrasing their interpretation of ascene from Macbeth.WHAT IT IS - - - - WHAT IT’SNOT
  13. 13. 13Classroom TalkStudents are in groups of 3 taking turnsreading aloud from the textbook. (Theother 2 follow along silently.)WHAT IT IS - - - - WHAT IT’SNOTClassroom Talk2 students are debating the pros andcons of a law requiring a nationallanguage. The remainder of the class iswatching the debate.WHAT IT IS - - - - WHAT IT’SNOTClassroom TalkStudents are in groups of 3 taking on theroles of proponent of an issue, opponentof that same issue and moderator.WHAT IT IS - - - - WHAT IT’SNOTClassroom TalkStudents are working in pairs discussingthe last 10 minutes of lecture by theirchemistry teacher, focused on the dailyobjective.WHAT IT IS - - - - WHAT IT’SNOT
  14. 14. 14Collaborative Group WorkStudents are in groups of 4 workingtogether to complete a worksheet onfactoring quadratic equations.WHAT IT IS - - - - WHAT IT’SNOTCollaborative Group WorkStudents are completing a concept webon cultural diffusion, with each studentusing a different colored pen .WHAT IT IS - - - - WHAT IT’SNOTCollaborative Group WorkStudents are jigsawing an article on howhelicopters work. Together they areanswering guiding questions.WHAT IT IS - - - - WHAT IT’SNOTCollaborative Group WorkStudents rotating among 3 stations onsoliloquy – one with a YouTube videoexample, one with a textbook explanation, athird with a script where they each adopt arole and read from the script.WHAT IT IS - - - - WHAT IT’SNOT
  15. 15. 15Literacy GroupsStudents are in groups of 4 looking upand answering level 1 and 2 questionsabout Catcher In the Rye.WHAT IT IS - - - - WHAT IT’SNOTLiteracy GroupsStudents in groups of 4 each have aprimary source on the changes intelecommunications and are discussingthe 20th Century era which was mostimpacted.WHAT IT IS - - - - WHAT IT’SNOTLiteracy GroupsStudents are groups of 3 applying adifficulty rating of 1 - 5 to a group of longmath problems on conic sections.WHAT IT IS - - - - WHAT IT’SNOTLiteracy GroupsStudents engaged in a full class SocraticSeminar where they are required to use textevidence when offering an opinion or view.WHAT IT IS - - - - WHAT IT’SNOT
  16. 16. 16QuestioningTeacher is asking basic recall questionsto test students on their understanding ofa passage that was just read.WHAT IT IS - - - - WHAT IT’SNOTQuestioningAfter a comprehensive study of thehuman cell students are asked to pair upand conduct an interview pretending tobe a reporter interviewing the cell.WHAT IT IS - - - - WHAT IT’SNOTQuestioningStudents are grouped in pairs andprovided with a blooms chart. Their taskis to develop a questions for each levelusing a common school item.WHAT IT IS - - - - WHAT IT’SNOTQuestioningStudents engaged in a full class SocraticSeminar where they are required to use textevidence to formulate analysis and synthesisquestion to further their understandng of thetopic and application to real life..WHAT IT IS - - - - WHAT IT’SNOT
  17. 17. 17ScaffoldingTeacher starts to use a KWL chart todiagnose students understanding of civilrights and plays a clip from Malcolm Xmovie to build on the “what do we wantto learn”WHAT IT IS - - - - WHAT IT’SNOTScaffoldingTeacher explains they will be learningabout the presidents of the United Statesand shows multiple pictures of variouspresidents.WHAT IT IS - - - - WHAT IT’SNOTScaffoldingA rubric is presented to students for awriting assignment and various studentsamples are used to placed on the rubricwhile providing feedback on how toenhance.WHAT IT IS - - - - WHAT IT’SNOTScaffoldingTeacher tells students the science project isdue and will set up appointments to discussindividual projects..WHAT IT IS - - - - WHAT IT’SNOT
  18. 18. 18Quiz timeThink of a lesson, or activity, that incorporatedthe CIF. Be ready to type in your reflection andhave colleges votes on whether it was, or wasn’tCIF, and receive feedback on how to make itbetter.