CIF WHAT IS NOT!
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- 2. 2 Welcome to our Flipped Lesson on CIF “WHAT IT’S NOT”
- 3. 3 Your Task YOU 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.
- 4. 4 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
- 5. 5 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
- 6. 6 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 interactive https://www.teachingchannel.org/videos/making-vocabulary-lesson-interactive
- 7. 7 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
- 8. 8 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 vocabulary https://www.teachingchannel.org/videos/build-student-vocabulary
- 9. 9 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 Down https://www.teachingchannel.org/videos/teaching-difficult-lessons
- 10. 10 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.
- 11. 11 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
- 12. 12 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
- 13. 13 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
- 14. 14 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
- 15. 15 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
- 16. 16 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. . WHAT IT IS - - - - WHAT IT’S NOT
- 17. 17 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
- 18. 18 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/PSJAINSTRUCTIONALCOA CHES