Flipped CIF Lesson
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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/PSJAMIDDLESCHOOLS 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.