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

1. 1

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