This document provides an overview of a flipped lesson on the CIF (Collaborative Instructional Framework) strategies. It outlines the tasks for students, which is to read over CIF definitions and examples and discuss in groups whether examples are real instances of the strategies. It then defines and provides examples of 5 CIF strategies: Collaborative Group Work, Writing to Learn, Classroom Talk, Questioning, and Scaffolding. The document concludes with a note about self-reflection on understanding the reasons behind each strategy.
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.
