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ECRIF Framework: What Is ECRIF? What Is The Purpose of ECRIF? Encounter Clarify Remember Internalise Fluency

The ECRIF framework provides a tool for teachers to understand the learning process from the student's perspective. It stands for Encounter, Clarify, Remember, Internalize, and Fluency Use. At each stage, students process new information differently, from initial exposure, to understanding and committing it to memory, to freely using it. The goal is for teachers to recognize what stage students are at rather than prescribe their own behaviors. Activities appropriate for each stage help move learning forward. Overall, ECRIF aims to help teachers make informed decisions that influence student learning.

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Ja Moon Mai
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881 views11 pages

ECRIF Framework: What Is ECRIF? What Is The Purpose of ECRIF? Encounter Clarify Remember Internalise Fluency

The ECRIF framework provides a tool for teachers to understand the learning process from the student's perspective. It stands for Encounter, Clarify, Remember, Internalize, and Fluency Use. At each stage, students process new information differently, from initial exposure, to understanding and committing it to memory, to freely using it. The goal is for teachers to recognize what stage students are at rather than prescribe their own behaviors. Activities appropriate for each stage help move learning forward. Overall, ECRIF aims to help teachers make informed decisions that influence student learning.

Uploaded by

Ja Moon Mai
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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ECRIF Framework

What is ECRIF?
What is the purpose of ECRIF?
ENCOUNTER
CLARIFY
REMEMBER
INTERNALISE
FLUENCY
WHAT IS ECRIF?
What is ECRIF?
 It’s a framework of understanding learning.
 It’s a lesson planning framework.
 It can be used to assess where a learner is in his/her
relationship to the material.
 It can be used as a guide to determine what kind of
corrective feedback would be useful for the learner.
 ECRIF is NOT a linear framework, although at times
can be used that way.
What is the purpose of ECRIF?
The ultimate goal of ECRIF is not to describe the teacher
behavior, but rather to provide a way of looking at what
students are doing and thinking as they learn during the
lessons. In other words this framework provides a tool
that teachers can use to see student activities and
content from the perspective of student learning. It
focuses on the learning process that students go through
as they work with the target skill or knowledge.
The ECRIF framework is an acronym. It stands for
Encounter, Clarify, Remember, Internalize and Fluency
use.
“The real voyage of discovery consists not in seeking new
landscapes, but in having new eyes.”
-Marcel Proust (French author)

The ECRIF framework is away of looking at how people


learn. Rather than prescribing what teachers should or
should not do, the aim of this framework is to provide a
tool that teachers can use to see student activities and
content form the perspective of student learning. In this
way, ECRIF is connected to how teachers think about
what is happening in their classrooms.
Encounter
The encounter phase of learning is the first time a learner encounters
new material or information.
The teacher,
Elicits background knowledge related to topic or language point – finds
out what the students already know related to the lesson.
Provides background and situation- activates schema.
The target language that students hear/sea appears in a meaningful
realistic context.
MRTHODS of ENCOUNTER
 Teacher fronted deductive or inductive presentation
 Storytelling with or without realia
 Role play ,pictures,recordings,
 Categorizing sorting, predicting
CLARIFY
Clarify is something that happens inside the learner, when the learner can
determine for example that the meaning of a vocabulary word or
pronunciation is that it is this not that, or that a certain grammar
construction is used here not there. Teachers of course assist in clarifying
and check or assess learners’ understanding of material. One way that
teachers check comprehension is with comprehension checking questions
or CCQ.
4 KINDS OF CCQs
o Non –verbal affirmation_ point to the supermarket.
o Positive/negative _ Is this a supermarket? , Can I buy bread at the
supermarket?
o Discrimination “ If I want to buy bread, do I go to the pharmacy or the
supermarket?”
o Short answer “ What is the name of a local supermarket?
Remember
This is the first step in committing new material to memory. It is usually
characterized by repetition, drilling, and referring back to support
materials such as models prompts.

TYPICAL ACTIVITIES FOR REMEBERING


• Drilling
• Gap fill or cloze
• Information gap
• Searches
• Scrambled words sentences
• Guessing games
• Matching
• Reading scripts and dialogues
Internalize
When a learner internalizes material. It is committed to long-term
memory. After material or information has been internalized,
learners no longer has to refer to support materials in order to
remember because they can refer to the information: the practice
however differs from the remembering stage in that it now will be
freer, less controlled practice with the learner making more choices
in how they are using the information and relying less on outside
support.
TYPICAL ACTIVITEIS FOR INTERNALIZATION:
 Guessing games
 Information gaps
 Storytelling/role play
 Short answers
Fluency Use
In this stage of learning, learners are using new material and
information fluidly, in accordance with their current understanding
and internalized grasp of the material. It is the stage where they freely
test internalized knowledge and spontaneously produce the target
language creatively in a personal, real- life communication tasks.
TYPICAL FLUENCY ACTIVITIES
 Guessing games
 Fluency lines,circles
 Debates
 Roleplay
 Information gap
 discussion
To Sum Up

“As a professional learner of teaching , when you


become more conscious of your options, you see a
fuller range of opportunities in each classroom
situation and your decisions reflect those possibilities.
You become a decision maker and your decisions are
informed by a close and careful examination of what
happens when you make them. While teaching does
not make learning happen , it certainly does influence
it. We believe that you will develop as a teacher as you
make decisions and assess how these decisions work
for your learners in your classroom”.
-Donal Freeman and Kim Lier
Thank you .

Ja Mun Mai Nlaw


Language Teacher, Trainer

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