4. Use the Frame Routinely

My co-teacher and I have used framing in all different ways this year.  We started off by using it for our 5th graders with prime and composite numbers.  We have used it since then numerous times.  Our other co-teaching group in our building and ourselves made a frame for the 6 co-teaching approaches and used it during our in-service with other co--teaching teams from our school district.  We have used it with other math topics including triangles, angles, and decimals to name a few.  We have crossed over into our science curriculum using it.  This  includes circuits and electricity.  Our Language Arts co-teacher worked with us to use it with a holiday lesson, characteristics of a holiday favorite. It is a great organizational tool for our special needs students.  I love that the students can use it for study guides and as a resource for other projects. 

Co-Taught Civics allows for our students to apply the strategies of the FRAME Routines, through guided/independent or small group opportunities.  We are using the FRAME Routine to introduce new topics. The students co-construct a FRAME and then use the FRAME to determine the "So What?" statement.   Generally, we use the FRAME to introduce new material. Our students can use the FRAMEs as a study tool to prepare for unit and end of year assessments. Our struggling students often have difficulty sorting through all the information covered to really pinpoint what is “most important” to study for their tests. Second semester we plan to have students create FRAMEs on their own to help them identify key information from their notes. As we are move into the second semester of school, we hope students will become proficient with the FRAME Routine.

My co-teacher and I have used framing in all different ways this year.  We started off by using it for our 5th graders with prime and composite numbers.  We have used it since then numerous times.  Our other co-teaching group in our building and ourselves made a frame for the 6 co-teaching approaches and used it during our in-service with other co--teaching teams from our school district.  We have used it with other math topics including triangles, angles, and decimals to name a few.  We have crossed over into our science curriculum using it.  This  includes circuits and electricity.  Our Language Arts co-teacher worked with us to use it with a holiday lesson, characteristics of a holiday favorite.  It is a great organizational tool for our special needs students.  I love that the students can use it for study guides and as a resource for other projects. 

I use a FRAME at least once per unit as a way to review critical content in my 7th and 8th grade science classes.  It is a great tool to use for concepts that have complex vocabulary or many linking ideas embedded into the topic.  My favorite way to modify a FRAME is to include visual representations of concepts; for instance, using emoticons when reviewing symbiosis or drawing diagrams to remember how light interacts with matter.

As a math coach, I only teach one geometry class.  My students enjoy it as well as the Unit Organizer CER.  I also employ Cornell Notes and some other instructional note taking strategies.  When I ask students which they prefer, most say FRAME.  When I have not used a FRAME, I have heard comments such as "Why can't we do a FRAME with this section?" or "May we do a FRAME with the next unit?"  I also mentor new teachers and coach the other math teachers.  For the ones who have been trained to use FRAME, I assist them with implementation.

Teaching in the area of Physical Science definitely lends many opportunities for my students to apply the strategies of the FRAME Routine, both through guided/independent or small group opportunities.  The FRAME builds critical thinking skills and demonstrates students understanding of the content.  For example, we first used the FRAME Routine with the topic of States of Matter, then transitioned into an extension activity with a lab.  Students expressed their interest in using the FRAME Routine prior to this activity as it engaged their prior knowledge and cleared up misunderstandings about content information.

Another valuable method for using the FRAME Routine is through Post-Instruction Construction: Students are given a blank FRAME and instructed to identify essential details from instruction.  The FRAMES are discussed and we collectively discuss a "So What?" statement.  

As we are moving into the second semester of school, students have become proficient with the FRAME Routine and are strongly encouraged to use the FRAME Routine prior to lab activities as a way to activate prior knowledge.