4. Use the Frame Routinely

Since my first FRAME on continuous probability distributions, I used the FRAME during my units on both sampling and confidence intervals.  I will also be using the frame during my upcoming units on Hypothesis testing.  Statistics students often struggle with knowing which procedure to use when and I have found that the FRAME routine allows them to organize their thoughts and information, giving them both a resource and deeper understanding of the content.  I plan to continue using the FRAME when I teach AP Statistics in the spring as well, as this has been invaluable to my students.

I have also been using the FRAME in my AFDA class.  This FRAME is about rate of change.  https://drive.google.com/open?id=1D5wbAnCiGd41I4rOxOjJ9LVLYTE85hrx

Other student and teacher samples:
https://drive.google.com/open?id=1lUexUX_H19OzucWjsWk_NS954a2LivJV
https://drive.google.com/open?id=1HGkyd_SINxRATbE2SbY7F9ayy8_mnU3F
https://drive.google.com/open?id=1OWG7phVukysE3C7stzDxvrTdyamCvGqu
https://drive.google.com/open?id=1qu-LXqvVEtBpDZz63enpxNzkHu7MDn5b
https://drive.google.com/open?id=1AZP06Z3zFnxgZLO4Or1dklv6DP9y6dzM
https://drive.google.com/open?id=1DFMWVXdE4r4xrUISpNwo8ieaJgUt1GY

We have used the FRAME routine in our classroom this year in a various of different ways. We have facilitated using the FRAME during the writing SOL season, which has gained us a 15% increase from last school year. We have also used the FRAME for other uses of instruction such as the story elements and text structures. 

The Frame Routine has been implemented during the writing process to ensure students have a completed essay.  In addition, students are using the routine for plot elements review and during cross-curricular instruction.

If I were still working in the classroom as the primary instructor, I would use FRAME with every unit of instruction in order to help my students organize key information throughout each instructional unit and to help them construct their own study resources for use throughout the course. In addition to this, I would use the FRAME routine as a way for students to "brain dump" what they remember about key topics during unit, semester, and/or year-end review; this would help them see what they do remember and what they need to review/study. Moreover, it would provide me with formative data needed to determine areas of necessary review, especially if patterns appeared in what student did or did not remember.

https://drive.google.com/a/pagecounty.k12.va.us/file/d/0Bwr0MzwtNYAAdk90TUpqQVJqZVU/view?usp=sharing ;

This Frame has been used in numerous algebra classes in which I was a co-teacher reviewing the procedures for finding slope using a formula and the graphing calculator. 
https://drive.google.com/file/d/0B-fQiC1sfoIFSFIxaFdFaUdxdUE/view?usp=sharing

This Frame was used for many years in a high school biology class for students with and without disabilities.
https://drive.google.com/file/d/0B-fQiC1sfoIFNXFNcWFMbHZ2WEE/view?usp=sharing

I use this Frame when I teach an adjunct class at Radford University.  It helps students explore three different pieces of legislation for people with disabilities.  Because there is a great deal of content, I provide the students with a Frame that is partially completed and they fill in key points.
https://drive.google.com/file/d/0B-fQiC1sfoIFMGNGVjdvN3FQN1k/view?usp=sharing

I use this Frame for professional development with teachers and administrators in reviewing the gradual release of responsibility model.
https://drive.google.com/file/d/0B-fQiC1sfoIFWTk2SHZ3X3BiaWs/view?usp=sharing

Frames used: solving equations
   slope
   direct/inverse variations
* I think with frequent use of the frame, students will be able to independently construct a frame.

Students constructed a slope man, ( picture of a face) with the different types of lines identifying positive, negative, zero and undefined slopes. The picture assist in recalling.

We plan to integrate the frame routine for each SOL as introduction or review of standard being taught.