6. Submit a Log

It went well.  No major issues with the log.  We just started posing questions and the students joined in.  It was easy to complete.

What went well?  Our students were actively engaged with completing the Frame.   They were communicating great ideas and had significant discussions throughout the process.  We believe discussing the Frame one component at a time allowed the students to really feel in control and assist with understanding the concept. 

What was a challenge?  A challenge was making sure the students did not become overwhelmed with adding too much information on their devices. We would stress that only the most important main ideas needed to be included on their Frame.   

What you will do next time? We believe with much practice, our students are more comfortable with completing their Frame Routine independently.  We would also like to observe them working with partners to work on those high yield strategies.  This will allow for more partnership, peer feedback, thinking-pairing-sharing moments, and creative thinking. 
  
What adjustments we made?  My Co-Teaching partner and I have used different Frame Routines depending on the students’ capability.  Those students who may appear able to complete a device containing more components are given the opportunity to stretch their brain more.  

The process seemed to go well with the students.  We were basically just asking them questions regarding what they new about arithmetic and geometric sequences and patterns. They responded well to the creation of the frame.  We plan on using this as a review for our Interactive Notebook.  We are going to include the frame as the last page of each of our concepts. 

What Went Well?
The Framing Routine has been proven to help students with learning disabilities identify main ideas of a key topic and their essential details.  The frame is very teacher friendly and can be used in many disciplines. Students liked that they can be used to organize information.  I found that they retained the subject matter and were able to process the information easier.  We had the students complete each section of the frame one at a time to help stay organized.   We believe the frames have assisted our students in becoming more strategic learners.

What was a Challenge?
With some students, the size of the boxes was a challenge.  We differentiated for those students by using larger paper and adding lines.  My co-teacher and I created two different frames and utilized them based on the needs of each individual student. 
 
What will I do Next time?
Moving forward, I believe the students can be placed in small groups so we can dig deeper into the content area the students are learning about.  I believe this promotes a safe environment in which the students can explore their own strategies within the frame that works best for them.  

What Adjustments we made?
As I stated above, my co-teacher and I have created two different frames based on the needs of our students and this has helped tremendously incorporating these into our lesson plans.

In the co-taught class, one teacher is able to model filling in the frames while the other teacher reviews the literature and facilitates the lesson. Students are better able to use concise note-taking skills and narrow down key points as the teacher models. The challenge was getting the students to be more concise in their note-taking, but this was remedied with the co-teacher modeling. As the students get used to taking notes in the frame, they are learning to be more concise and truly pull out keywords and important points. 

For the future, we intend to develop an interactive frame so the students will be able to use their Chromebooks to co-construct the frames.

This was a very rewarding lesson.  Literal equations is usually one of the more difficult topics, but because of my students comfort with the Framing routine they were open to attempting it.  Since the format was familiar to them they were very engaged with the information and this led to confidence in their abilities.

The biggest challenge was trying to get my most quiet students involved with the construction.  I feel very strongly that they are getting the material but would like them to be more involved with the whole class discussion.  I think with some better guided questions I can get them to open up and participate more with the device.

I need to make sure to build in enough time to really dig into the extension activity.  We ran close to the end of class and I did not allow them the chance to work with a partner as much as I would have liked.  I believe we can move quicker through the Frame in order to allow for more time to work at the end.

I had very high scores on this test and I believe this to be a direct correlation to the use of the Frame.

What Went Well?
The frames help students think and talk about the key topic and essential related information.  The frames help comprehension of the written material tends to increase.  We had the students complete each section of the frame one at a time to help stay organized.  The content presented appeared to be easier to understand and comprehend.  Therefore, reducing information processing demands.  I believe the frames have assisted my students in becoming more strategic learners.

What was a Challenge?
My co-teacher and I created two different frames and utilized them based on the needs of each individual student. 

What will I do Next time?
Moving forward, I believe the students can be placed in small groups so we can dig deeper into the content area the students are learning about.  I believe this promotes a safe environment in which the students can explore their own strategies within the frame that works best for them. 

What Adjustments we made?
As I stated above, my co-teacher and I have created two different frames based on the needs of our students and this has helped tremendously incorporating these into our lesson plans.