6. Submit a Log

The first year, the challenge was enduring through the implementation process of the FRAME.  After compiling many samples of Frames, the second year I began revise them.  As I continue doing the same FRAME, I find new and better ways of delivering the content through the FRAME routines.  

We used the frame in coordination with our regular notes as we introduce new math concepts.  Although I was resistant to the change from our normal form of ‘functional’ notes (foldable notes), we have found that the Frame Routine is great for introducing or re-introducing the vocabulary used for different processes.  Our regular notes provide more detail in the process used to solve problems with a brief definition of the concept.  By using the frame, we have been able to give our students a more in depth understanding of the vocabulary prior to teaching them the process.  I now see the frame as an addition to our regular routine instead of something used in place of our normal notes.  One of the more successful implementations occurred with equations and inequalities.  Seeing the two terms and their coordinating characteristics allowed our students a more concise, organized way to compare the differences between equations and inequalities despite a similar process for solving. 

The main challenge we have faced is the amount of time it takes our students to write/copy the notes.  Our students are continually using laptops for note taking, document drafting, etc, which makes the act of writing more tedious and laborious for our students.  In the future, we may consider providing students with an electronic copy of the blank notes so they may type as we construct together.   

In addition to comparing the concepts of equations and inequalities, we also completed a frame to introduce tax, tip, and discount prior to discussing the process for solving for each.  We have completed and planned to use a frame for our unit on quadrilaterals and our hope is that the students will be able to see the similarities and differences based on the linear structure of the frame. 

In reflection of the Frame Routine lesson, I felt like our students made connections with the value of using the Frame learning tool to organize their essays and to use the tool as a prewriting strategy. Our students also demonstrated sufficient understanding of where information from the essay goes on the frame.

One challenge was the student sample essay did not have the hypothesis statement located at the end of the introductory paragraph. This confused our students when we asked them to locate the hypothesis statement. Another challenge we encountered is there were a few students who demonstrated off task behavior which distracted other students from the lesson. We address off-task behavior through verbal and nonverbal prompting. 

The FRAME is an exceptional tool to use, and it has been a part of my English 8 classroom for almost 13 years.  It is best if done together, and students aid in providing the information included.  Sometimes, students thoughts have to be redirected so that they don't write down just any old information.  It's important for them to get the meat of the subject instead of facts and details that are irrelevant to the concept being covered.  For the longest time, in my building, teachers of all subjects were required to use FRAMES all the time.  This, to me, caused the FRAME to be a tool students started to dread instead of seeing its importance.  They're great to use, but it is important not to overuse them.  A former student who is now a teacher in the building said the FRAME was one of the best things he learned while here at CAMS. He was able to use FRAMES when reading and studying in college- that's the ultimate compliment- when a student generalizes and uses something they've been taught in a way that best serves their needs.  The FRAME, by far, is one of my most favorite routines. It forces students to be concise and thoughtful and to the point instead of going on and on about a given topic.  

Building the Frame Routine was pretty easy once we decided on a topic.  Comparing integers really lent itself well to the "So What?" question.  I was appreciative of Suzanne Graham adding the number line (which I took credit for in the video, haha) and hi-lite.  It made sense to have that visual.   Here is the link: https://drive.google.com/open?id=1zFdHit6rn_sZILQ4RrI6W1AK-P882d4Y  ; The students seemed to like the Frame Routine and it's organization.  It allowed them to tell me all the things they knew about integers then narrow it down to the most important detail. The class had lots of suggestions and most were useable while some were repeating the same thing.  I feel like this was okay because at least someone else was repeating it and not me.  Maybe a student heard it for the first time from a friend instead of from me.  I think they really liked it when I said, "So what?" It was as if they all said, "AHHHHHH.... this is all we really need to know."We have several students who require the notes ahead of time.  By giving them the draft copy of what I hoped to finish with, gave them confidence to participate.  This is evident in the student who sat up front constantly waving his hand throughout the lesson.  He was so excited and wanted to tell me everything but, surprisingly, was uncharacteristically patient by not blurting out.  We were very proud of him and told him so.The worksheet afterward solidified that the lesson was successful.  We have continued to test/quiz comparing integers since then and the students seem to have retained the instruction.  Our class has gone back and discussed adjusting our Frame so that it can also pertain to fractions, decimals, and percent if we broaden the title to comparing rational numbers.

The first trial with a FRAME was with the 5 Fundamental Political Principles. We felt the first trial went well. The students seemed to be engaged but they were definitely not familiar with the template or the process and required a great deal of guidance. We felt that as the students practiced with the FRAME that they would become more independent. We found it was a guidance document for later FRAMEs.   Our second FRAME was completed on the Preamble. The instruction using this FRAME went smoother. Student behavior is our biggest challenge. We have one student who refuses to participate. We will try to get that student more involved.   Several more FRAMEs were generated on additional topics within our first four units. They went fairly well. We are still at the co-constructing level. Our plan is for students to begin using the FRAME Routine to independently construct Study Guides for the remaining Units during the second semester. We plan to provide a FRAME with the Main Ideas filled in and have students use their notes to fill in the details.