6. Submit a Log

What went well?The students enjoyed the process of learning to frame.  They thought it was an easy format to follow and they were able to pick up the procedure rather quickly.  The first several times we used it, we had the students do it as a whole group so they would feel comfortable doing it. The challenge/ adjustments/ modifications:The challenge we experienced was trying to do a one frame fits all in our classroom.  With some of our disabilities, we had to offer several different frames on one topic.  The modifications included visuals to go with it, less frames on a topic, and simplified definitions.  To fit this, we used the framing in small groups.    When discussing with our students what they enjoyed about this process, they stated several answers:The ease of use, the word bank that we offered on some frames, organization, and the ready-made study guide.

What went well? The students enjoyed the process of learning to frame.  They thought it was an easy format to follow and they were able to pick up the procedure rather quickly.  The first several times we used it, we had the students do it as a whole group so they would feel comfortable doing it.  The challenge/ adjustments/ modifications: The challenge we experienced was trying to do a one frame fits all in our classroom.  With some of our disabilities, we had to offer several different frames on one topic.  The modifications included visuals to go with it, less frames on a topic, and simplified definitions.  To fit this, we used the framing in small groups.     When discussing with our students what they enjoyed about this process, they stated several answers: The ease of use, the word bank that we offered on some frames, organization, and the ready-made study guide.

The students were very excited with the introduction to using the Framing Routine Device, and exceptionally attentive during each session. One challenge I encountered using the document camera while being able to address all the students due to the classroom seating arrangement (U-shaped). I was able to include all students in responses soliciting input during the lesson and fully participating in both completing their individual Frames, and paired the students with a partner for a collaborative activity using the Frame as a reference. In the future, I will consider the seating arrangement prior to using a document camera to project the Frame as we co-construct. Because I was in another teacher's classroom for these lessons, I did not want to make substantial changes to the classroom arrangements.

What went well?:  My students seem generally willing to complete a FRAME, and I think this was because I deliberately went over the benefits of the device with them.

What was a challenge?:  At first it was hard to get students to contribute to the FRAME because they are used to just having notes posted on the board for them to copy.  Once they knew I was expecting them to co-create and that I wanted to use their ideas they began to participate.

What you will do next time?:  I will spend more time thinking about ways to use the FRAME as a jumping off point to expand on what we have learned.

What adjustments have you made?: I have learned to stop and let the students think and discuss before jumping in and helping them.

Ideas generated for issues encountered: I have started to incorporate more drawings and diagrams into my FRAMEs.

What went well-Why?
For my science class, I love the openness of the FRAME Routine.  Students did not get confused with trivial details of abstract concepts and could focus simply on the main ideas therefore, allowing more opportunities for classroom discussions through a structured FRAME. 

Additionally, I found the FRAME Routine could be implemented as a spring board into a lesson or an exit piece to assess students learning.  

What was a challenge-why?
Several of my students were slow writers or demonstrate difficulty with keeping the pace of the classroom.  I found that we were having to wait on them in order to progress through FRAME Routine.  This was definitely a challenge in finding a way to get through the FRAME while still meeting the instructional objectives in the time allocated.

What adjustments have you made?
My Coach, Janie Brown, suggested I use voice recording to examine my questioning techniques with the students on the "So What?" statement.  This approach was implemented in order to maximize student participation and engagement during the FRAME Routine.  As a result, I realized that I was asking more detailed oriented questions, rather than allowing students to generate their own ideas on the "So What?" statement.  Another adjustment was giving students time to share with a peer and then presenting to the class a paired summary of the "So What?" statement.

Ideas generated for issues encountered:
My co-teacher and I realized in order to keep to the rigor of our content and pace of instruction we would have to accommodate our slower writers.  As a result, key areas of the FRAME Routine are already pre-generated for our identified learners, which gives them more of an opportunity for discussion and completion of the FRAME Routine. 

The amount of support that we have received from the VDOE T/TAC team has been amazing. Anytime that we needed support or extra feedback they were always willing to help out. I cant not wait to work with them again next year.

Glows- students were engaged and actively participating in the frame routine.  Even though it had been quite some time since we reviewed the writing process, the students still remembered and could accurately give the necessary information.
Grows-shy students tended to let the more outspoken students take over during participation.  In the future, I will call on students to answer questions.

The co-construction that is portrayed in the video was well received by both the teacher and students. Though this was not my own class (as I am no longer in the classroom as a teacher at this point), I have observed this class a number of times throughout this school year. Because the students had at least seen me in their classroom before, they were somewhat comfortable with working with me. The students were engaged in the co-construction and many participated by verbally providing key details for each key topic. Though the time period for this co-construction took longer than I intended (or is recommended), it appeared as if the students found this activity worthwhile and enjoyed the change of pace in their class.

I believe if the students were already familiar with the routine, then they would have responded quicker and we would have been able to move through the entire routine quicker. Also, if I were using this in my own class, I would not fill in everything at one time. We would build it throughout the unit by identifying the key topics on the first day of the unit then adding details as we added new knowledge; this would cut down on  amount of time needed. In addition, if I used this regularly in my own class, I would have given my students a blank FRAME at review time and asked them to fill in as much information as they could remember in order to see how much they could fill in from memory.

What went well - Why?
What I have found continually goes well when using the Framing routine is it is a great strategy for helping students organize information.  Whether it is used to synthesize and review several days of content or introduce new information, the visual outline of the Frame is great for helping students structure their thinking.  I also feel the way the Frames are laid out, students can easily examine the details about what they are learning.

In the college classes I teach, I have found that once I have co-constructed a few Frames with the class, I am able to put them into small groups or with partners and they can independently create a Frame on their own.  I assign a topic and they use their text books to complete a Frame, which they then present to class. So they then become the expert on a particular topic using the Frame as their organizational tool.

What was a challenge - Why?
A challenge in the past has been when some students write much slower than others when completing a blank Frame.  Given that time is critical in a classroom (or when doing professional development with teachers), it sometimes feels like time is being wasted waiting for the slower writers.  

What you will do next time? What adjustments you made?
I have found providing Frames with blanks where critical information can be filled in helps overcome the wait time for slower writers.  This is particularly helpful when there is more than one or two words to be filled into each box.  Students also seem to appreciate this more instead of frantically trying to write down everything we are coming up with when we co-construct our Frames. It also seems they are able to better pay attention to what I'm teaching as opposed to trying to write everything in each box.