I have been implementing the FRAME routine in my Full Year Algebra 1 class a minimum of once per unit. I have used the FRAME as both a review tool and as a way to teach new material to students. Obviously, when used as a review tool the students are more active in creating the FRAME as they can pull from prior knowledge and at this point it is great to see the wheels turning and have their feedback become an active part of the lesson. When used as a tool for presenting new material, I’ve found that the version of the FRAME is very important. The time that I used one with various rows across the main ideas helped the students to make connections and find common themes among the different main ideas. As a result, when we got to the final main idea, the students were able to make educated guesses based on the previous main ideas and actively participate in completing the final main idea. I have found that the So What? statement at the bottom of the FRAME is a great way for me to determine the effectiveness of the FRAME. The more FRAMEs we have done as a class the more the students have become aware of the routine and know the importance of summarizing the key topic. As a result, when students struggle to create a So What? statement, I realize I need to continue reviewing the key topic as a class through the extension whereas when they have a strong statement I know that they will be able to complete the extension activity on their own.Using the FRAME routinely has helped me monitor how I present information to students versus how I ask them to review prior knowledge and present it in a way that helps them make more connections. Students enjoy using the FRAME because we have learned that it has a multitude of uses, as a note taking device, as a review tool, and as a study guide for assessments.
