We implemented the use of Framing in our Algebra I A and B classes. The classes are made up of both male and female students in grades 9-11. The largest class is consists of 24 students. The class has 15 students with IEP’s, behavior problems, and students who are repeating the class.
We have used the framing routine as an introduction to a unit, as a review of a unit, and as a device that is built throughout the unit. Our students have adapted to using the routine, and actively participate in the building of the frame.
The time required to complete a frame varies on the amount of information that is included and whether or not is is used as an introduction, is being built throughout the unit, or as a wrap up. As an introduction, we often rely on a student’s ability to access prior knowledge and this may require multiple questioning strategies to get the desired response. For this reason, using the frame as an introduction may take a larger chunk of time. Using it during the lesson only takes a few minutes each day. We have successfully used this as a warm up to start the day. As a summary for a lesson, we have found that more students will contribute during the routine. However, each of these uses have been beneficial and we like to change it up and come up with new creative ways to incorporate the frames into our lessons.
Examples:
https://drive.google.com/file/d/1NPSZloo2qJb_5nODzYS9WLa7W_AHj5lnMA/view
https://drive.google.com/file/d/1Y4rDcaUh_UU97mdaeUONyksJo4z7L4NQ2Q/view
We have used the framing routine as an introduction to a unit, as a review of a unit, and as a device that is built throughout the unit. Our students have adapted to using the routine, and actively participate in the building of the frame.
The time required to complete a frame varies on the amount of information that is included and whether or not is is used as an introduction, is being built throughout the unit, or as a wrap up. As an introduction, we often rely on a student’s ability to access prior knowledge and this may require multiple questioning strategies to get the desired response. For this reason, using the frame as an introduction may take a larger chunk of time. Using it during the lesson only takes a few minutes each day. We have successfully used this as a warm up to start the day. As a summary for a lesson, we have found that more students will contribute during the routine. However, each of these uses have been beneficial and we like to change it up and come up with new creative ways to incorporate the frames into our lessons.
Examples:
https://drive.google.com/file/d/1NPSZloo2qJb_5nODzYS9WLa7W_AHj5lnMA/view
https://drive.google.com/file/d/1Y4rDcaUh_UU97mdaeUONyksJo4z7L4NQ2Q/view