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.
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.