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.
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.