4. Describe your Coaching

Judith and I met on Sept 28th.  We reviewed how a FRAME works, different options for constructing the FRAME and why it was so valuable to students.  She helped me brainstorm different ways to use a FRAME for my content area.

The coaching was successful. The four co-teaching teams I provided initial professional development to on FRAME believe it would benefit their students and the are interested in continuing to explore CER as an instructional strategy in their classroom. Due to the fact that this training took place over the teachers' summer, I will work with them over the summer to determine the content best to use with FRAME and begin drafting FRAMEs for these specific content topics.

Two challenges I see at this time are (1) the teachers were trained in FRAME over the summer so they will not immediately be implementing this strategy, which may cause them to forget some of the key aspects of implementation; however, I will provide follow-up coaching before they do use the strategy and remind them of these key aspects. (2) Some teachers may have difficulty in determining when it is appropriate to use FRAME so I plan to meet with them to discuss their curriculum and identify the topics for which they believe FRAME will have the most impact.

Attendee Example #1
https://drive.google.com/open?id=1BOHwBzmKNzHkItpxL_iPKQDOOvQ0hn7Z

Attendee Example #2
https://drive.google.com/open?id=19QekhFKk6HERtqLYOR_C0tIQtN_Qiool

Attendee Example #3
https://drive.google.com/open?id=1W7xi3IZpWcCJNGBjJMDO98zBq4n7fdNf

Attendee Example #4
https://drive.google.com/open?id=1cVN4XzIbKgmeoMMj8sald0qwdLtpUP9D

Agenda that was spread out over two 90-minute sessions: 
https://docs.google.com/document/d/1N4ekMSkpiWX-xryC9_9enVHpYz0E8Uq5Z1OiMnFI0Ks/edit?usp=sharing

Device Checklist used to provide feedback to a participant in the session on their draft FRAME: 

I taught FRAME to self-contained special education students as well as to larger general education classes that included special education students, gifted students, average students, and English language learners.  The beauty of FRAME is that is appeals to all levels and allows for collaboration between students.  It is easily differentiated and appeals to all levels as it is streamlined, puts everything you need to know on one page.  Students  of all levels enjoyed the co constructing aspect and participated.  Scores were higher on assessments of lessons that FRAME was used in.  

Chris Frawley provided us with many examples of how to use the Framing Routine and "Frame" template. Both my co-teacher and I have already thought about many ways we can use this in our co-teaching classroom. Since we just started school last week we haven't been able to use it yet.

Chris Frawley provided us with many examples of how to use the Framing Routine and "Frame" template.  Both my co-teacher and I have already thought about many ways that we can use this with our students. Since we just started school last week, we haven't been able to use it yet.

Essential knowledge information from the SOLs should be used in the main ideas to be sure students are getting ALL the information they are supposed to be getting.  Also, in math, it is critical that practice problems for the topic be used.  Students need practice to go along with the notes on the frame.  Some students learn through words; others learn by examples.  By putting it all together on  a frame, students will have one paper to study from.  Some teachers find this very easy to do' others find it very time-consuming. I am one who likes to have a portion of the frame filled-in for the students (my students would not be able to handle filling in an empty frame), so being prepared before-hand is critical.  As I work with other teachers, I let them know this, and tell them to decide for themselves based on their own students.  Students in my class also use the CLUE technique to highlight key information.  This is also shared with teachers who want to try something new.  Using frames is a GREAT way to give new information and summarize topics.         

Essential knowledge information from the SOLs should be used in the main ideas to be sure students are getting ALL the information they are supposed to be.  Also, in math, it is critical that practice problems for the topic.  Students need practice to go along with the notes on the frame.  Some students learn through words; others learn by examples.  By putting it all together on  a frame, students will have one paper to study from.     

My colleague and I did a four day training in a school division in June.  During this training, we offered sessions that were repeated throughout the week.  In one of our sessions, we incorporated a Frame we drafted together to explain supplementary aids and services.  Because this session was offered multiple times during the week, I was able to model for my colleague how to use the Frame with a group of teachers one day, and then my colleague was able to instruct a different group of teachers using the Frame the next day.  Successes from using the Frame for the trainings were that teachers liked the organization of the Frame and were interested in using it in their own classrooms.  A challenge we both had was using the language the teachers were sharing as we co-constructed the Frame instead of relying only on what we had drafted together.  I think this was in part because we were presenting to a larger group so it was challenging to have more in-depth discussions about the topics. 

I had initially received Framing Routine instruction at the 2016 Co-teaching Initiative Institute. I have been using it in my classroom and attended the 2017 institute where the frame was offered again.  I believe this organizer will be most beneficial in my math classroom. As I said, I have used it and find that it really helps kids organize lots of pieces of information. I think it is really good for those kids who "had it today - and don't have it tomorrow". 

I had the pleasure to instruct Dale Floyd in using the Frame routine with her students. We have worked together for years as Earth Science teachers so working together on this was an easy accomplishment. We probably worked through it quicker then I would with another teacher because we already understand how to work with each other. 
She has seen some Frames I have created over the year to use with my students so she was already sold and knew they were something "good". I introduced the basic parts to her and we got to work on creating a Frame on VA Geology. This is a Frame both of us could use in class and would nicely work. The process of creating the draft of the Frame went easily and at the end we created a wonderful draft to use with students. 

Here is a link to the draft we created: https://drive.google.com/file/d/0B3Oe-B6PSzDncXFGVmRGbk95LXN0YmpVWXFxbENRVFUwRHFN/view?usp=sharing

Here is a link to the Device Checklist I went over with Dale after we created the draft so she saw all the pieces that needed to be included. 
https://drive.google.com/file/d/0B3Oe-B6PSzDnejFwWnU2UEphQVhpTlZyM3JVX2ttU1NOU3Zv/view?usp=sharing