Our colleague implemented this strategy with her fourth
block students. This class has a wide range of students from various
social-economic backgrounds, learning styles, and behaviors. Truthfully, the
FRAME was met with initial resistance as many students claimed it wasn’t very
exciting. After the teacher was explicit with how this strategy would be
beneficial for the students’ written language and organization, the students
were open to the FRAME. Once the students had time to transfer their knowledge
over to their own writing practices, students admitted they enjoyed how the
FRAME forced them to be more deliberate about organizing their essays. Mrs.
Hodges and I both provided support to our colleague in articulating the
validity of this strategy to her students.
