What went well? Why?
The students were more open to using the frame than I had thought they would be going into the lessons. Most willingly engaged and participated in completing their frames as we worked through the Talking Together lessons with minimal prompting.
What was a challenge? Why?
The transient nature of the student population in the setting I implemented the Framing Routine was a challenge. The setting was a seventh and eighth grade Comprehensive Therapeutic Emotional Support classroom at one of our campus schools. The students in the classroom often differed from lesson to lesson, with some coming into the placement, some leaving to return to their home district schools, and others leaving to be placed in more restrictive settings. Throughout the implementation of the Framing Routine through the Talking Together strategy, I had between 3 and 7 students in the room per lesson. It often took a lot of reviewing previous lesson concepts to be able to move to the lesson we were scheduled to complete each day.
What you will do next time:
Next time, I would like to have a more student-led completion of the Frame for Talking Together. I would introduce the frame and the main idea for the lesson and then go through the lesson with the students. Then, I would revisit the frame and have the students take a more active role in completing the points under the main idea for the day with guided questioning to allow for more thoughtful responses.
What adjustments you made:
I ended up drawing the Frame parts on the dry erase board to fill in with the main idea items because there was not a projector screen that the students could easily see to be able to complete their frames. Using the dry erase board took a little more set up time, however was much more effective for the students.
The students were more open to using the frame than I had thought they would be going into the lessons. Most willingly engaged and participated in completing their frames as we worked through the Talking Together lessons with minimal prompting.
What was a challenge? Why?
The transient nature of the student population in the setting I implemented the Framing Routine was a challenge. The setting was a seventh and eighth grade Comprehensive Therapeutic Emotional Support classroom at one of our campus schools. The students in the classroom often differed from lesson to lesson, with some coming into the placement, some leaving to return to their home district schools, and others leaving to be placed in more restrictive settings. Throughout the implementation of the Framing Routine through the Talking Together strategy, I had between 3 and 7 students in the room per lesson. It often took a lot of reviewing previous lesson concepts to be able to move to the lesson we were scheduled to complete each day.
What you will do next time:
Next time, I would like to have a more student-led completion of the Frame for Talking Together. I would introduce the frame and the main idea for the lesson and then go through the lesson with the students. Then, I would revisit the frame and have the students take a more active role in completing the points under the main idea for the day with guided questioning to allow for more thoughtful responses.
What adjustments you made:
I ended up drawing the Frame parts on the dry erase board to fill in with the main idea items because there was not a projector screen that the students could easily see to be able to complete their frames. Using the dry erase board took a little more set up time, however was much more effective for the students.