The Framing Routine

1
The Framing Routine

• The Content Enhancement Series
• Katie Herrboldt
• Apollo High School Science
• kathryn.herrboldt_at_isd742.org

2
Strategic Instruction Model (SIM)
increase success for
to enhance
aid in
designed by
3
(No Transcript)
4
(No Transcript)
5
(No Transcript)
6
Strategically Enhanced Instructional Environment
7
At-Risk / Academically Diverse

• Increased demands/decreased support

8
Reality
The Performance Gap
Demands/ Skills
Years in School
9
At-Risk / Academically Diverse

• Increased demands/decreased support
• Powerful
• Multiple applications
• Not limiting
• Structure
• Manipulate/transform

10
(No Transcript)
11
(No Transcript)
12
Learning Strategies
13
Learning Strategies
14
(No Transcript)
15
How Has Strategy Instruction Helped?
16
(No Transcript)
17
What are the Components of Content Enhancement?
18
Strategic Environment
19
How well does ContentEnhancement really work?

• Each routine has been studied in secondary
  content-area classes characterized by diversity.
• In each study, teachers learned the routine
  easily and student learning gains were observed
  by both teachers and researchers.

20
How well does ContentEnhancement really work?

• In each study, students gained an average of at
  least 10 to 20 percentage points on tests or
  tasks that required students to demonstrate
  learning.
• In general, the greatest gains were seen in
  classes where teachers had the highest
  expectations for student learning and were
  consistent in their use of the routine over time.

21
Content Enhancement p. 1

• A way of teaching an academically diverse group
  of students in which
• Both group and individual needs are valued and
  met
• The integrity of the content is maintained

22
Content Enhancement p. 1

• A way of teaching an academically diverse group
  of students in which
• Critical features of the content are selected and
  transformed in a manner that promotes student
  learning and
• Instruction is carried out in a
  partnership with students.

23
Supporting Research p. 3

• Students writing fluency increased dramatically.
  Students wrote an average of 96 more words on
  post-test writing tasks ideation was
  significantly more coherent mechanical errors
  reduced significantly.

24
What is the Framing Routine?

• A way to help students understand and learn key
  information.
• A way to help students focus on the relationships
  between main ideas and details.

25
When Do You Use the Routine?

• Within the context of regular instruction to help
  students remember the meaning of or relationships
  among
• Vocabulary words
• People
• Events
• Places
• Other important terms and ideas

26
Components ofThe Framing Routine p. 5

• The
• Frame
• The
• Linking Steps
• 
  The
• Cue-Do-Review
• 
  Sequence

27
The Frame p. 6

• Is a visual device that
• Is used to promote understanding and recall of a
  key topic and associated essential details.
• Can be used to take notes about a key topic.

28
The Frame p. 6

• Is a visual device that
• Focuses attention on the importance behind the
  key topic.
• Identifies the main ideas related to the key
  topic, essential details behind each main idea,
  and a summary of whats important to remember
  about the key topic.

29
p. 6 48
30
p. 6
a period of social change in the U. S.
Social Problems
31
p. 6
THE KEY TOPIC The name of the key topic being
studied.
32
p. 6
IS ABOUT STATEMENT A brief explanation of
what the key topic is about.
33
p. 6
MAIN IDEAS The main ideas behind the key topic.
Can be subtopics or brief phrases
representing components of the key topic or items
that are sequentially related to each other and
the key topic. The actual number of main ideas
may vary.
34
Example Key Topicsand Main Ideas p. 20

• Pearl Harbor
• Key events of the raid
• Impact on the outcome of the war
• Impact on U.S. attitude about war
• Impact on U.S. ability to fight
• El Niño
• Impact on ocean currents
• Impact on weather patterns
• Impact on people

35
Example Key Topicsand Main Ideas p. 20

• Invention of percentages
• How business operated without percentages
• How percentages improved business
• How society accepted percentages
• Music of poetry
• Alliteration
• Onomatopoeia
• Consonance and assonance

36
p. 6
ESSENTIAL DETAILS Details that are essential for
students to know and remember about each main
idea.
37
Determine Details for Each Main Idea
p. 19
Essential detail
Clarifying detail
Cultural expected trivia
Specialized or esoteric trivia

• Essential details List on Frame and test
• Clarifying details Dont list/dont test
• Cultural trivia List on Frame and test
• Esoteric trivia Dont list/dont test

38
Factors to Consider WhenSelecting Essential
Details

• Importance
• Which details are so important that all students
  must understand them if they are to understand
  the main idea.
• Frequency
• Which details are referred to frequently in
  class?
• Interest
• Which details are important enough to know, but
  may not seem very interesting to students and
  therefore require special attention?

39
Factors to Consider WhenSelecting Essential
Details

• Preparation
• Which details are foundations for information
  that will be covered later in the course and
  encountered later in life?
• Complexity
• Which details are difficult to understand because
  of their complexity?

40
p. 20

• A statement designed to help students understand
• how the current topic is related to the
  overall unit.
• how the topic can be used to solve or
  understand a
• real-world problem.

SO WHAT? OR WHATS IMPORTANT TO UNDERSTAND ABOUT
THIS?
41
Determine the So What?Importance Statement p.
20

• May be
• Connecting the topic to a real-world context or
  problem to be solved.
• Relating a metaphor or simile
• Connecting the topic to other topics in the unit
• Topical applications or implications
• Generative, or basic life truth

42
The Purposeof the Linking Steps

• Guide the teacher to
• Present the information in the Frame to students
  in an effective manner.
• Involve students in constructing the Frame.
• Focus student attention on learning.

43
The Linking Steps p. 10

• ocus on the topic
• eveal main ideas
• nalyze details
• ake a So What? Statement
• xtend understanding

FRAME
44
Get Ready! p. 16

• Decide when to use the Framing Routine.
• Collect materials and ideas.
• Construct a draft of the Frame.
• Plan for the presentation.

45
Construct A Draft p. 18-20

1. Enter the name of the key topic
2. Enter a paraphrase of the key topic
3. Enter the main ideas or subtopics
4. Enter the essential details
5. Enter the So What? statement

46
Get Set! p. 24

• How to choose materials
• Use a key topic from a previously taught lesson
• Use a new topic about which the students might
  know something that they contribute
• Use the information presented in Figure 2, p. 25
  (Strategic Learners)
• How to introduce Frames p. 25-26

47
The Cue-Do-Review Sequence p. 27-31
Cue

• Students that the routine will be used.
• The routine.
• The information and process.

Do
Review
48
The Cue-Do-Review Sequence

• A visual device called the Frame is presented and
  explained to students as a way to help them
  understand how critical information is organized.

Cue
49
The Cue-Do-Review Sequence

• During the initial presentation, the teacher
  follows a set of procedures called the Linking
  Steps that help the teacher explain how the Frame
  will enhance learning.

Do
50
The Cue-Do-Review Sequence
Review

• The teacher uses the Frame to check and bolster
  student understanding of the topic.

51
GO! p. 32

• Use the routine explicitly.
• Build thinking skills.
• Build in continuity by referring to Frames.
• Evaluate your use of the routine.
• Teach students to construct their own Frames.
• Vary your use of the routine.

52
GO! p. 32

• The Instructional Sequence
• We DO It (students working with you)
• Yall DO It (students working with each other)
• You DO It (students working individually)

53
GO

• Vary Your Use of the Routine
• Brainstorm Activity
• The KEW Routine (Know? Expect? Want?)
• The Anticipation Guide
• Fill-in-the-Blanks
• Perspective Taking
• Linear Cause-and-Effect Relationships
• Framing Themes
• Framing Speeches

54
GO

• Vary Your Use of the Routine
• In-Class Debates
• Reading Frames
• Post-Instruction Construction
• Frame Reviews
• Guess What?
• Gotcha!
• Fame Frames
• Worlds Best/Worlds Worst
• Students-to-Students

55
Brainstorm Activity p. 36
56
The KEW Routine p. 36
57
Anticipation Guide p. 36
58
Fill-in-the-Blanks p. 37
59
Perspective Taking p. 36-37
Womens liberation
Women having the same rights as men and being
treated equal
Views of supporters
Views of opponents
Men and women have unique roles
Men and women do not have unique roles
A womans place is in the home
Men should have equal responsibility at home
Without womens lib, women are oppressed
Womens lib is messing up a good thing for women
Men should honor and respect women
Laws are needed to ensure equal treatment
60
Linear Cause--Effect p. 38
61
Linear Cause--Effect p. 38

62
Linear Cause--Effect p. 38
63
Linear Cause--Effect p. 38


64
In-Class Debates p. 39
65
Beware of Pitfalls! P. 42

• Frames dont have to be prepared before class.
• Students dont need to be involved in
  constructing the Frame.
• If I dont get it right the first time, I wont
  ever get it right.
• Students will automatically see the advantages
  of organizing information using a Frame.

66
Win!

• Students Win!
• Check whether students are learning
  what theyre supposed to be learning.
• Check whether students are personally
  satisfied with what how they are learning.
• Check whether students grades reflect how much
  they have learned.

67
Win! p. 45

• You Win!
• Select a growth target.
• Choose a way to learn.
• Choose a support system.
• Plan for confidence building.
• Debug.
• Maximize the challenge.
• Take ownership of the routine.

68
Develop Your Ensurance Policy p. 46

• Tell others about the routine what you are
  doing.
• Set personal use and achievement goals related to
  the routine.
• Create personal reminders to use the routine.
• Show your Frame graphics to colleagues and ask
  them for their ideas.
• Invite others to watch you use the routine.

69
Develop Your Ensurance Policy p. 46

• Enlist help and feedback from students.
• Collaborate with a colleague in learning and
  using the routine.
• Set aside time to reflect and plan every day.
• Monitor your growth by regularly noting your
  thoughts, ideas, and reactions.

70
Develop Your Ensurance Policy p. 46

• Try out the routine right away.
• Build on success.
• Focus on quality not quantity.
• Accept the fact that everyone has to face the
  challenge of change.
• Pause periodically and take stock of what you are
  learning.
• Congratulate yourself on your successes!

71
Reading Strategies

• Using the Frame graphic organizer to facilitate
  Reading Comprehension
• Edwin S. Ellis, PhD

72
Class-wide Mediated Reading

• Co-construct graphic with students as passages
  are being read discussed
• Promotes discussion and understanding
• Record of essential information

73
Byron
A character in the book, The Watsons Go to
Birmingham
Essential Details
He picks on kids most of the time.
He could be nice and show his feelings.
He was disliked because he was a bully and mean.
Daddy cool.
He feared his mom. Disobedient
Sometimes being cool does not result in making
friends.
74
Scout
a young girl in the novel To Kill a Mockingbird
Essential Details
Looked like
Acted like
Relationships with others
How changed
Importance to story
75
Scrooge
How he looked and acted A Christmas Carol
Clothes
Body
Voice / Speech
Face
Attitude about self
Attitude about others
Change
Lifestyle

76
Team-topic Reading

• Divide class into groups
• Assign each group one of the main ideas from a
  frames.
• Each groups records essential information on the
  Frame as they read.
• Each group reports to the class.
• Teacher facilitates discussion, clarifies
  monitors information, models note taking

77
Reading in the News

• Select a newspaper or magazine
• Students/teacher selects 3-8 articles
• Record title and main ideas
• Helps students learn to identify main ideas and
  essential information
• Can be use for paraphrasing or summarizing
  writing activity (RAP)

78

79
Individual-topic Reading(Jigsaw Activity)

• Teacher provides students with Frame and main
  ideas
• Divide class into groups ( of students in group
  should equal of main ideas)
• Jigsaw

80
Homework Reading

• Students are assigned to complete a Frame
  covering the assigned reading
• Initially, the teacher provides structure such as
  main ideas.
• More experienced students would be expected to
  determine main ideas independently.

81
(No Transcript)
82
(No Transcript)
83
(No Transcript)
84
3 sides 4 sides
5 sides 6 sides
3 angles 4 angles
5 angles 6 angles
TRI means 3 QUAD means 4 PENT
means 5 HEX means 6
8 sides 10 sides
8 angles 10 angles
OCT means 8 DEC means 10

85
(No Transcript)
86
(No Transcript)
87

88
Essential Details
Looked like
Acted like
Relationships with others
How changed
Importance to story