7. Engage with Coach

Met with Patty to discuss the Framing Routine, videos and other issues with the platform on June 10, 2019

Framing Routine Implementation Checklist   Teachers:         Ginny Willis                                                     Observer:        Chris Frawley School:            Crestview Elementary                                     Subject:           Math   Date:               4/2/19                                                             Students:         Whole class       Directions: Put a checkmark (√) by each behavior that you observe. If an inappropriate use of the Framing Routine, go to Overall section and mark zeros on appropriate items and stop recording. X= Observed      0= Not observed   Cue The teacher…      X      Named the Frame or the Framing Routine      X      Explained how it will help (“It is a great way to organize our thoughts about what do I know and what to use on the quiz. We will list strategies to compare fractions.”)      X      Handed out blank Frames      X      Explained expectations   Do Step 1: Focus on the topic  The teacher…      X      Named the topic (Compare Fractions)      X      Wrote the topic in Section 1      X      Provided a short explanation of the topic (Asked the students “What is it about? What do you think about comparing fractions? Tell us more.” Students participated in sharing what they know about comparing fractions and assisted the teacher to develop a “is about” statement.)      X      Wrote the explanation in Section 2 in brief form (“…is about finding out who has the most, the least or equal.”)   Step 2: Reveal main ideas The teacher…      X      Named or elicited main ideas related to the topic (The students said that there were five main ideas/strategies. Ms. Willis said that seeing the number of main ideas triggered them to think about the number of strategies.)      X      Wrote the main ideas in the boxes in Section 3 in a brief form (e.g., Strategy 1, Strategy 2, Strategy 3, Strategy 4, Strategy 5).      X      Explained or elicited the relationship between the main ideas and/or between the main ideas and the topic (“These are the five options to figure out what is greater than, less than or equal.”)   Step 3: Analyze details The teacher…      X      Elicited details related to each main idea from the students (For each main idea/strategy, the students contributed their ideas about the strategy and how to compare fractions using it.)      X      Wrote details related to each main idea in Section 4 as they were contributed (The details were written in abbreviated form in the ovals below each main idea/strategy.)       Step 4: Make a “So What” statement The teacher…      X      Elicited a statement from the students explaining how the current topic is related to the unit of study or how knowledge of the topic can help to solve a “real world” problem OR how the information relates to the students’ lives (Students shared that they need to know these main ideas/strategies in order to compare fractions.)      X      Wrote the “So What” statement in Section 5   Step 5: Extend understanding The teacher…      X       Conducted an activity to extend the students’ understanding of the topic (Students were asked why do they need to know this; how might they use it in their lives? They shared examples of having different sized pieces of cake at a party and it is important to ensure that everyone receives the same amount. The students shared an example of young children with drinks and being able to compare to see that everyone has the same amount. Ms. Willis used the term “fair” when discussing the examples of food and drink: ensuring it is fair.)   Review The teacher…      0      Elicits answers to questions related to the information written on the Frame      0      Elicits answers to questions to review the process of making a Frame to help the students learn ­     0      Elicits answers to questions to review how the students will use the Frame * The video ended after Extending Understanding. Cue and Do of the Cue-Do-Review process were observed. Review was not observed.   Overall The teacher…      X     Involved the large majority of students throughout the activity      X      Ensured that all students were writing on their Frames      X      Kept a lively pace      X      Wrote information on the Frame in a clear and legible way   Comments: The Framing Routine for comparing fractions was successful in several areas: students’ active participation, the co-construction of the FRAME device, the ease with which the students moved through the process, using abbreviations on the device (e.g., D for denominator, N for numerator, <, >, =), the guidance and prompting that were provided to students during the co-construction, and the feedback and encouragement students received throughout the lesson. Ms. Willis was positive and supportive during the entire lesson; providing confirming and constructive feedback throughout the process. When needed, Ms. Willis scaffolded support to students’ responses and their recall of the five strategies. The Framing Routine was an effective way to summarize what they learned about comparing fractions.   Regarding the use of the Framing Routine: Ms. Willis and the students co-constructed the FRAME device for comparing fractions. She distributed the FRAME devices, introduced the routine and proceeded to co-construct it with her students. Students actively participated in all components of the co-construction. They shared their ideas about comparing fractions, which contributed to the “is about statement.” They shared their experiences comparing fractions which helped with listing the five main ideas/strategies. The students provided input for each strategy and Ms. Willis listed the steps under each one. They were able to summarize the importance of the information on the FRAME in the “So what?” statement and during the discussion about how the information applies to their lives.   A Content Enhancement Routine has three parts to the implementation: Cue-Do-Review. The first two components, Cue and Do, were evident and implemented with success. The third component, Review, was not on the video so it was not evident that it was included in the lesson. In future use of the Framing Routine (or other Routines), it is important to review it at the end as a summary of the Routine and the process by which it was completed.   Possible suggestions for future use of the Framing Routine: 1) consider providing some students with a partially completed FRAME device if there is a large amount of text they will need to write. A partially completed version can reduce the amount of writing for them. Or, at the end of the lessons, students can trade their handwritten version for a completed, legible version (written by the teacher); 2) consider using the last oval of each main idea/strategy to write an example of the strategy for the students to have as a reference (similar to the example problems that were written on the SmartBoard).

Whitney Miller and Dana McCaleb have provided essential feedback with valuable tips for future use.

I participated in two days of activities to assist with becoming a SIM Specialist in the Content Enhancement Routines and Learning Strategies.  The activities focused on increasing my knowledge and understanding of how these routines and strategies can be used to build a comprehensive instructional package.  

I used the FRAME to highlight the main ideas of progressing monitoring as part of MTSS: Academics.  The FRAME was constructed as part of a comprehensive instructional package for providing professional development to teachers and administrators.  

Had phone conference with Patty on 4-11-18 to discuss the feedback from Routine

I have engaged in group coaching session on 9/2, 11/2, 12/4, 12/5, 2/1, and 4/5/19.  I engaged in individual coaching sessions on 10/19/18 and 4/9/19. I will be engaging in a group coaching session/training on 4/23-4/25/19.

I meet via a zoom meeting with Patty Graner to offer feedback on the submission of Framing Routine.  Also she provided feedback to include the extension activities to make a FRAM a FRAME.