When I began using the Framing Routine, I was hesitant because I didn't want to get rid of the notes that were already being used in class. My co-teacher and I discussed using a FRAME with individual students to cover some missed material. We gave it a try, but it didn't feel as impactful as we had hoped.
After putting down the Framing Routine for a while, I revisited the process after talking to some students about topics they didn't understand. They specifically mentioned difficulty with slope, area/perimeter, and multiple representations of functions. I designed a FRAME for each of these topics and my co-teacher and I came up with a plan.
We wanted to use the Framing Routine over a period of time, revisiting topics that our students felt they had not mastered (and as demonstrated by test data). When presenting each topic in this way, I involved the students, asking them specific questions and encouraging them to brainstorm ideas that would help them remember the material as well as apply it to the real world. After completing each FRAME, I was surprised to hear them asking for more. They like the "regular" notes that we take in class, but felt like the FRAMEs broke things down in a concise and easy-to-understand format.
I don't think I'll ever get rid of our "regular" notes entirely, but I have to acknowledge the success our students have had with the Framing Routine. We continue to design FRAMEs to re-teach and review topics that our students suggest. As an added bonus, they appreciate that we have taken their advice and suggestions to heart. Listen to your kids! They know what they need!
After putting down the Framing Routine for a while, I revisited the process after talking to some students about topics they didn't understand. They specifically mentioned difficulty with slope, area/perimeter, and multiple representations of functions. I designed a FRAME for each of these topics and my co-teacher and I came up with a plan.
We wanted to use the Framing Routine over a period of time, revisiting topics that our students felt they had not mastered (and as demonstrated by test data). When presenting each topic in this way, I involved the students, asking them specific questions and encouraging them to brainstorm ideas that would help them remember the material as well as apply it to the real world. After completing each FRAME, I was surprised to hear them asking for more. They like the "regular" notes that we take in class, but felt like the FRAMEs broke things down in a concise and easy-to-understand format.
I don't think I'll ever get rid of our "regular" notes entirely, but I have to acknowledge the success our students have had with the Framing Routine. We continue to design FRAMEs to re-teach and review topics that our students suggest. As an added bonus, they appreciate that we have taken their advice and suggestions to heart. Listen to your kids! They know what they need!