Framing Routine (SP)

2. Demonstrate Implementation with Fidelity

Only editable by group admins

  • Last updated July 28, 2020 at 11:41 AM by kucrl
  • Evidence visible to public
Earned through demonstration of fidelity of implementation/competence in instructing a teacher to use the Framing Routine with students.

Evidence includes:

Develop a Draft Frame

Develop and post a draft Frame related to content that predicts the instruction of the content with a group or a class. Follow the Get Ready section to prepare the draft. Practice applying the Linking Steps to develop the draft. Post your draft.

Co-Construct and Instruct

Co-construct and instruct with the Frame using the Cue-Do-Review steps with a group or class. Follow the Get Set section to introduce the Frame to students.   

Use the Frame Routinely

Use the Frame routinely with a group or class. Follow the Go! and Win! sections of the guidebook    

Submit an Implementation Portfolio

Describe: • Group/Student (size, level, student characteristics, etc.) • The length of implementation (days, weeks, months, amount of time per day, days per week, etc.) Include artifacts: • Your draft and final Device • Student Devices without student names (HALO) • Post your implementation portfolio 

Submit a Log

Log: What went well - Why? What was a challenge - Why? What you will do next time What adjustments you made Ideas generated for issues encountered Etc. Post your log. 

Submit Video

Submit video to your professional developer that supports your competence. Show yourself conducting the Framing Routine, using the Cue-Do-Review process.   

If you would like to post your video to your credential (by posting a link to your video from Vimeo, YouTube, or another video hosting site) ensure that all permissions are in place or privacy settings are activated.  Posted video will be viewable by anyone who views this credential.  More than one video may be submitted to your professional developer for feedback or posted to your credential.  The video should show the Cue-Do-Review process.   Follow the Cue-Do-Review process outlined in the Cue-Do-Review Checklist. 

Note Completion Date

All posted evidence

Constructed Frame

drobinson Almost 6 years ago

Instructed teacher's planned Frame

bmblair Almost 6 years ago

Implementation

We planned, co-constructed, and instructed a FRAME for badge 2 and included videos of the lessons.  
PortfolioWe implemented Framing in our Algebra I A and B classes. The classes are made up of both male and female students in grades 9-11. The class consists of 23 students. The class has 15 students with IEPs, behavior problems, and students who are repeating the class.
We have used the framing routine as an introduction to a unit, as a review of a unit, and as a device that is built throughout the unit. Our students have adapted to using the routine, and actively participate in the building of the frame.
The time required to complete a frame varies on the amount of information that is included and whether or not is is used as an introduction, is being built throughout the unit, or as a wrap up. As an introduction, we often rely on a student’s ability to access prior knowledge and this may require multiple questioning strategies to get the desired response. For this reason, using the frame as an introduction may take a larger chunk of time. Using it during the lesson only takes a few minutes each day. We have successfully used this as a warm up to start the day. As a summary for a lesson, we have found that more students will contribute during the routine. However, each of these uses have been beneficial and we like to change it up and come up with new creative ways to incorporate the frames into our lessons.
Record of Use:The use of the Framing Routine has been a great addition to our lessons. While students struggled at the beginning, they have adapted and are using them successfully. Our students like to use the frame as a study guide for tests at the end of the unit. We have incorporated this into many of our sections, and it has provided students with a simple yet effective method of studying.
The biggest challenge we faced was simplifying the frame and trying to make them less wordy. The use of pictures was beneficial in simplifying the frame, and students have been very creative in this process. This will definately be something that we continue to use in the future.
drobinson Almost 6 years ago

Implementation

We planned, co-constructed, and instructed a FRAME for badge 2 and included videos of the lessons.  
Portfolio: We implemented Framing in our Algebra I A and B classes. The classes are made up of both male and female students in grades 9-11. The class consists of 23 students. The class has 15 students with IEPs, behavior problems, and students who are repeating the class.
We have used the framing routine as an introduction to a unit, as a review of a unit, and as a device that is built throughout the unit. Our students have adapted to using the routine, and actively participate in the building of the frame.
The time required to complete a frame varies on the amount of information that is included and whether or not is is used as an introduction, is being built throughout the unit, or as a wrap up. As an introduction, we often rely on a student’s ability to access prior knowledge and this may require multiple questioning strategies to get the desired response. For this reason, using the frame as an introduction may take a larger chunk of time. Using it during the lesson only takes a few minutes each day. We have successfully used this as a warm up to start the day. As a summary for a lesson, we have found that more students will contribute during the routine. However, each of these uses have been beneficial and we like to change it up and come up with new creative ways to incorporate the frames into our lessons.
Record of Use: The use of the Framing Routine has been a great addition to our lessons. While students struggled at the beginning, they have adapted and are using them successfully. Our students like to use the frame as a study guide for tests at the end of the unit. We have incorporated this into many of our sections, and it has provided students with a simple yet effective method of studying.
The biggest challenge we faced was simplifying the frame and trying to make them less wordy. The use of pictures was beneficial in simplifying the frame, and students have been very creative in this process. This will definately be something that we continue to use in the future.
bmblair Almost 6 years ago

Lesson Demonstration

I was unable to fulfill this portion of the badge due to SOL testing. I had to administer tests to my third grade students during my co-teaching block. 
stacey123 Almost 6 years ago

Self reflection of video

dgallagher4 Almost 6 years ago

Description of group of students, why the group was chosen and length of implementation

dgallagher4 Almost 6 years ago

2 pieces of student work

dgallagher4 Almost 6 years ago

Draft for Frame Routine titled Patterns in Pedigrees

dgallagher4 Almost 6 years ago

This is the third time the FRAMES Routine was used in the 8th grade classroom and the students were independent in their use at this point.

debdsheridan About 6 years ago

This is the second example of using the FRAMES routine to instruct 8th graders preparing for the Writing SOL.

debdsheridan About 6 years ago

This is a copy of the lesson plan used to introduce and teach the Frame Routine when preparing 8th graders for the Writing SOL.

debdsheridan About 6 years ago