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.
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.