1. Boost Student Comprehension in Any Content Area: The Framing Routine PowerPoint given by: Ginna Fall Ohio Department of Education Office of Literacy Lcesc_gf@sstr1.org

2. Critical Questions What is the Framing Routine? Why would the Frame be beneficial for my students? What does a Frame look like in action? How can I make a quality Frame for my content? How do I ensure fidelity of implementation? How do I use Cue-Do-Review to be more effective in my teaching? How does Frame guide thinking?

3. Student Improvement: Content Enhancement Routines

4. How is the FRAME different than a web?

5. Are wealthy people more valuable? Rich were given priority over poor for spaces on lifeboats A great disaster can cause society to examine its values and practices so improvements can be made to save future lives Newspaper article:” Titanic largest and fastest, so it’s probably unsinkable” Titanic lessons from a disaster When a myth is treated as a truth, people fool selves Lesson: Don’t believe it because somebody said it Builders began to believe the myth; took short-cuts Owners liked “unsinkable” idea, so they encouraged people to believe it Used cheaper steel (thin & brittle, 1 hull) so ship would not cost as much Lesson: Safety always produces greatest profit in the long run Fewer lifeboats = more attractive ship = more people buying tickets Fastest ship = more tickets sold = taking great risks in ice burg zone Putting profit over safety = great loss of life Lesson: All human life is equally valuable, regardless of wealth Cabins closest to deck = most expensive = rich reach lifeboats 1st Many of the poorer people were locked below so they couldn’t escape how a great ship sinking led to important lessons that changed. society © 2004 Edwin Ellis

6. So what? What is important to understand about this? is about … Titanic lessons from a disaster how a great ship sinking led to important lessons that changed society Putting profit over safety = great loss of life Are wealthy people more valuable? When a myth is treated as a truth, people fool selves Newspaper article:” Titanic largest and fastest, so it’s probably unsinkable” Owners liked “unsinkable” idea, so they encouraged people to believe it Builders began to believe the myth; took short-cuts Lesson: Don’t believe it because somebody said it Used cheaper steel (thin & brittle, 1 hull) so ship would not cost as much Fewer lifeboats = more attractive ship = more people buying tickets Fastest ship = more tickets sold = taking great risks in ice burg zone Lesson: Safety always produces greatest profit in the long run Cabins closest to deck = most expensive = rich reach lifeboats 1st Rich were given priority over poor for spaces on lifeboats Many of the poorer people were locked below so they couldn’t escape Lesson: All human life is equally valuable, regardless of wealth A great disaster can cause society to examine its values and practices so improvements can be made to save future lives Which would you rather have? © 2004 Edwin Ellis

7. Linking Steps 1.F ocus on the topic 2.R eveal the main ideas 3.A nalyze the details 4.M ake a “so what” statement 5.E xtend understanding

8. Non-rapid eye movement Body growth/repair amount types The FRAME Routine Key Topic Main idea is about… So What? (What’s important to understand about this?) Essential details Main idea Essential details Main idea 1.F ocus on the topic: The name of the key topic being studied.

9. Non-rapid eye movement Body growth/repair Rapid eye movement Restores brain The FRAME Routine Key Topic Main idea is about… So What? (What’s important to understand about this?) Essential details Main idea Essential details Main idea F ocus on the topic: “IS ABOUT” STATEMENT A brief explanation of what the key topic is about.

10. Sleep Most need 8 hours Most get 7 hours 1/3 of Americans Get 6 hours Non-rapid eye movement Body growth/repair Rapid eye movement Restores brain Need both kinds to Be healthy NREM = most time 75% REM = 25% time The FRAME Routine Key Topic Main idea is about… So What? (What’s important to understand about this?) Essential details Main idea Essential details Main idea R eveal the main ideas: The main ideas behind the key topic. -subtopics -brief phrases of the key topic -items that are sequentially related

11. people need good sleep to be healthy Sleep The FRAME Routine Key Topic Main idea is about… So What? (What’s important to understand about this?) Essential details Main idea Essential details Main idea A nalyze the details: Details that are essential for students to know and remember about each main idea.

12. Non-rapid eye movement Body growth/repair Rapid eye movement Restores brain NREM = most time 75% REM = 25% time Puts people at risk (you and others) Illness - colds, flu amount types Effects of lack of sleep The FRAME Routine Key Topic Main idea is about… So What? (What’s important to understand about this?) Essential details Main idea Essential details Main idea A statement designed to help students connect what is really critical to understand about the unit of study. M ake a “So What?” statement:

13. Non-rapid eye movement Body growth/repair Rapid eye movement Restores brain Need both kinds to Be healthy NREM = most time 75% REM = 25% time Puts people at risk (you and others) Less alert, tired - Accidents-car, space shuttle Valdez, Chernobyl Loss of $ due to illness And accidents in workplace Illness - colds, flu amount types Effects of lack of sleep The FRAME Routine Key Topic Main idea is about… So What? (What’s important to understand about this?) Essential details Main idea Essential details Main idea Teacher facilitates the evaluation of the new information with the students and intentionally guides students to connect all the pieces of information in the Frame. E xtend understanding:

14. Remember… The Frame Routine helps students… – develop a more thorough understanding of important information associated with key topics and main ideas. – learn the information because it is a concrete representation of abstract ideas. – to focus on the relationships between main ideas and details as well as among several main ideas. – become strategic learners, capable of creatively and effectively processing information.

15. Remember… The Frame Routine helps students… – develop a more thorough understanding of important information associated with key topics and main ideas. – learn the information because it is a concrete representation of abstract ideas. – to focus on the relationships between main ideas and details as well as among several main ideas. – become strategic learners, capable of creatively and effectively processing information.

16. Beware of the pitfalls 1.Frames don’t have to be prepared before class. 2.Students don’t need to be involved in construction. 3.Students will automatically see the advantages of using a Frame. 4.If I don’t get it right the first time, I won’t ever get it.

17. Overview The F.R.A.M.E is a graphic device to increase student achievement It is to be “Co-constructed” with teacher AND student (mainly student-led) All F.R.A.M.E ‘s may look different for your different classes

18. Jigsaw Activity GET READY !! GET SET! GO!! WIN!!

19. GET READY! Choosing when to use the routine: – Typically used to understand a considerable body of content that has particular significance within the unit of study – Any time students need to understand the organization or structure of information and the relationships between those pieces of information

20. Get Ready #2 Collect ideas and materials… Think about a topic/concept you teach… - Jot down the key/main ideas - Add the essential details needed - Consider ideas for extending student learning Construct your draft (that you will use)

21. GET SET!! Introduce the Frame Routine to your students for the first time: – Set expectations for students – Model – Co-construct

22. GO!! Making the Frame Routine a regular part of your instruction – Expect it to be used correctly and completely – Vary the use of the routine – Slowly release responsibility to students – Always facilitate the “extend understanding” step – Regularly evaluate/reflect on effectiveness

23. WIN!! Teachers win… Improved student learning of content ideas Efficient manipulation of information Organized and purposeful lessons System of collegial support Confidence as routine becomes effective Increased rigor and relevance of curriculum

24. Students win… Confidence in learning power Improved grades Relevance/value in learning concepts Critical thinking skills improve Efficient manipulation of information