Post on 26-Dec-2015
transcript
The Framing Routine
The Content Enhancement Series
Patty Kohler & Kevin FloydJuly, 2009
Created by The University of KansasCenter for Research on Learning
Lawrence, Kansas 66045
University of Kansas Center for Research on Learning 2002
2
Content Enhancement
A way of teaching an academically diverse group of students in which:
Both group and individual needs are valued and met;
The integrity of the content is maintained;
University of Kansas Center for Research on Learning 2002
3
Content Enhancement
A way of teaching an academically diverse group of students in which:
Critical features of the content are selected and transformed in a manner that promotes student learning; and
Instruction is carried out in a partnership with students.
University of Kansas Center for Research on Learning 2002
4
Guidebooks in the Content Enhancement Series
Routines for planning and leading learning Course Organizer Routine Unit Organizer Routine Lesson Organizer Routine
University of Kansas Center for Research on Learning 2002
5
Guidebooks in the Content Enhancement Series
Routines for exploring text, topics, and details Clarifying Routine Survey Routine Framing Routine Order Routine
University of Kansas Center for Research on Learning 2002
6
Guidebooks in the Content Enhancement Series
Routines for teaching concepts Concept Anchoring Routine Concept Comparison Routine Concept Mastery Routine
University of Kansas Center for Research on Learning 2002
7
Guidebooks in the Content Enhancement Series
Routines for increasing performance Quality Assignment Routine Question Exploration Routine Recall Enhancement Routine Vocabulary LINCing Routine
University of Kansas Center for Research on Learning 2002
8
The Challenge
Increased student diversity results in
varying skill levels and types of
background knowledge.
Today’s classrooms are very diverse!
University of Kansas Center for Research on Learning 2002
9
The Challenge
Most students have difficulty
distinguishing between major
concepts, main ideas, and details.
Most students have difficulty
distinguishing between essential-to-
know information and trivia.
University of Kansas Center for Research on Learning 2002
10
Research
Read page 3….What does the research tell us?
University of Kansas Center for Research on Learning 2002
11
Supporting Research
The Framing Routine was studied in intermediate and secondary classes (grades 4-12) characterized by diversity.
In each study, teachers learned the routine easily, and student learning gains were observed by teachers and researchers.
Students gained an average of 10 to 15 percentage points on tests or tasks that required demonstration of mastery.
University of Kansas Center for Research on Learning 2002
12
Supporting Research
Students’ writing fluency increased
dramatically. Students wrote an
average of 96 more words on post-
test writing tasks; ideation was
significantly more coherent;
mechanical errors reduced
significantly.
University of Kansas Center for Research on Learning 2002
13
Supporting Research
Results were achieved when teachers:
received 2-3 hours of instruction;
discussed the routine with colleagues;
spent the necessary time to plan and use the
routine for more inclusive teaching;
taught students how to use the routine, &
used the routine regularly over time.
University of Kansas Center for Research on Learning 2002
14
What is the Framing Routine?
A way to help students understand
and learn key information.
A way to help students focus on the
relationships between main ideas and
details.
University of Kansas Center for Research on Learning 2002
15
When Do You Use the Routine?
Within the context of regular instruction to help students remember the meaning of or relationships among: Vocabulary words People Events Places Other important terms and ideas
University of Kansas Center for Research on Learning 2002
16
Components of
The Framing Routine
TheFrame
TheLinking Steps
TheCue-Do-Review
Sequence
University of Kansas Center for Research on Learning 2002
17
FRAME
Read pages 6-7…. What are the key points?
University of Kansas Center for Research on Learning 2002
18
The Frame
Is a visual device that:
Is used to promote understanding and recall of a key topic and associated essential details.
Can be used to take notes about a key topic.
University of Kansas Center for Research on Learning 2002
19
The Frame
Is a visual device that:
Focuses attention on the importance behind the key topic.
Identifies the main ideas related to the key topic, essential details behind each main idea, and a summary of what’s important to remember about the key topic.
The FRAME RoutineKey Topic
Main idea
is about…
So What? (What’s important to understand about this?)
Essential details
Main idea
Essential details Essential details
Main idea
To really create social change, many peoplehave to be organized, outspoken, and persistent!
Progressive Era
Unsafe food
Monopolies
Limited voting rights
Unsafe and unfairworking conditions
Muckrakers wroteabout problems
Bully pulpits forcednew laws
Demonstratorscreated public pressure
Activists organizedprotests
Meat Inspection Act
Anti- trust Act
Voting rightsexpanded
Commerce and LaborDepartments
Tools for Social Change Social Changes
The FRAME RoutineKey Topic
Main idea
is about…
So What? (What’s important to understand about this?)
Essential details
Main idea
Essential details Essential details
Main idea
a period of social change in the U. S.
Social Problems
a period of social change in the U. S.
To really create social change, many peoplehave to be organized, outspoken, and persistent!
Progressive Era
Unsafe food
Monopolies
Limited voting rights
Unsafe and unfairworking conditions
Muckrakers wroteabout problems
Bully pulpits forcednew laws
Demonstratorscreated public pressure
Activists organizedprotests
Meat Inspection Act
Anti- trust Act
Voting rightsexpanded
Commerce and LaborDepartments
Social Problems Tools for Social Change Social Changes
The FRAME RoutineKey Topic
Main idea
is about…
So What? (What’s important to understand about this?)
Essential details
Main idea
Essential details Essential details
Main idea
THE KEY TOPIC
The name of the key topic being studied.
a period of social change in the U. S.
To really create social change, many peoplehave to be organized, outspoken, and persistent!
Progressive Era
Unsafe food
Monopolies
Limited voting rights
Unsafe and unfairworking conditions
Muckrakers wroteabout problems
Bully pulpits forcednew laws
Demonstratorscreated public pressure
Activists organizedprotests
Meat Inspection Act
Anti- trust Act
Voting rightsexpanded
Commerce and LaborDepartments
Social Problems Tools for Social Change Social Changes
The FRAME RoutineKey Topic
Main idea
is about…
So What? (What’s important to understand about this?)
Essential details
Main idea
Essential details Essential details
Main idea
“IS ABOUT” STATEMENT
A brief explanation of whatthe key topic is about.
a period of social change in the U. S.
To really create social change, many peoplehave to be organized, outspoken, and persistent!
Progressive Era
Unsafe food
Monopolies
Limited voting rights
Unsafe and unfairworking conditions
Muckrakers wroteabout problems
Bully pulpits forcednew laws
Demonstratorscreated public pressure
Activists organizedprotests
Meat Inspection Act
Anti- trust Act
Voting rightsexpanded
Commerce and LaborDepartments
Social Problems Tools for Social Change Social Changes
The FRAME RoutineKey Topic
Main idea
is about…
So What? (What’s important to understand about this?)
Essential details
Main idea
Essential details Essential details
Main idea
MAIN IDEAS
The main ideas behind the key topic. Can besubtopics or brief phrases representing
components of the key topic or items that aresequentially related to each other and the keytopic. The actual number of main ideas may
vary.
University of Kansas Center for Research on Learning 2002
25
Example Key Topicsand Main IdeasPearl Harbor
Key events of the raid Impact on the outcome of the war Impact on U.S. attitude about war Impact on U.S. ability to fight
El Niño Impact on ocean currents Impact on weather patterns Impact on people
University of Kansas Center for Research on Learning 2002
26
Example Key Topicsand Main Ideas
Invention of percentages How business operated without
percentages How percentages improved business How society accepted percentages
Music of poetry Alliteration Onomatopoeia Consonance and assonance
a period of social change in the U. S.
To really create social change, many peoplehave to be organized, outspoken, and persistent!
Progressive Era
Unsafe food
Monopolies
Limited voting rights
Unsafe and unfairworking conditions
Muckrakers wroteabout problems
Bully pulpits forcednew laws
Demonstratorscreated public pressure
Activists organizedprotests
Meat Inspection Act
Anti- trust Act
Voting rightsexpanded
Commerce and LaborDepartments
Social Problems Tools for Social Change Social Changes
The FRAME RoutineKey Topic
Main idea
is about…
So What? (What’s important to understand about this?)
Essential details
Main idea
Essential details Essential details
Main idea
ESSENTIAL DETAILS
Details that are essential for students toknow and remember about each main idea.
Determine Details for Each Main Idea
Essential details: List on Frame and test Clarifying details: Don’t list/don’t test Cultural trivia: List on Frame and test Esoteric trivia: Don’t list/don’t test
Queen of Spain financed trip inorder to spread Christian gospel
Columbus was Italian, butcouldn’t get Italy to finance trip
Martin Pizon, captain and owner ofPinta, tried to beat Columbusback to Spain & claim credit
Nina, Pinta, & Santa Maria(Santa Maria sank)
Columbus discovers theNew World
Main idea
Essential details
Essential detail
Clarifying detail
Cultural expected trivia
Specialized or esoteric trivia
University of Kansas Center for Research on Learning 2002
29
Factors to Consider WhenSelecting Essential Details
Importance
Which details are so important that all students must understand them if they are to understand the main idea.
Frequency
Which details are referred to frequently in class?
Interest
Which details are important enough to know, but may not seem very interesting to students and therefore require special attention?
University of Kansas Center for Research on Learning 2002
30
Factors to Consider WhenSelecting Essential Details
Preparation Which details are foundations for
information that will be covered later in the course and encountered later in life?
Complexity Which details are difficult to understand
because of their complexity?
a period of social change in the U. S.
To really create social change, many peoplehave to be organized, outspoken, and persistent!
Progressive Era
Unsafe food
Monopolies
Limited voting rights
Unsafe and unfairworking conditions
Muckrakers wroteabout problems
Bully pulpits forcednew laws
Demonstratorscreated public pressure
Activists organizedprotests
Meat Inspection Act
Anti- trust Act
Voting rightsexpanded
Commerce and LaborDepartments
Social Problems Tools for Social Change Social Changes
The FRAME RoutineKey Topic
Main idea
is about…
So What? (What’s important to understand about this?)
Essential details
Main idea
Essential details Essential details
Main idea
A statement designed to help students understand:• how the current topic is related to the overall unit.• how the topic can be used to solve or understand a real-world problem.
SO WHAT?OR
WHAT’S IMPORTANT TOUNDERSTAND ABOUT THIS?
University of Kansas Center for Research on Learning 2002
32
Determine the “So What?”Importance Statement
May be:
Basic summary
Topical applications or implications
Generative, or basic “life truth”
University of Kansas Center for Research on Learning 2002
33
The Purposeof the Linking Steps
Guide the teacher to:
Present the information in the Frame to students in an effective manner.
Involve students in constructing the Frame.
Focus student attention on learning.
University of Kansas Center for Research on Learning 2002
34
Linking Steps
Read pages 8-9…. What are the key points?
University of Kansas Center for Research on Learning 2002
35
The Linking Steps
Focus on the topic
Reveal main ideas
Analyze details
Make a “So What?” Statement
Extend understanding
University of Kansas Center for Research on Learning 2002
36
Options for Extending Understanding
Prioritize main ideas and essential details according to importance.
Prioritize main ideas according to other criteria (e.g., Which had the greatest impact on their lives? Which were the most controversial? Which were the most misunderstood?).
University of Kansas Center for Research on Learning 2002
37
Options for Extending Understanding
Speculate what might have happened under a different set of circumstances.
Forecast what happened next.
Connect how main ideas relate to: each other information previously learned past experiences the real world
University of Kansas Center for Research on Learning 2002
38
Cue-Do-Review
Read pages 10-14…. What are the key points?
University of Kansas Center for Research on Learning 2002
39
The Cue-Do-Review Sequence
Cue
Students that the routine will be used.
Do
The routine.
Review
The information and process.
University of Kansas Center for Research on Learning 2002
40
The Cue-Do-Review Sequence
Cue
A visual device called the Frame is
presented and explained to students as a
way to help them understand how critical
information is organized.
University of Kansas Center for Research on Learning 2002
41
The Cue-Do-Review Sequence
Do
During the initial presentation, the
teacher follows a set of procedures called
the Linking Steps that help the teacher
explain how the Frame will enhance
learning.
University of Kansas Center for Research on Learning 2002
42
The Cue-Do-Review Sequence
Review
The teacher uses the Frame to check and
bolster student understanding of the
topic.
Model Use of Frame
University of Kansas Center for Research on Learning 2002
44
Get Ready
Decide when to use the Framing Routine.
Collect materials and ideas.
Construct a draft of the Frame.
Plan for the presentation.
University of Kansas Center for Research on Learning 2002
45
Your Turn
Take out a blank poster sized FRAME Review Get Ready on pages 16-23 Construct a draft FRAME using Post It
notes or marker with your group or partner
Be prepared to share
University of Kansas Center for Research on Learning 2002
46
Tomorrow…
We will model using FRAME in science Show FRAME examples from science Do Pairs construction activity Construct individual FRAMES Embed FRAMES in lesson plans Discuss Get Set, Go, Win
University of Kansas Center for Research on Learning 2002
47
Get Set
Choose material.
Preview the lesson.
Introduce the Frame.
Explain and show how you will Cue the routine.
Explain and show how you will Do the routine.
Explain and show how you will Review and debrief.
University of Kansas Center for Research on Learning 2002
48
GO
The Instructional Sequence
We DO It
Ya’ll DO It
You DO It
University of Kansas Center for Research on Learning 2002
49
GO
Use the routine explicitly.
Build thinking skills.
Build in continuity by referring to Frames.
Evaluate your use of the routine.
Teach students to construct their own
Frames.
Vary your use of the routine.
University of Kansas Center for Research on Learning 2002
50
GO
Vary Your Use of the Routine
Brainstorm Activity
The KEW Routine (Know? Expect? Want?)
The Anticipation Guide
Fill-in-the-Blanks
Perspective Taking
Linear & Cause-and-Effect Relationships
Framing Themes
Framing Speeches
University of Kansas Center for Research on Learning 2002
51
GOVary Your Use of the Routine
In-Class Debates Reading Frames Post-Instruction Construction Frame Reviews Guess What? Gotcha! Fame Frames World’s Best/World’s Worst Students-to-Students
University of Kansas Center for Research on Learning 2002
52
Win!
Students Win!
Check whether students are learning what
they’re supposed to be learning.
Check whether students are personally
satisfied with what and how they are
learning.
Check whether students’ grades reflect how
much they have learned.
University of Kansas Center for Research on Learning 2002
53
Win!
You Win!
Select a growth target.
Choose a way to learn.
Choose a support system.
Plan for confidence building.
Debug.
Maximize the challenge.
Take ownership of the routine.
University of Kansas Center for Research on Learning 2002
54
Develop Your “Ensurance” Policy
Tell others about the routine & what you are doing.
Set personal use and achievement goals related to the routine.
Create personal reminders to use the routine.
Show your Frame graphics to colleagues and ask them for their ideas.
Invite others to watch you use the routine.
University of Kansas Center for Research on Learning 2002
55
Develop Your “Ensurance” Policy
Enlist help and feedback from students.
Collaborate with a colleague in learning and
using the routine.
Set aside time to reflect and plan every day.
Monitor your growth by regularly noting
your thoughts, ideas, and reactions.
University of Kansas Center for Research on Learning 2002
56
Develop Your “Ensurance” Policy
Try out the routine right away.
Build on success.
Focus on quality not quantity.
Accept the fact that everyone has to face
the challenge of change.
Pause periodically and take stock of what
you are learning.
Congratulate yourself on your successes!
University of Kansas Center for Research on Learning 2002
57
Potential Pitfalls
"Frames don’t have to be prepared before class.”
“Students don’t need to be involved in constructing the Frame.”
“If I don’t get it right the first time, I won’t ever get it right.”
“Students will automatically see the advantages of organizing information using a Frame.”
Why did Columbus cross the Atlantic Ocean?
We predict that most of Columbus’ reasonswere egotistical and perhaps financial.
What motivatedColumbus?
Get rich by sellingspices at home
!!
Get rewarded forsuccessfully making trip
?
Get rich by claimingdiscovered land as his
??
Prove God would protecthim & not let him die
??
Make his sailors “get reli-gion” when scared
??
Spread Christianity toother parts world
?
Be the first to prove theworld was round
!!
Win favor with royalty !!
Become part of the royalcourt
??
Gain respect !
Financial Reasons Religious Reasons Egotistical Reasons
The FRAME RoutineKey Topic
Main idea
is about…
So What? (What’s important to understand about this?)
Essential details
Main idea
Essential details Essential details
Main idea
a war that resulted from a bad social situation
Our major interests focus on the effects of this war.
French Revolution
Two classes(super rich & very poor)
Many poor imprisonedin Bastille for no reason
“Let them eat cake”
Violent;used guillotine a lot
Famous battles
Leaders of both sides
Outcome
Timeline of events
Effects on othercountries
Effects on king andfamily
Connection to us
Effects on Frenchpeople
K now already … E xpect to learn … Want to know …
The FRAME RoutineKey Topic
Main idea
is about…
So What? (What’s important to understand about this?)
Essential details
Main idea
Essential details Essential details
Main idea
A political crisis that nearly led to nuclear war with USSR
Because Cuba is so close to US, JKF should have tried to make it a US state.
Cuban Missile Crisis
Unfair govt overthrownin Cuba by Castro andfollowers TE
Castro got no supportfrom U. S. F
Castro nationalizedUS-owned businesses TE
Castro smokes Cubancigars TtCastro got missilesfrom USSR TE
Castro comes to powerin Cuba
Bay of Pigs Invasion Nuclear face off with USSR
The FRAME RoutineKey Topic
Main idea
is about…
So What? (What’s important to understand about this?)
Essential details
Main idea
Essential details Essential details
Main idea
CIA planned an invasionof Cuba TE
JFK sent US Air Forceto support invasion F
JFK entertained dinnerguests on night ofInvasion Tt
20,00- Cuban troopsbeat 1,400 invaders TE
Castro told USSR notto send weapons F
Both US & USSR wantedCuba as a state F
US spy plane that spottedmissile sites on Cuba flieshigher than any otherplane Tt
JFK blockaded Cuba tokeep out more USSRships and weapons TE
USSR agreed to removemissiles TE
an event that taught lessons about...
A great _____________________ can cause society to examineits values and practices so improvements can be made.
Sinking of the Titanic
1- steel hull– too thin &
Not enough
Lack of procedures for
Inattentive about
Rich _____________-upper deck (luxury)
Middle ___________-middle decks
Lower class-_______________
Largest ship = more
Fastest speed to breakrecord crossing; unable to
Broadest decks =fewer ____________
More luxury = less
Lack of planning Class system Competition
The FRAME RoutineKey Topic
Main idea
is about…
So What? (What’s important to understand about this?)
Essential details
Main idea
Essential details Essential details
Main idea
how people can put pressure on governments to make them change
If there is enough cooperation among people, and they focus their energies,they can influence what governments do.
Pressuring govts.
Hungary a “closed”country
Hungary wants tradewith West
1000s of E. Germansleave thru Hungary
Hungary ignores WarsawPact; opens borders
E. Germans demonstrateafter seeing freedom
in Hungary
W. German govt. sup-ports freedom movement
E. German govt. looksbad in eyes of world
Fleeing E. Germans seenas political refugees
E. German govt. nolonger in control
E. German govt. couldsave face or lose face
E. German govt. decidesto allow free movement
Hungary opens borderto Austria
Public pressure on EastGerman govt.
East German govt.opens borders
The FRAME RoutineKey Topic
Main idea
is about…
So What? (What’s important to understand about this?)
Essential details
Main idea
Essential details Essential details
Main idea
how European civilization evolved through the ages
Stages in history never just occur for no reason–key things happen that cause big changes in society.
Evolution of EuropeThe FRAME RoutineKey Topic
is about…
So What? (What’s important to understand about this?)
The Age of Discovery
Essential details
Main idea
Increase in leisuretime = more time
for exploration
New map makingtechnology &
navigating skills
Maps became morereal and less fantasy
Monarchs were ableto support explorers
The Reformation
Essential details
Main idea
Merchant (middle)class allowed trade
specialization
Increase in education= more people read
Bible themselves
Artists used woodcutsto spread
Protestant ideas
Pope’s weakenedpower = end of
Holy Roman Empire
The Renaissance
Essential details
Main idea
Trade increased;new middle class
Increase ineducation & the arts
Arts focused onhumans; very realistic
“City- states” govt.allowed Renaissance
to start
The Middle Ages
Essential details
Main idea
Life was eithervery good or bad;
two classes
Common personuneducated
Art focused onreligion
- very dull colors
Feudalism type ofgovernment
people disobeying laws in order to change unfair laws
Sometimes breaking a law is necessaryin order to draw attention to unfair laws to get them changed.
Civil Disobedience
Disrupting traffic witha protest march
Burning a draft card
Blacks sitting at thefront of a bus
Sit-ins at a universityadministration office
Voting eligibility laws
Open housing laws
Nondiscriminatoryemployment laws
Integration laws
Want exciting imagesto attract audience
Focus on violentreactions of police
Create an interest inthe issue
Create public revulsionto violence
people disobey a law in apublic & nonviolent way
changes in laws areconsidered and often made
media build publicawareness and support
The FRAME RoutineKey Topic
WHEN …
is about…
So What? (What’s important to understand about this?)
Essential details
THEN …
Essential details Essential details
BECAUSE …
how beach development is endangering sea turtles
IF we don’t turn off our lights at night,THEN the loggerhead may become extinct.
Endangered loggerheads
Sea turtles crawl ontobeach & bury eggs
Sun incubates eggs;babies dig out of sand
Crawl toward light to getto the sea & swim away
Attracted to movement &glimmer of light on water
Houses and hotels onbeaches
Tourists on the beaches
Beach buggies on thebeaches
Street lights, car lights,flashing signs, carnivals
Baby turtles attracted tobright lights
Crawl toward bright lights,away from sea
Eaten by predators anddehydrated
Babies get lost,disoriented
Turtles bury eggsin sand
Beach development &tourists Baby turtles die
The FRAME RoutineKey Topic
START WITH …
is about…
So What? (What’s important to understand about this?)
Essential details
ADD THIS …
Essential details Essential details
RESULTS …
+ =
Our position:
If … Then…
What we’ll say … They’ll probably say … How we’ll respond …
The FRAME RoutineKey Topic
Main idea
is about…
So What? (What’s important to understand about this?)
Essential details
Main idea
Essential details Essential details
Main idea
students who use good study plans
Strategic learners actively and purposefully usesmart strategies before, during, and after learning
Strategic Learners
By organizing booksand materials
By setting goals andmaking plans
By scheduling timewisely
By asking andanswering questions
By linking new info. tobackground knowledge
By looking forpatterns
By thinking how newinformation can be used
By evaluating results
By anticipating futureneeds
They think BEFORE They think DURING They think AFTER
The FRAME RoutineKey Topic
Main idea
is about…
So What? (What’s important to understand about this?)
Essential details
Main idea
Essential details Essential details
Main idea
taking advantage of someone or something
Our world would be better if there were no exploitation in it.
exploitation
Strong take advantageof weak
Results in anger
Colleges make $ fromgames; players not paid
Some politicians exploitvoters
Some factories exploitworkers
Porn & prostitutionexploit women
Parents make me dochores for no money
Big kids in lunch roombully me
My big brother made meclean his room
Facts Real- world examples Personal experiences
The FRAME RoutineKey Topic
Main idea
is about…
So What? (What’s important to understand about this?)
Essential details
Main idea
Essential details Essential details
Main idea
using non- violent ways to protest and change unfair laws or policies
Peaceful resistance can work to change unfair laws, but you need supportfrom others, and you need to plan on it working slowly.
peaceful resistance
Is done to draw atten-tion to the problem
Addresses an unfairlaw, practice, or policy
To be effective, manymust participate
Involvespeaceful tactics
Reactions to it areviolent
Takes several times towork
Make more enemiesthan friends
Actions receivenegative consequences
Should be used just toget your way
Involves violence orharsh language
Works if you do it justyourself
ALWAYS SOMETIMES NEVER
The FRAME RoutineKey Topic
Main idea
is about…
So What? (What’s important to understand about this?)
Essential details
Main idea
Essential details Essential details
Main idea
labeling shapes according to the number of sides
Polygons are closed, flat figures with straight lines for sides.
PolygonsThe FRAME RoutineKey Topic
is about…
So What? (What’s important to understand about this?)
TriangleMain idea
OctagonMain idea
QuadrilateralMain idea
DecagonMain idea
PentagonMain idea
Main idea
HexagonMain idea
Main idea
3 sides 4 sides 5 sides 6 sides3 angles 4 angles 5 angles 6 angles
TRI means 3 QUAD means 4 PENT means 5 HEX means 6
8 sides 10 sides
8 angles 10 angles
OCT means 8 DEC means 10
The FRAME RoutineKey Topic
Main idea
is about…
So What? (What’s important to understand about this?)
Essential details
Main idea
Essential details Essential details
Main idea
The FRAME RoutineKey Topic
Main idea
is about…
So What? (What’s important to understand about this?)
Main idea
Essential details
Main idea
The FRAME RoutineKey Topic
is about…
So What? (What’s important to understand about this?)
Main idea
Main idea
Main idea
Main idea
Main idea
Main idea
Main idea
Main idea