The Framing Routine The Content Enhancement Series Patty Kohler & Kevin Floyd July, 2009 Created by...

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;


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.


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Guidebooks in the Content Enhancement Series

Routines for planning and leading learning Course Organizer Routine Unit Organizer Routine Lesson Organizer Routine


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Routines for exploring text, topics, and details Clarifying Routine Survey Routine Framing Routine Order Routine


6


Routines for teaching concepts Concept Anchoring Routine Concept Comparison Routine Concept Mastery Routine


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Routines for increasing performance Quality Assignment Routine Question Exploration Routine Recall Enhancement Routine Vocabulary LINCing Routine


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The Challenge

Increased student diversity results in

varying skill levels and types of

background knowledge.

Today’s classrooms are very diverse!


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.


10

Research

Read page 3….What does the research tell us?


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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.


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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.


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.


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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.


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


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Components of

The Framing Routine

TheFrame

TheLinking Steps

TheCue-Do-Review

Sequence


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FRAME

Read pages 6-7…. What are the key points?


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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.


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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


Main idea

is about…


Essential details

Main idea


Main idea

a period of social change in the U. S.

Social Problems



Progressive Era

Unsafe food

Monopolies







Meat Inspection Act

Anti- trust Act



Social Problems Tools for Social Change Social Changes


Main idea

is about…


Essential details

Main idea


Main idea

THE KEY TOPIC

The name of the key topic being studied.



Progressive Era

Unsafe food

Monopolies







Meat Inspection Act

Anti- trust Act





Main idea

is about…


Essential details

Main idea


Main idea

“IS ABOUT” STATEMENT

A brief explanation of whatthe key topic is about.



Progressive Era

Unsafe food

Monopolies







Meat Inspection Act

Anti- trust Act





Main idea

is about…


Essential details

Main idea


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.


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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


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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



Progressive Era

Unsafe food

Monopolies







Meat Inspection Act

Anti- trust Act





Main idea

is about…


Essential details

Main idea


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


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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?


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?



Progressive Era

Unsafe food

Monopolies







Meat Inspection Act

Anti- trust Act





Main idea

is about…


Essential details

Main idea


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?


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Determine the “So What?”Importance Statement

May be:

Basic summary

Topical applications or implications

Generative, or basic “life truth”


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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.


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Linking Steps



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The Linking Steps

Focus on the topic

Reveal main ideas

Analyze details

Make a “So What?” Statement

Extend understanding


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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?).


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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


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Cue-Do-Review



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The Cue-Do-Review Sequence

Cue

Students that the routine will be used.

Do

The routine.

Review

The information and process.


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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.


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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.


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Review

The teacher uses the Frame to check and

bolster student understanding of the

topic.

Model Use of Frame


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Get Ready

Decide when to use the Framing Routine.

Collect materials and ideas.

Construct a draft of the Frame.

Plan for the presentation.


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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


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


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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.


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GO

The Instructional Sequence

We DO It

Ya’ll DO It

You DO It


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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.


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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


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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


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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.


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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.


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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.


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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.


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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!


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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


Main idea

is about…


Essential details

Main idea


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 …


Main idea

is about…


Essential details

Main idea


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


Main idea

is about…


Essential details

Main idea


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


Main idea

is about…


Essential details

Main idea


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


Main idea

is about…


Essential details

Main idea


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…


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


WHEN …

is about…


Essential details

THEN …


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


START WITH …

is about…


Essential details

ADD THIS …


RESULTS …

+ =

Our position:

If … Then…

What we’ll say … They’ll probably say … How we’ll respond …


Main idea

is about…


Essential details

Main idea


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


Main idea

is about…


Essential details

Main idea


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


Main idea

is about…


Essential details

Main idea


Main idea

using nonviolent 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


Main idea

is about…


Essential details

Main idea


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…


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


Main idea

is about…


Essential details

Main idea


Main idea


Main idea

is about…


Main idea

Essential details

Main idea


is about…


Main idea

Main idea

Main idea

Main idea

Main idea

Main idea

Main idea

Main idea

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