The Framing Routine

1. The Framing Routine The Content Enhancement Series Patti Ward, certified trainer pward@moisd.k12.mi.us The University of Kansas Center for Research on Learning Lawrence, Kansas 66045

2. Strategic Instruction Model (SIM) increase success for to enhance aid in designed by

3. Content Knowledge of the social world Skills Rules and procedures Strategies Guidelines related to selecting and applying skills

4. Content Skills Strategies

5. Strategically Enhanced Instructional Environment Content Strategies Skills

6. Content Strategies Skills Strategically Enhanced Instructional Environment

7. Reality The Performance Gap Demands/ Skills Years in School

8. At-Risk / Academically Diverse • Increased demands/decreased support • Powerful • Multiple applications • Not limiting • Structure • Manipulate/transform

11. Learning Strategies

12. Learning Strategies

14. How Has Strategy Instruction Helped?

16. What are the Components of Content Enhancement?

17. Strategic Environment

18. How well does ContentEnhancement really work? • Each routine has been studied in secondary content-area classes characterized by diversity. • In each study, teachers learned the routine easily and student learning gains were observed by both teachers and researchers.

19. How well does ContentEnhancement really work? • In each study, students gained an average of at least 10 to 20 percentage points on tests or tasks that required students to demonstrate learning. • In general, the greatest gains were seen in classes where teachers had the highest expectations for student learning and were consistent in their use of the routine over time.

20. Content Enhancement p. 1 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;

21. Content Enhancement p. 1 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.

22. Supporting Research p. 3 • 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.

23. 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.

24. 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

25. Components ofThe Framing Routine p. 5 The Frame The Linking Steps The Cue-Do-Review Sequence

26. The Frame p. 6 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.

27. The Frame p. 6 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.

28. p. 6 & 48 Key Topic The FRAME Routine is about… Main idea Main idea Main idea Essential details Essential details Essential details So What? (What’s important to understand about this?)

29. p. 6 Key Topic Progressive Era The FRAME Routine is about… Main idea Main idea Main idea Tools for Social Change Social Changes Essential details Essential details Essential details Demonstrators created public pressure Muckrakers wrote about problems Anti- trust Act Voting rights expanded Commerce and Labor Departments Bully pulpits forced new laws Unsafe food Unsafe and unfair working conditions Activists organized protests Monopolies Meat Inspection Act Limited voting rights So What? (What’s important to understand about this?) To really create social change, many people have to be organized, outspoken, and persistent! a period of social change in the U. S. Social Problems

30. p. 6 Key Topic Progressive Era The FRAME Routine is about… a period of social change in the U. S. Main idea Main idea Main idea Social Changes Social Problems Tools for Social Change Essential details Essential details Essential details Unsafe food Monopolies Unsafe and unfair working conditions Voting rights expanded Anti- trust Act Meat Inspection Act Activists organized protests Demonstrators created public pressure Bully pulpits forced new laws Muckrakers wrote about problems Limited voting rights Commerce and Labor Departments So What? (What’s important to understand about this?) To really create social change, many people have to be organized, outspoken, and persistent! THE KEY TOPIC The name of the key topic being studied.

31. p. 6 Key Topic Progressive Era The FRAME Routine is about… a period of social change in the U. S. Main idea Main idea Main idea Social Changes Social Problems Tools for Social Change Essential details Essential details Essential details Unsafe food Monopolies Unsafe and unfair working conditions Voting rights expanded Anti- trust Act Meat Inspection Act Activists organized protests Demonstrators created public pressure Bully pulpits forced new laws Muckrakers wrote about problems Limited voting rights Commerce and Labor Departments So What? (What’s important to understand about this?) To really create social change, many people have to be organized, outspoken, and persistent! “IS ABOUT” STATEMENT A brief explanation of what the key topic is about.

32. p. 6 Key Topic Progressive Era The FRAME Routine is about… a period of social change in the U. S. Main idea Main idea Main idea Social Changes Social Problems Tools for Social Change Essential details Essential details Essential details Unsafe food Monopolies Unsafe and unfair working conditions Voting rights expanded Anti- trust Act Meat Inspection Act Activists organized protests Demonstrators created public pressure Bully pulpits forced new laws Muckrakers wrote about problems Limited voting rights Commerce and Labor Departments So What? (What’s important to understand about this?) To really create social change, many people have to be organized, outspoken, and persistent! MAIN IDEAS The main ideas behind the key topic. Can be subtopics or brief phrases representing components of the key topic or items that are sequentially related to each other and the key topic. The actual number of main ideas may vary.

33. p. 6 Key Topic Progressive Era The FRAME Routine is about… a period of social change in the U. S. Main idea Main idea Main idea Social Changes Social Problems Tools for Social Change Essential details Essential details Essential details Unsafe food Monopolies Unsafe and unfair working conditions Voting rights expanded Anti- trust Act Meat Inspection Act Activists organized protests Demonstrators created public pressure Bully pulpits forced new laws Muckrakers wrote about problems Limited voting rights Commerce and Labor Departments So What? (What’s important to understand about this?) To really create social change, many people have to be organized, outspoken, and persistent! ESSENTIAL DETAILS Details that are essential for students to know and remember about each main idea.

34. p. 19 Main idea Columbus discovers the New World Essential details Queen of Spain financed trip in order to spread Christian gospel Columbus was Italian, but couldn’t get Italy to finance trip Martin Pizon, captain and owner of Pinta, tried to beat Columbus back to Spain & claim credit Nina, Pinta, & Santa Maria (Santa Maria sank) Determine Details for Each Main Idea Essential detail • 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 Clarifying detail Cultural expected trivia Specialized or esoteric trivia

35. 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?

36. 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?

37. p. 20 Key Topic Progressive Era The FRAME Routine is about… a period of social change in the U. S. Main idea Main idea Main idea Tools for Social Change Social Changes Social Problems Essential details Essential details Essential details Unsafe and unfair working conditions Muckrakers wrote about problems Bully pulpits forced new laws Demonstrators created public pressure Activists organized protests Meat Inspection Act Unsafe food Voting rights expanded Commerce and Labor Departments Monopolies Limited voting rights Anti- trust Act So What? (What’s important to understand about this?) To really create social change, many people have to be organized, outspoken, and persistent! • 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 TO UNDERSTAND ABOUT THIS?

38. The Linking Steps p. 10 ocus on the topic eveal main ideas nalyze details ake a “So What?” Statement xtend understanding FRAME

39. Construct A Draft p. 18-20 • Enter the name of the key topic • Enter a paraphrase of the key topic • Enter the main ideas or subtopics • Enter the essential details • Enter the “So What?” statement

40. The Cue-Do-Review Sequence p. 27-31 Students that the routine will be used. The routine. The information and process. Cue Do Review

41. GO! p. 32 The Instructional Sequence • We DO It(students working with you) • Ya’ll DO It(students working with each other) • You DO It(students working individually)

42. Brainstorm Activity p. 36 Key Topic What motivated Columbus? The FRAME Routine is about… Why did Columbus cross the Atlantic Ocean? Main idea Main idea Main idea Financial Reasons Religious Reasons Egotistical Reasons Essential details Essential details Essential details Get rich by selling spices at home Prove God would protect him & not let him die Be the first to prove the world was round !! ?? !! Get rewarded for successfully making trip Make his sailors “get reli- gion” when scared Win favor with royalty ? ?? !! Spread Christianity to other parts world Gain respect ?? ? ! Get rich by claiming discovered land as his Become part of the royal court ?? So What? (What’s important to understand about this?) We predict that most of Columbus’ reasons were egotistical and perhaps financial.

43. The “KEW” Routine p. 36 Key Topic French Revolution The FRAME Routine is about… a war that resulted from a bad social situation Main idea Main idea Main idea W ant to know … K now already … E xpect to learn … Essential details Essential details Essential details Two classes (super rich & very poor) Many poor imprisoned in Bastille for no reason Violent; used guillotine a lot Connection to us Effects on king and family Effects on other countries Timeline of events Outcome Leaders of both sides Famous battles “Let them eat cake” Effects on French people So What? (What’s important to understand about this?) Our major interests focus on the effects of this war.

44. Anticipation Guide p. 36 Key Topic Cuban Missile Crisis The FRAME Routine is about… A political crisis that nearly led to nuclear war with USSR Main idea Main idea Main idea Bay of Pigs Invasion Nuclear face off with USSR Castro comes to power in Cuba Essential details Essential details Essential details Unfair govt overthrown in Cuba by Castro and followers TE Castro got no support from U. S. F Castro nationalized US-owned businesses TE Castro smokes Cuban cigars Tt Castro got missiles from USSR TE CIA planned an invasion of Cuba TE JFK sent US Air Force to support invasion F JFK entertained dinner guests on night of Invasion Tt 20,00- Cuban troops beat 1,400 invaders TE Castro told USSR not to send weapons F Both US & USSR wanted Cuba as a state F US spy plane that spotted missile sites on Cuba flies higher than any other plane Tt JFK blockaded Cuba to keep out more USSR ships and weapons TE USSR agreed to remove missiles TE So What? (What’s important to understand about this?) Because Cuba is so close to US, JKF should have tried to make it a US state.

45. Fill-in-the-Blanks p. 37 Key Topic Sinking of the Titanic The FRAME Routine is about… an event that taught lessons about... Main idea Main idea Main idea Competition Lack of planning Class system Essential details Essential details Essential details 1- steel hull– too thin & Not enough Inattentive about Broadest decks = fewer ____________ Fastest speed to break record crossing; unable to Largest ship = more Lower class -_______________ Middle ___________ -middle decks Rich _____________ -upper deck (luxury) Lack of procedures for More luxury = less So What? (What’s important to understand about this?) A great _____________________ can cause society to examine its values and practices so improvements can be made.

46. Perspective Taking p. 36-37 Key Topic The FRAME Routine is about… Main idea Main idea Main idea Essential details Essential details Essential details So What? (What’s important to understand about this?) Women’s liberation Women having the same rights as men and being treated equal Views of supporters Views of opponents Men and women have unique roles Men and women do not have unique roles A woman’s place is in the home Men should have equal responsibility at home Without women’s lib, women are oppressed Women’s lib is messing up a good thing for women Men should honor and respect women Laws are needed to ensure equal treatment

47. Linear & Cause-&-Effect p. 38 Key Topic Pressuring govts. The FRAME Routine is about… how people can put pressure on governments to make them change Main idea Main idea Main idea East German govt. opens borders Hungary opens border to Austria Public pressure on East German govt. Essential details Essential details Essential details Hungary a “closed” country Hungary wants trade with West Hungary ignores Warsaw Pact; opens borders E. German govt. could save face or lose face E. German govt. no longer in control Fleeing E. Germans seen as political refugees E. German govt. looks bad in eyes of world W. German govt. sup- ports freedom movement E. Germans demonstrate after seeing freedom in Hungary 1000s of E. Germans leave thru Hungary E. German govt. decides to allow free movement So What? (What’s important to understand about this?) If there is enough cooperation among people, and they focus their energies, they can influence what governments do.

48. Linear & Cause-&-Effect p. 38 Key Topic Evolution of Europe The FRAME Routine is about… how European civilization evolved through the ages Main idea Main idea Main idea Main idea The Age of Discovery The Renaissance The Reformation The Middle Ages Essential details Essential details Essential details Essential details Trade increased; new middle class Increase in leisure time = more time for exploration New map making technology & navigating skills Maps became more real and less fantasy Monarchs were able to support explorers Feudalism type of government Increase in education = more people read Bible themselves Artists used woodcuts to spread Protestant ideas Merchant (middle) class allowed trade specialization “City- states” govt. allowed Renaissance to start Art focused on religion - very dull colors Common person uneducated Life was either very good or bad; two classes Pope’s weakened power = end of Holy Roman Empire Arts focused on humans; very realistic Increase in education & the arts So What? (What’s important to understand about this?) Stages in history never just occur for no reason– key things happen that cause big changes in society.

49. Linear & Cause-&-Effect p. 38 Key Topic Civil Disobedience The FRAME Routine is about… people disobeying laws in order to change unfair laws WHEN … THEN … BECAUSE … media build public awareness and support people disobey a law in a public & nonviolent way changes in laws are considered and often made Essential details Essential details Essential details Disrupting traffic with a protest march Burning a draft card Sit-ins at a university administration office Create an interest in the issue Focus on violent reactions of police Want exciting images to attract audience Integration laws Nondiscriminatory employment laws Open housing laws Voting eligibility laws Blacks sitting at the front of a bus Create public revulsion to violence So What? (What’s important to understand about this?) Sometimes breaking a law is necessary in order to draw attention to unfair laws to get them changed.

50. Linear & Cause-&-Effect p. 38 Key Topic Endangered loggerheads The FRAME Routine is about… how beach development is endangering sea turtles START WITH … ADD THIS … RESULTS … Beach development & tourists Baby turtles die Turtles bury eggs in sand Essential details Essential details Essential details Attracted to movement & glimmer of light on water Houses and hotels on beaches Tourists on the beaches Beach buggies on the beaches Street lights, car lights, flashing signs, carnivals Baby turtles attracted to bright lights Sea turtles crawl onto beach & bury eggs Eaten by predators and dehydrated Babies get lost, disoriented Sun incubates eggs; babies dig out of sand Crawl toward light to get to the sea & swim away Crawl toward bright lights, away from sea So What? (What’s important to understand about this?) IF we don’t turn off our lights at night, THEN the loggerhead may become extinct. + =