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The Framing Routine
The Content Enhancement Series
Patty Kohler & Kevin Floyd
July, 2009
Created by The University of Kansas
Center for Research on Learning
Lawrence, Kansas 66045
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;
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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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Guidebooks in the
Content Enhancement Series
 Routines for exploring text, topics,
and details


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
Clarifying Routine
Survey Routine
Framing Routine
Order Routine
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Guidebooks in the
Content Enhancement Series
 Routines for teaching concepts
 Concept Anchoring Routine
 Concept Comparison Routine
 Concept Mastery Routine
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Guidebooks in the
Content Enhancement Series
 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!
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The Challenge
 Most students have difficulty
distinguishing between major
concepts, main ideas, and details.
 Most students have difficulty
distinguishing between essential-toknow information and trivia.
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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 posttest writing tasks; ideation was
significantly more coherent;
mechanical errors reduced
significantly.
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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.
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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
The
Frame
The
Linking Steps
The
Cue-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.
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The FRAME Routine
Key Topic
is about…
Main idea
Main idea
Essential details
Essential details
Main idea
Essential details
So What? (What’s important to understand about this?)
The FRAME Routine
Key Topic
Progressive Era
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
Muckrakers wrote
about problems
Meat Inspection Act
Monopolies
Bully pulpits forced
new laws
Anti- trust Act
Unsafe and unfair
working conditions
Activists organized
protests
Commerce and Labor
Departments
Limited voting rights
Demonstrators
created public pressure
Voting rights
expanded
So What? (What’s important to understand about this?)
To really create social change, many people
have to be organized, outspoken, and persistent!
The FRAME Routine
Key Topic
Progressive Era
is about…
a period of social change in the U. S.
Main idea
Social Problems
Main idea
Tools for Social Change
THE KEY TOPIC
Essential details
Essential details
The name of the key
topic being
studied.
Muckrakers
wrote
Unsafe food
about problems
Main idea
Social Changes
Essential details
Meat Inspection Act
Monopolies
Bully pulpits forced
new laws
Anti- trust Act
Unsafe and unfair
working conditions
Activists organized
protests
Commerce and Labor
Departments
Limited voting rights
Demonstrators
created public pressure
Voting rights
expanded
So What? (What’s important to understand about this?)
To really create social change, many people
have to be organized, outspoken, and persistent!
The FRAME Routine
Key Topic
Progressive Era
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
Muckrakers wrote
about problems
Meat Inspection Act
Unsafe food
“IS ABOUT” STATEMENT
A brief explanation of what
Monopolies
Bully pulpits
forced
the key
topic is about.
Anti- trust Act
new laws
Unsafe and unfair
working conditions
Activists organized
protests
Commerce and Labor
Departments
Limited voting rights
Demonstrators
created public pressure
Voting rights
expanded
So What? (What’s important to understand about this?)
To really create social change, many people
have to be organized, outspoken, and persistent!
The FRAME Routine
Key Topic
Progressive Era
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
Muckrakers wrote
about problems
Meat Inspection Act
Bully pulpits forced
laws
behind thenew
key
topic. Can
Anti- trust Act
Monopolies
MAIN IDEAS
The main ideas
be
subtopics or brief phrases representing
Unsafe
and unfairof the key
Activists
organized
components
topic or
items that areCommerce and Labor
working conditions
protests
Departments
sequentially related to each other and the key
topic. The actual number
of main ideas may Voting rights
Demonstrators
Limited voting rights
created
vary. public pressure
expanded
So What? (What’s important to understand about this?)
To really create social change, many people
have to be organized, outspoken, and persistent!
Example Key Topics
and Main Ideas
Pearl 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 Topics
and Main Ideas
Invention of percentages
 How business operated without
percentages
 How percentages improved business
 How society accepted percentages
Music of poetry
 Alliteration
 Onomatopoeia
University
of Kansas
Center for
 Consonance
and
assonance
Research on Learning 2002
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The FRAME Routine
Key Topic
Progressive
Era
ESSENTIAL
DETAILS
is about…
a period of social
change in the U. S.
Details that are essential for students to
Main idea
Social Problems
know
Main
idea and
remember aboutMain
each
main idea.
idea
Tools for Social Change
Social Changes
Essential details
Essential details
Essential details
Unsafe food
Muckrakers wrote
about problems
Meat Inspection Act
Monopolies
Bully pulpits forced
new laws
Anti- trust Act
Unsafe and unfair
working conditions
Activists organized
protests
Commerce and Labor
Departments
Limited voting rights
Demonstrators
created public pressure
Voting rights
expanded
So What? (What’s important to understand about this?)
To really create social change, many people
have to be organized, outspoken, and persistent!
Determine Details for Each
Main Idea
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
Nina, Pinta, & Santa Maria
(Santa Maria sank)
Essential detail
Clarifying detail
Cultural expected trivia
Specialized or esoteric trivia
Martin Pizon, captain and owner of
Pinta, tried to beat Columbus
back to Spain & claim credit




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
Factors to Consider When
Selecting 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?
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Factors to Consider When
Selecting 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?
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The FRAME Routine
Key Topic
Progressive Era
is about…
a period of social change in the U. S.
SO WHAT?
Main idea
OR Change
Tools for Social
Social Changes
Social Problems
WHAT’S IMPORTANT TO
Essential details
Essential details
Essential details
UNDERSTAND
ABOUT THIS?
Muckrakers wrote
Main idea
Main idea
Unsafe food
about problems
Meat Inspection Act
A statement designed
to help students understand:
Bully pulpits forced
Anti- trust Act
•Monopolies
how the current topic isnew
related
laws to the overall unit.
• how the topic can be used to solve or understand a
Unsafe
and unfair problem.
Activists organized
Commerce and Labor
real-world
working conditions
protests
Departments
Limited voting rights
Demonstrators
created public pressure
Voting rights
expanded
So What? (What’s important to understand about this?)
To really create social change, many people
have to be organized, outspoken, and persistent!
Determine the “So What?”
Importance Statement
May be:
 Basic summary
 Topical applications or implications
 Generative, or basic “life truth”
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The Purpose
of 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.
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Linking Steps
 Read pages 8-9….
 What are the key points?
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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
 Read pages 10-14….
 What are the key points?
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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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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.
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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.
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The Cue-Do-Review Sequence
 Review
 The teacher uses the Frame to check and
bolster student understanding of the
topic.
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Model Use of Frame
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
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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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GO
Vary 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
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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
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ideas,
and
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2002reactions.
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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!
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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.”
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Key Topic
What motivated
Columbus?
The FRAME Routine
is about…
Why did Columbus cross the Atlantic Ocean?
Main idea
Main idea
Financial Reasons
Religious Reasons
Essential details
Get rich by selling
spices at home
Main idea
Egotistical Reasons
Essential details
!!
Essential details
Prove God would protect?? Be the first to prove the
!!
him & not let him die
world was round
Get rewarded for
Make his sailors “get reli-??
?
successfully making trip
gion” when scared
??
Get rich by claiming
discovered land as his
Spread Christianity to
other parts world
?
Win favor with royalty
!!
Gain respect
!
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.
The FRAME Routine
Key Topic
French Revolution
is about…
a war that resulted from a bad social situation
Main idea
Main idea
Main idea
K now already …
E xpect to learn …
Want to know …
Essential details
Essential details
Essential details
Two classes
(super rich & very poor)
Famous battles
Effects on other
countries
Many poor imprisoned
in Bastille for no reason
Leaders of both sides
Effects on king and
family
Violent;
used guillotine a lot
Timeline of events
Effects on French
people
“Let them eat cake”
Outcome
Connection to us
So What? (What’s important to understand about this?)
Our major interests focus on the effects of this war.
The FRAME Routine
Key Topic
Cuban Missile Crisis
is about…
A political crisis that nearly led to nuclear war with USSR
Main idea
Main idea
Main idea
Castro comes to power
in Cuba
Bay of Pigs Invasion
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
Nuclear face off with USSR
Essential details
CIA planned an invasion
of Cuba
TE
Both US & USSR wanted
Cuba as a state
F
JFK sent US Air Force
to support invasion
F
US spy plane that spotted
missile sites on Cuba flies
higher than any other
plane
Tt
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
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.
The FRAME Routine
Key Topic
Sinking of the Titanic
is about…
an event that taught lessons about...
Main idea
Lack of planning
Main idea
Class system
Main idea
Competition
Essential details
Essential details
1- steel hull– too thin &
Rich _____________
-upper deck (luxury)
Largest ship = more
Not enough
Middle ___________
-middle decks
Fastest speed to break
record crossing; unable to
Inattentive about
Lower class
-_______________
More luxury = less
Lack of procedures for
Essential details
Broadest decks =
fewer ____________
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.
The FRAME Routine
Key Topic
Pressuring govts.
is about…
how people can put pressure on governments to make them change
Main idea
Main idea
Hungary opens border
to Austria
Public pressure on East
German govt.
Essential details
Essential details
Main idea
East German govt.
opens borders
Essential details
Hungary a “closed”
country
E. Germans demonstrate
after seeing freedom
in Hungary
E. German govt. no
longer in control
Hungary wants trade
with West
W. German govt. supports freedom movement
E. German govt. could
save face or lose face
Hungary ignores Warsaw
Pact; opens borders
Fleeing E. Germans seen
as political refugees
E. German govt. decides
to allow free movement
1000s of E. Germans
leave thru Hungary
E. German govt. looks
bad in eyes of world
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.
The FRAME Routine
Key Topic
Evolution of Europe
is about…
how European civilization evolved through the ages
Main idea
Main idea
Main idea
Main idea
The Middle Ages
The Renaissance
The Reformation
The Age of Discovery
Essential details
Essential details
Essential details
Essential details
Life was either
very good or bad;
two classes
Trade increased;
new middle class
Merchant (middle)
class allowed trade
specialization
Increase in leisure
time = more time
for exploration
Common person
uneducated
Increase in
education & the arts
Increase in education
= more people read
Bible themselves
New map making
technology &
navigating skills
Art focused on
religion
- very dull colors
Arts focused on
humans; very realistic
Artists used woodcuts
to spread
Protestant ideas
Maps became more
real and less fantasy
Feudalism type of
government
“City- states” govt.
allowed Renaissance
to start
Pope’s weakened
power = end of
Holy Roman Empire
Monarchs were able
to support explorers
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.
The FRAME Routine
Key Topic
Civil Disobedience
is about…
people disobeying laws in order to change unfair laws
WHEN …
THEN …
BECAUSE …
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
Voting eligibility laws
Want exciting images
to attract audience
Burning a draft card
Open housing laws
Focus on violent
reactions of police
Sit-ins at a university
administration office
Integration laws
Create public revulsion
to violence
Blacks sitting at the
front of a bus
Nondiscriminatory
employment laws
Create an interest in
the issue
media build public
awareness and support
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.
Key Topic
The FRAME Routine Endangered loggerheads
is about…
how beach development is endangering sea turtles
START WITH …
Turtles bury eggs
in sand
+
ADD THIS …
Beach development &
tourists
=
RESULTS …
Baby turtles die
Essential details
Essential details
Essential details
Sea turtles crawl onto
beach & bury eggs
Houses and hotels on
beaches
Baby turtles attracted to
bright lights
Sun incubates eggs;
babies dig out of sand
Tourists on the beaches
Crawl toward bright lights,
away from sea
Attracted to movement &
glimmer of light on water
Street lights, car lights,
flashing signs, carnivals
Babies get lost,
disoriented
Crawl toward light to get
to the sea & swim away
Beach buggies on the
beaches
Eaten by predators and
dehydrated
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.
The FRAME Routine
Key Topic
is about…
Our position:
Main idea
Main idea
Main idea
What we’ll say …
They’ll probably say …
How we’ll respond …
Essential details
Essential details
Essential details
So What? (What’s important to understand about this?)
If … Then…
The FRAME Routine
Key Topic
Strategic Learners
is about…
students who use good study plans
Main idea
Main idea
Main idea
They think AFTER
They think BEFORE
They think DURING
Essential details
Essential details
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By organizing books
and materials
By asking and
answering questions
By thinking how new
information can be used
By setting goals and
making plans
By linking new info. to
background knowledge
By evaluating results
By scheduling time
wisely
By looking for
patterns
By anticipating future
needs
So What? (What’s important to understand about this?)
Strategic learners actively and purposefully use
smart strategies before, during, and after learning
The FRAME Routine
Key Topic
exploitation
is about…
taking advantage of someone or something
Main idea
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Facts
Real- world examples
Personal experiences
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Strong take advantage
of weak
Colleges make $ from
games; players not paid
Parents make me do
chores for no money
Results in anger
Some politicians exploit
voters
Big kids in lunch room
bully me
Porn & prostitution
exploit women
My big brother made me
clean his room
Some factories exploit
workers
So What? (What’s important to understand about this?)
Our world would be better if there were no exploitation in it.
The FRAME Routine
Key Topic
peaceful resistance
is about…
using non- violent ways to protest and change unfair laws or policies
Main idea
ALWAYS
Main idea
SOMETIMES
Main idea
NEVER
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Is done to draw attention to the problem
Reactions to it are
violent
Should be used just to
get your way
Addresses an unfair
law, practice, or policy
Takes several times to
work
Involves violence or
harsh language
Involves
peaceful tactics
Actions receive
negative consequences
Works if you do it just
yourself
To be effective, many
must participate
Make more enemies
than friends
So What? (What’s important to understand about this?)
Peaceful resistance can work to change unfair laws, but you need support
from others, and you need to plan on it working slowly.
Key Topic
The FRAME Routine
Polygons
is about…
labeling shapes according to the number of sides
Main idea
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3 sides
3 angles
4 sides
4 angles
5 sides
5 angles
TRI means 3
QUAD means 4
Triangle
Main idea
Octagon
8 sides
8 angles
OCT means 8
Quadrilateral
Main idea
Decagon
Pentagon
PENT means 5
Main idea
Main idea
Hexagon
6 sides
6 angles
HEX means 6
Main idea
10 sides
10 angles
DEC means 10
So What? (What’s important to understand about this?)
Polygons are closed, flat figures with straight lines for sides.
The FRAME Routine
Key Topic
is about…
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Main idea
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So What? (What’s important to understand about this?)
The FRAME Routine
Key Topic
is about…
Main idea
Main idea
Main idea
Essential details
So What? (What’s important to understand about this?)
The FRAME Routine
Key Topic
is about…
Main idea
Main idea
Main idea
Main idea
Main idea
Main idea
Main idea
Main idea
So What? (What’s important to understand about this?)