Embedded Files
Where the Idea Grows...
Where the Idea Grows...
Framing
Framing
- Key Ideas
- Hook: opening sequence of a lesson that grabs the attention of the audience/class
- Introduction: setting the scene for the class; stating goals and outlining steps needed to complete the task
- Frontloading: providing a schedule of tasks and activities to the class; chunking out information; setting an overall agenda
- Tips
- Essential questions and objectives should always been communicated - and posted somewhere for reference - from the beginning until the end of the unit.
- Essential questions should reflect the “big idea” of the unit or project and should be easy to understand as well as open-ended
- Giving students time for discussion to try to answer essential questions can help to bring out prior knowledge
- Frontloading vocabulary for the unit will assist students in preparing for any new terms that they may not understand.
- Include background knowledge of the problem/project/unit so that students have an understand of why they are attempting to answer the essential questions (intentional & transparent)
- Include authentic/real-world examples that will awaken curiosity within the students
- Essential questions and objectives should always been communicated - and posted somewhere for reference - from the beginning until the end of the unit.
- Tools
- Orienting students to each other - get to know you games/ice-breakers
- KWL brainstorming to clarify prior knowledge and assumptions
- Questionnaire to gauge ability and interests of students to design proper groupings of students
- Contract/rules that students read/agree to (or that students create themselves) that will set goals for the group.
- Schedule for students to follow as scaffolding for goals
References
References
ACPS Professional Learning. (2015). Available Professional Learning. Retrieved March 17, 2017, from http://www.acpsk12.org/pl/framing-anchoring-the-learning
- Why did you select this?
We selected this resource because it provides helpful tips for framing and gaming aspects of learning, including planning ideas, essential question formation, and discourse tips.
- How do you think it could prove useful at this stage?
In the framing and gaming stages, it is important for teachers to have access to an abundance of resources that will provide them with support planning, forming, and providing rich discourse opportunities for their students.
- What facilitation problem does it solve?
This resource helps facilitators with the challenges of planning and acting as a guide on the side.
Office of Quality Improvement: University of Wisconsin-Madison. (2007). Facilitator Tool Kit: A Guide for Helping Groups Get Results. Facilitator Tool Kit. Retrieved March 10, 2017, from http://oqi.wisc.edu/resourcelibrary/uploads/resources/Facilitator%20Tool%20Kit.pdf
- Why did you select this?
-Great tips for how to intervene as a facilitator during group work.
-Guidelines that focus on the role of a facilitator and challenges that could arise
- How do you think it could prove useful at this stage?
The role of the facilitator during the gaming changes can be tricky to master. From stepping in to solve the students problems for them, to not asking questions that help students to critically think about what they are doing, it’s important to have access to resources that help teachers provide meaningful, learning-rich, student-led, facilitation opportunities.
- What facilitation problem does it solve?
This resource helps teachers feel less “fearful” when starting the sometimes uncomfortable journey of “becoming”.
Thinking Collaborative. (2017, March 09). Norms of Collaboration Toolkit. Retrieved March 17, 2017, from http://www.thinkingcollaborative.com/norms-collaboration-toolkit/
- Why did you select this?
Annotated seven collaboration norms to remember when facilitating a group, including pausing, paraphrasing, posing questions, putting ideas on the table, providing data, paying attention, and presuming positive intentions
- How do you think it could prove useful at this stage?
This resource includes wonderful, easy-to-remember tips about norms to consider when facilitating in a group!
- What facilitation problem does it solve?
This resource helps solve the “unsure” feeling facilitators have about when to intervene in groups and how to help facilitate meaningful, student-led discourse!
Thomas, L. R. (2013). Facilitating authentic learning, grades 6-12: a framework for student-driven instruction. Thousand Oaks, CA: Corwin Press.
- Why did you select this?
This resource provides an overview of the facilitation framework and critical baseline information for important aspects of framing and gaming in lesson planning.
- How do you think it could prove useful at this stage?
This is your go-to resource when you are beginning on the journey of facilitation.
- What facilitation problem does it solve?
What is facilitation and why is it important for me, as an educator, to know about facilitation? How can I begin on this risk-taking journey??
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