A Reader Asks… Lesson Framing

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A readers asks the following:

SC,

Can you point me to the quantitative research that proves Lesson Framing provides superior results in learning compared to non-framed lessons? I live in a data-driven state and we must show quantitative data to support what we are doing. 

SC Response Great question!

You want to review the data and research relating to learning targets, goal setting, primacy/recency, and retention.  This is not difficult to find and all this research supports the practice of Framing the Lesson.

The problem with specific research on Lesson Framing is the issue of causation versus correlation.  The teachers who are the best at Lesson Framing invariably are good at implementing other high-yield instructional practices. For example, when lesson framing is observed, the chances of observing frequent small group purposeful talk and writing critically increase dramatically. Both of those practices, obviously, being very high-yield.

Here is what the field data / research base tells us about lesson framing.

1. If an appropriate lesson frame is used, there is an increased chance that a student can explain the purpose of the lesson / activity (a positive outcome).

2. If an appropriate lesson frame is used, there is an increased chance that the teacher will close the lesson (a positive outcome).

3. If an appropriate lesson frame is used, there is an increased chance that the teacher will have students engage in purposeful talk during the lesson (a positive outcome).

4. If an appropriate lesson frame is used, there is an increased chance that the teacher will have students write critically during the lesson (a positive outcome).

5. If an appropriate lesson frame is used, when the teacher closes the lesson appropriately, student retention is enhanced (a positive outcome).

Framing the Lesson is a classic leading indicator.  The more you see it, the better the chance that you see more positives outcomes in the future.  The less you see it, the more likely you are to continuing seeing what you are already seeing. 

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