Teach students to use frame slot questions as a reading, studying, and self-monitoring tool¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The authors propose that students be taught to use the Goal and Problem/Solution frames in learning from text, which they consider even more important than teachers using frames for their own presentations. The frame gives students a purpose for reading (answering the frame slot questions), tells them where to focus attention and apply study techniques such as underlining or notetaking, serves as a guideline for monitoring their own comprehension by testing whether they can answer the questions after reading, and acts as a retrieval aid for remembering information.

Design Implications¶

Context¶

Requirements¶

• Students must be able to answer the frame slot questions after reading to use them for self-testing

Constraints¶

• With poorly written text, students may need to locate missing information from other sources or make inferences about it

Target Learners¶

• elementary and secondary students learning from content area textbooks

Target Learning Goals¶

• comprehension monitoring, main-idea identification, and recall of historical explanations

Affordances¶

• Goal Frame Historical Explanations

Related Strategies¶

• Frame-aided writing procedure for authors of historical explanations
• Introduce Summary Frames

Examples¶

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Key Sources¶

• Armbruster, B. B., & Anderson, T. H. (1982). Structures for Explanations in History Textbooks or So What If Governor Stanford Missed the Spike and Hit the Rail? (Technical Report No. 252). https://eric.ed.gov/?id=ED218595