**FRAYER MODEL**Keeley, P. (2008). Science formative assessment 75 practical strategies

for linking assessment, instruction, and learning.

Thousand Oaks, CA Corwin, SAGE.

**Summary**This instructional strategy allows participants to graphically organize their prior knowledge about a concept

into an operational definition, exploring their personal definitions and what they think are the identifying features,

examples, and non-examples of the concept.

**Procedure**1. Students separate a page into four quadrants by drawing one horizontal line and one vertical line (essentially drawing a full-page plus sign) with an oval in the center. They label quadrants as follows (beginning from the upper-left quadrant

moving clockwise definition, characteristics, examples,

non-examples.

3. Provide students with the concept you want them to think about and have them write this in the center oval of the graphic organizer. Begin by using a familiar concept to explain the Frayer Model diagram and demonstrate how to fill it in. Give students time to fill in the diagram. Once the diagram is complete, let the students share their

ideas with a partner or group, modifying their diagrams as they accept new information.

Partners/small groups then share out their thoughts or participate in a whole-class discussion (optional).

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