Mr.Hills Fourth Grade Class

Mr.Hills Fourth Grade Class

The Workshop Model Source: That Workshop Book By: Samantha Bennett Terry L. Price, Ed.S. Superintendent Henry County Schools Why Workshop?

Students do the work of thinking. Students do the work of learning. Students do the work of achieving. Concrete student demonstrations of understanding are created in the workshop Think About This..

A workshop has its root in learning from the dawn of human existence: Once one caveman learned to make fire, he showed the next caveman how. He didnt say, I have fire. Now go make one. physical and mental space to organize learning. Key Ideas: Student Choice, Student Voice, Student

Ownership, Student Responsibility for Learning, Reading, Writing, and Thinking for Big Chunks of Time, and Building a Community of Learners. What Happens Inside a Workshop ? Important Contexts of Workshops They are daily systems, structures, routines, and rituals. Donald

Graves All of the contexts above help children become better readers, writers, problem solvers, and thinkers. Students do the work in the workshop model. Students in a workshop classroom, read, write, talk, laugh, think, pause, read, figure, and write some more. The walls are filled with thinking, their drawings [illustrating learning], charts, graphs, diagrams, their commentary, etc. And one over arching crucial concept.. Teaching as Listening

Teaching as Listening VS Teaching as Talking Profound Thinking Teaching requires careful listening, that is, paying close attention to those we are trying to teach. The teacher must be able to turn to her students to learn and how to reach them..Really good teachers know this. They can hear in a students voice interest or understanding or fear, can see in a students writing, drawing, and math notebook pages evidentiary traces of that

students thinking, like rabbit tracks in the snow. (Fredrick Erickson in Schultz 2003, ix) What About This Listening Thing Teachers listen all along the way to students writing, reading, their conversations, their stories, and their questions. Teachers literacy instruction is based on what they hear from students. Instead of What am I going to do tomorrow?

These teachers ask, How will I use what I learned about students today to help them learn more tomorrow? The question How do I know what my students know and are able to do? This question has the power not only to change how we spend our time, but change the entire classroom learning experience. The How do I know? comes out of the mouths, actions, and pencils of students instead of out of the mouths of teachers. Does assessment drive instruction? Yes, but what does it really mean? Does a state test drive instruction? It shouldnt. The

assessment here is of a formative nature. State tests and standardized tests are a part of the picture, but teachers need to increase their repertoire of ways we know what students can do. The bottom line is that teachers and students know best what students know and can do. The workshop approach is about the constant, daily pursuit of understanding important things. To get to the how do I know and other questions is embedded in the teaching cycle of assessment, planning, and instruction. Teaching as a cycle........

[ as in the workshop model] Planning: What do students need to know and be able to do? What do I do if they dont get it. Instruction: What daily systems, structures, routines, and rituals will help me uncover what my students know and are able to do? Assessment: How do I know what my students know and are able to do? Not just one time. The Workshop as Structure, Routine, Ritual, and System Structure is defined as something arranged in a

definite pattern of organization. The Workshop is a way to structure class time that gives students the bulk of time to do the work of learning. The structure follows the cycle of 1.) the minilesson, 2.) student work time, and 3.) debriefing. The mini-lesson usually is no longer than approx. 15 minutes. The bulk of the time is spent in student work time. The last component is debriefing as class. Structure is presented as a cycle because the teacher may cycle through the components

several times. Example: As students enter work time, the teacher observes some task/skill that needs clarification. The teacher stops the class, adds in a possible 5 minute mini-clarification, then students enter back in to work time. Work time can also be time for the teachers to work with a guided literacy group. If the teacher observes student stamina waning, then the teacher can throw another catch in to get the students moving again. Within this structure, the paradigm shift is changing the definition of teaching as talking to

teaching as listening. Handout The Workshop as Routine Routine takes us back to the instructional cycle of PLANNING, INSTRUCTION, & ASSESSMENT. Workshop is a daily routine that is the core of a teachers practice. As a routine, the Workshop is the regular order of events in classrooms where student are doing the work, not the teacher. Routine is essential for students because if students

know every day, without fail, they will be expected to read, write, talk, and make meaning of the world around them, they are more likely to take learning risks to make meaning. Within the routine, students know that the teacher will give them a chunk of information, show them to make meaning, and then students can go deeper The Workshop as Ritual Ritual can be defined as a system of rites, a ceremonial act customarily repeated. Think about rituals in your life such as holidays,

celebrations.etc. Ceremony sits at the heart of a ritual. Rituals within a workshop emulate the way readers, writers, and thinkers in the world operate. When an author gets ready to work, he gathers his tools. A quiet spot in the room, a special chair, a relaxing lamp on their table. You will see rituals service in the student work time and debriefing. The Workshop as a System o A system can be defined as a regularly interacting

interdependent group of items forming a unified whole; serving a common purpose. o The workshop is a system because it must have all three parts the mini-lesson, student work time, and the class debrief. o Lets break it down further. During the mini-lesson teaching can look like setting a purpose, demonstrating a skill, doing a think-aloud, showing students how to make meaning from text, presenting information, modeling, building context for facts or information, demonstrating, etc..the possibilities

are endless. Setting the stage for student work.. During student work time teaching can look like listening to a student read for fluency and comprehension, listening to a group discuss a text, recommending a text, having a conversation with individuals or small groups, asking, Hows it going? to gauge student understanding. This is otherwise known as conferring. This time is for reinforcement, thats what good readers do, tell me about.., how did schema affect your topic?.

During the debrief teaching can look like sharing student thinking and work, synthesizing student thinking, labeling patterns from work time observations, making connections back to the mini-lesson, creating a student thinking anchor chart, etc.and most importantly, What did the teacher learn about the students to drive the next days instruction? Once the Workshop Model becomes comfortable, the next steps would involve adding some of the Thinking Strategies work.

Denver, Colorado Thinking Strategies

Currently have 6 schools trained. Overdale, Maryville, Zoneton, Mt. Washington Elementary, Pleasant Grove Elementary, and Eastside Middle Second cohort group Freedom, Brooks, Hebron, Lebanon Junction, Cedar Grove, and Bernheim The Strategies Monitoring for Meaning Activating Schema Asking Questions

Drawing Inferences Determining Importance Sensory Images Synthesizing Information Problem Solving Not a specifically noted strategy: Metacognition: Thinking about your thinking. Super Resources That Workshop Book, New Systems and Structures for Classrooms That Read, Write, and Think by: Samantha Bennett, Heinemann Press Thinking Strategies Model Classrooms: Overdale Elementary and Maryville Elementary.Workshop Models in Action.

Thanks !!!!! Wow, That was a lot of information !!!!

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