Embedded Files
Workshop Model
The workshop model has three basic parts: (1) fostering inquiry, (2) collaborative learning, and then (3) reflection. One workshop model lesson could last one period or one unit, depending on how the teacher structures the activities. Some teachers (depending on their schedule) add an additional warm up activity to begin their class; this may or may not be related to the class content, but would help put the students in the right mindset to learn!
Fostering Inquiry (~20-25% of class time)
The fostering inquiry session is short. This is the point where the class is focused together on the same bit of information. Remember: whomever is doing the talking is doing the thinking and the learning! Students should spend only a short time in passive learning, and be released quickly to practice and synthesize. Ideas for this include: targeted instruction, modeling a process, reteaching & scaffolding, Q&A, providing real time feedback, collecting formative assessment. Group needs dictate what the teacher does or provides.
Collaborative Learning (~70% of class time)
This is the bulk of workshop time. The learning and thinking is being done by the students, and the teacher is the facilitator.
What does this look like for the teacher?
- Work with small group (while other students work on "anchor activities").
- Be available for student questions; Don't answer questions, but use guiding questions to make the learning active.
- Use formative assessment data to guide students who are struggling. Scaffold as needed.
- Use progression data to redirect students who are not moving through tasks.
- Monitor students who are working on group activities.
- Conference with students.
- Push students into extension or enrichment lessons as dictated by formative assessment(s).
What does this look like for the student?
- Individual or small group work; either way, collaboration is encouraged
- Digital or non-digital activities
- Differentiated activities - student determines pace & path
- "Chewing" or "marinating" or "digesting" the content in some way.
Reflection (~5-10% of class time)
Reflection time is essential for the students to put words to their learning. Spending time on reflection allows students to more deeply understand and have ownership of their own learning.
What does this look like for the class?
- Reflect on...
- their thinking, learning, and work for the day. ex: "What are you most proud of?"
- what caused frustration, and plan to work through that frustration
- what they wondered about today
- assessment data.
- Identify goals for tomorrow.
- Self Assess - were you a help to the classroom today, or did you hinder your classmates’ growth?
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