The Workshop Model is composed of 3 parts:
The Workshop Model is composed of 3 parts:
Mini-Lesson, Work Period, Closing
Mini-Lesson, Work Period, Closing
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The Workshop Model is a way to organize your lessons and class time that is student centered. It maximizes student work and practice time, focusing on practice, growth, and reflection while minimizing the amount of time the teacher spends in the front of the classroom.
The time for student work and practice occurs during the Work Period.
Behind the Scenes: Planning
Behind the Scenes: Planning
1. Create an Exemplar for Work Period
After selecting what students will work on during Work Period, create an exemplar of what the correct, best, or ideal responses for the activity should look/sound like to show understanding.
Script out the written response points you want to see
Create an answer key
Complete a graphic organizer
Use guided notes
Creating an exemplar may seem like a lot of unnecessary work, but can help you in so many ways:
Creates talking points for you to use in classroom discussions
Provides an example to show the students
Helps you to identify student misconceptions
Gives you options for scaffolding work
Use the exemplar as a grading/answer key
2. Practice Work Rigor = Assessment Rigor
Independent practice work during the Work Period should eventually build up to the rigor of the upcoming standards mastery assessment. If students' independent practice work has a low-level of rigor, it is unrealistic to expect them to be successful on an assessment with high-level rigor.
While this will not be the case for the first practice, you should be increasing the rigor in the lesson/activity based on Exit Tickets data. When students are showing mastery, rigor should increase. If a small number of students are struggling, use the time during Work Period to pull the small group and reteach the content or complete an activity together.
Lights, Camera, Action: In the Classroom
Lights, Camera, Action: In the Classroom
Opening: Implement a Daily Entry Prompt: Bell Ringer, Warm-Up, Do Now, etc.
Use the time to introduce or preview the day's content OR
Review material from the previous day
Work Period: Monitor Thoroughly
Check students’ independent work to determine if they are learning what you are teaching.
During Work Period, Monitor Students' Work Habits and Behaviors:
This is not the time to grade papers and/or become disconnected from students
Create a seating chart on paper to make anecdotal notes
Look for the early finishers, slowest/fastest writers, students who need more support - make notes about the work habits of students
During Work Period, Monitor the Quality of Student Work:
When walking around, look at quality of the work students are producing
Check answers against the exemplar you created
Share your exemplar (when appropriate), it is good for students to see how "correct/exemplary" looks/sounds
Track correct and incorrect answers to class questions - list those who are unable to answer correctly/incorrectly (make a spreadsheet with students' names to use)
Pen in hand: Check/mark student work as you circulate (this is a time-saver)
Have students revise answers using minimal verbal intervention (name the error, ask them to fix it, tell them you’ll follow up)
Be sure to follow up when you say you will
Closing: Implement a Daily Exit Prompt: Exit Ticket, Ticket Out the Door, etc
Use this time for a brief, informal mini-assessment aligned to the day's objective
The results will show which students mastered the concept/material
Use this information when planning remediation and small groups
TIP: Write First, Talk Second - Try to give students writing tasks to complete before the class discussion. This will ensure students will answer independently before hearing their peers’ contributions
Check out "36 Closing and Summarizing Ideas"
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36 Closing and Summarizing Ideas.pdfAdditional Resources
Additional Resources
36 Closing and Summarizing Ideas.pdfExit Tickets.pdf
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