Decatur ISD
Math Department Workshop Model
Our Math classes use the “workshop model” as a tool to encourage critical thinking and problem solving strategies. While our students are not receiving traditional instruction in class, they are receiving a strategic guided thinking for instruction.
What does your child’s math class look like?
The first 10 minutes of class is called the OPENING. This is where the teacher introduces the lesson and gives any information that the students will need to know in order to be successful in the lesson. We may remind students of prior knowledge that they should already know.
The next 30 minutes are the WORKTIME. The problems are selected for worktime with emphasis on building on students’ prior knowledge. There will typically be a set of word problems (about 4 – 10) that start with knowledge that students already have. Each problem builds a little on the previous problem and expands their thinking. While the teacher is not directly teaching the class, we are leading through guided thinking. When students have trouble, we ask questions to individual students to guide their thinking. These are purposeful questions to help the student see the problem a little differently.
Worktime is broken into 2 sections. The first 5-8 minutes is called “Solo Time.” This is also sometimes known as “struggle time.” It forces students to think “outside the box” and look at a problem in multiple ways without any help or suggestions at all. This is an opportunity to explore a variety of strategies and think critically. Students have a list of strategies that may help when they get stuck.
After Solo Time is over, students then work in “group time.” This is an opportunity for students to explain their thinking, share strategies, and explore ideas. It is absolutely critical that students are on task and participating in the group time work. The students ask questions of each other and help their group understand a variety of ways to see the same problem. The teacher is still circulating throughout the room to ensure that each student is understanding the lesson and clarifying any incorrect thinking.
The last 20-30 minutes of class are called the CLOSING. This is a very important part of the class. Students are presenting their work and strategies to the class. Other students are questioning the strategies and comparing ideas. By this point in the class, students should have been able to develop the algorithm or math rule about the problems. This is where students can reflect and finalize their thinking. It truly is a great process to watch.
Frequently Asked Questions
*I feel like my student is having to teach himself the math. It this true?
No, your child is working with a group to develop strategies, ideas and observations that will guide their thinking. The teacher is asking purposeful questions to help students understand the ideas and big picture without just telling a specific strategy to students. We are helping students to become critical thinkers and problem solvers. The teacher is continuously monitoring every student.
*So, is it ok that I help my student learn math like I did?
Yes, we want to see that our students can solve a problem in a variety of ways, but it is also important for your child to also explain the strategies that he is learning in class. If a student can explain their thought process and can clearly express those ideas to someone else, then he/she truly understands the subject. We help students to see what is common between each of the strategies.
*What if I feel like my child is struggling some?
Tutorials are offered before school. Please check with your child’s teacher for available times and days.
* Still not sure about this?
You are always welcome to come observe a math class in action. We would love to have you watch the discus- sions and student work. It really is amazing to see the students learning and exploring ideas together. Please contact your child‟s math teacher to schedule a day to visit.
What to do when you need help....
Students are always encouraged to look in their math journal. You will not always find the basic “rules” or step by step procedure for solving a problem, but you will find reflections, observations, ideas, and student work.
Students have been issued a textbook that they are en- couraged to keep at home as a resource any time that they need help with a topic.
There are so many wonderful websites to help explain a topic, or just give a few extra practice problems. Some of these include:
www .mathisfun.com
It is very important that you discuss with your student, what he/she learned in math class.
Here are some guiding questions to help your child think through their math homework problems.
What do you need to figure out?
What words are confusing? What words are familiar?
Did you see problems like this one in class today?
What have you tried so far?
Can you make a drawing to help you think about the problem?
Does your answer make sense?
Is there more than one answer?
The research behind this movement.
Studies show that “learning is enhanced when the learner is engaged with others working on the same ideas.” Students learn when they understand the relevance of a topic. By teaching through problem solving, students are not just given numbers and computations to solve. Instead, students are given real world problems to find solutions to. This makes the work meaningful to students because they see that there is a reason for what they are learning. When students see the connection, the mathematics becomes more meaningful. We are creating a class of thinkers and problem solvers.
According to Vygotsky‟s zone of proximal development, there is a “range of knowledge of that may be out of reach for a person to learn on his or her own, but is accessible if the learner has the support from peers or more knowledgeable others.”
More studies have shown that “Classroom discussion based on students’ own ideas and solutions to problems is absolutely ‘foundational to children’s learning.” (Wood & Turner-Vorbeck, 2001)