Workshop Model– Purpose and Teacher & Student Actions

Component / Instructional Purpose / What an observer would see a teacher doing / What an observer would see a student doing
Introduction / Hook
5% /
  • Engage students
  • Build the need to know
  • Tap into students’ curiosity
  • Set a positive tone--build momentum
  • Link to previous learning
  • Name and clearly communicate the learning target
/
  • Providing opportunity for students to use/question background knowledge
  • Making connections to previous learning, understanding and experience
  • Identifying the relevance – the why of the learning.
  • Activating student background knowledge
NOTE:the type of Hook will depend on the type of learning Target /
  • Physical attentiveness; present in mind and body
  • Engagement –listening, discussing, questioning
  • Activating background knowledge
  • Readiness to learn
  • Making connections

Mini Lesson
15% /
  • Focus on one trait, strategy, or aspect of quality at a time in direct support of the learning target
  • Prepare students for success during practice/application by providing a model of proficiency
  • Provide direct instruction through explicit modeling of the task (not just what to do, but how to think through the process)
/
  • Communicating learning targets to identify the learning set purpose
  • Explicitly communicating to students about their role and responsibility during mini-lesson
  • Explicit modeling of thinking or doing (depending on the type of learning target), including teaching of a specific skill identified as a need
  • Making the thinking VISIBLE
/
  • Active listening
  • Active watching /observing
  • Active thinking
  • Engaged in teacher- requested expectation

Guided Practice
10 % /
  • Provide opportunities for all students to try the task/practice the skill as modeled
  • Assess student readiness to move into practice/application
  • Create a “safe place” for students to practice the task/skill—either through modified content or through peer support (Give students experience with success)
  • Address student misconceptions (group or individual)
  • Support students in completing the task/skill as needed
/
  • Providing opportunities for students to show what they know and can do in relation to the learning target(s).
  • Gathering evidence of what each student knows and can do in relation to the learning target(s).
/
  • Engaged in the task
  • Providing evidence of learning

Practice / Application
50% /
  • Give students the opportunity to practice or apply the task/skill modeled independent of the teacher
  • Use work generated during this time to assess students’ proficiency in relation to the learning target(s)
  • Facilitate student thinking and understanding by asking probing questions, conferring, re-teaching
  • Provide intentional differentiation
/
  • Verbally and visually stating clear structure and expectations for practice/ application time
  • Facilitating student learning by observing, listening, questioning, prompting, conferring, redirecting, assessing and re-teaching (individually and in small groups based on student needs)
  • Catch and release – reteach to those students in need
  • Assessing learning
/
  • Take control of their learning through independent practice (independent = without teacher, but may be in groups)
  • Hands on practice; discussing, writing, reading, questioning, doing (a lab) finding information
  • Demonstrating to what level they are meeting the learning target(s) in a variety of ways
  • Collaborating, ask questions, share ideas
  • Referencing mini lesson/hook as a guide
  • Experiencing success (and making mistakes)

Share
10% /
  • Honor student work, ideas and voice
  • Celebrate successes
  • Share progress towards the target, focusing on the product (of the lesson)
/
  • Providingopportunities for every student to share their learning
/
  • Sharing the product of learning – the what of the activity

Debrief
10% /
  • Drive students’ metacognition about how the lesson furthered their learning, focusing on the process
  • Build lasting understanding by synthesizing as a group
  • Make connections between the specific learning target and the larger context
  • Identify next steps and set goals
  • Assess students’ proficiency in relation to the learning target (self-assessment; teacher assessment)
/
  • Informally assessing progress toward content, literacy, and character targets
  • Socially constructing meaning
  • Making connections between this lesson and the bigger picture
  • Documenting student thinking (anchor charts, anecdotal notes, data collection, etc.)
  • Asking higher level Bloom’s questions that help students be metacognitive
  • Asking question that connect to THINKING
  • Referring to targets
  • Providing opportunities for reinforcement, reflection, and correction
  • Facilitating sharing of ideas/insights
/
  • Reflecting
  • Discussing/writing about the process of learning - the how of the activity
  • Making thinking visible

Symon hayes –Workshop Purpose and Teacher & Student Actions 05.31.11