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 doingIntroduction / 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
- 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