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Author:
Katie Hou

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Hello, and thank you for joining me for The Workshop Model and Collaborative Teaching and Learning. Today, we will answer the following essential questions. What are the components of the workshop model? How can I apply this framework to my daily instruction? How does the workshop model support PBL, differentiation, and blended learning?

So what exactly is the workshop model? The workshop model is based on a schedule that moves from whole group to small group and then back to whole group again. It's important to remember that for this model, students are group based on their learning needs on the very day. In this workshop scenario, students would not be with the same group every day for an entire year based on a test score at the beginning of the year or something like that. This is based on the student's daily needs. So the teacher is constantly observing and is in tune with her students.

Two things are happening in these workshop groups. Some students are engaged in collaborative learning while others are working with the teacher in direct instruction groups. And essentially, this just looks like a classroom rotation. So while one group might be working on collaborating with one another, another might be getting one-on-one work with the teacher, and then those would switch. So it's almost like going through stations in the classroom.

Let's look at the components of the workshop model. Typically, when you look at a workshop model, the teacher would start the day off with a mini-lesson. And this mini-lesson would model the skill or strategy that the teacher wants the students to work on for that day. Next, in large group, the students would practice the skill or strategy, and the teacher would facilitate this. Then the students would break into small groups. And again, these are established by the teacher, and they're based on observations and the student's needs of that exact day.

During this time, the teacher can work with students in small-group instruction, or the students can work independently or collaboratively on a project or assignment. They need to be working on a project or an assignment that has them fully engaged. The assignment or project should emphasize and help them develop the skill or strategy of the day that was addressed in the mini-lesson.

Then we move back to whole group, and this is where students share their work with the class and the teacher. And then we have an entire class our whole-class discussion. The day will usually end in a debrief. We're going to look at a framework, and this framework is a model that is used in New York City schools. It starts with a five-minute warm-up.

And this is just where the teacher might post a brief assignment, something that can be done independently. It could be reading, writing, editing. It could be a problem-solving activity. And basically, this warms up their brains to get them ready to learn. This also is practical, and it gives the teacher a time to take attendance, check in with students who have missing homework, and more.

Next, the teacher would have a 10 to 15-minute lesson. And this would be whole-class, direct instruction that's explicit. And it could look like a couple of different things. It could look like a shared reading that demonstrates a reading strategy. It could look like a read and think aloud where the students are looking for a specific purpose. It could look like the teacher just outright teaching a key concept. It could be the teacher demonstrating a writing strategy, or it could be the students working in a hands-on activity.

During this time, the teacher is going to outline the work that needs to be done in the small groups. And she's also going to include expectations so that the students know how to apply the content learned in the mini-lesson to their small-group work. She's going to essentially assess their performance and their mastery.

Then we move on to 30 to 40 minutes of independent work time. And this is where students can work either independently, in pairs, or in small groups. And the teacher circulates for small amounts of time. She makes sure students are on task, and then after everyone is on task and working, the teacher will conference with individuals, or she'll take anecdotal notes. The teacher can also help deliver a small group instruction where needed.

And then we have a 5-minute share session at the end of class, and this is just when the teacher calls the class back together as a whole and asks them to focus on the work of one or two students. Ideally, this work would show how to properly use the information that was taught in the mini-lesson. It's a nice way to recap the key understandings or central questions of the day. While the students are performing, the teacher will check for understanding. The students can also check for understanding themselves by writing short, reflective exit slips. And then the teacher would give a homework assignment.

So how is the workshop model connected to collaborative teaching and learning? Well, it includes differentiated instruction. So in the workshop model, students receive DI in their small groups because the teacher is basing it on their learning needs. It also includes problem-solving when the students are working independently or in small groups. And the problem-solving is authentic, which means it has a real-world connection and can be more meaningful to the students.

In this case, the students are also trained to support one another, and they can answer each other's questions or act as peer coaches. One thing a lot of teachers use is the ask two, then me rule. And this means that students have to ask two classmates their question and only see the teacher if they can't get an answer. Communication is a necessary skill and a requirement of the workshop model since so much of the time is spent in small group either working with your peers and the teacher or just working with your peers. It's important to note that even though this has been traditionally seen as an elementary or middle-school construction, more and more high schools are adopting this way of teaching.

Let's reflect. Do you see any benefits to using the workshop model in your classroom? Why or why not? Today, we answered what are the components of the workshop model, how can I apply this framework to my daily instruction, how does the workshop models support PBL differentiation and blended learning. For more information on how to apply what you learned in this video, please view the Additional Resources section that accompanies this video presentation. The Additional Resources section includes hyperlinks useful for applications of the course material, including a brief description of each resource. Thank you for joining me, and happy teaching.

(00:00-00:17) Introduction

(00:18-01:17) What is the Workshop Model?

(01:18-02:27) The Components of The Workshop Model

(02:28-04:51) Framework Example

(04:52-05:56) Workshop Model with Collaborative Teaching and Learning

(05:57-06:08) Reflection

(06:09-06:43) Conclusion

**Boston Public Schools: Workshop Model Lesson Plan**

This is a great planning document for teachers incorporating collaborative teaching and learning practices into their lessons.

**http://www.bostonpublicschools.org/cms/lib07/MA01906464/Centricity/Domain/44/WorkshopModelLessonPlan.pdf**