5. Curriculum, instruction, and
assessment that are grounded in the
culturally responsive practices of
relevance, identity, belonging and
community will serve to best engage
all students.
-Wisconsin RTI Center
6. High expectations can help reduce
delinquency and behavioral
disturbances.
~Doug Fisher
14. (c) Frey & Fisher, 2008
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focused Instruction
Guided
Instruction
“I do it”
“We do it”
“You do it
together”
Collaborative
Independent “You do it
alone”
A Structure for Instruction that
Works
15. (c) Frey & Fisher, 2008
Original Workshop Model…
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Guided
Instruction
“I do it”
“We do it”
Independent
“You do it
alone”
Focused Instruction
16. Learning Targets for Day 1
Teachers will…
• develop an understanding of classroom
workshop as a gradual release of responsibility
• understand how to create a collaborative
classroom environment that fosters a
community of learners
20. What would you, as the teacher, be
doing in order to create an effective
ELA classroom that uses workshop?
What would you expect students to
be doing in an ELA classroom that
uses workshop?
21. Teacher Observation Activity
• Cut and paste questions provided
• Read the questions
• Observe the teacher in the lesson
• Record in your notebook
– Answers
– Thoughts
– New Questions
22.
23. GRR: Focused Instruction Component
Purpose (Learning Target or Learning
Objective) and Modeling
Think Aloud
Demonstrations
Common Core State Standards
32. as Guided Instruction
Students read, write, and talk to make meaning
Practice skill, complete the tasks modeled
Teacher works with small groups or walks around
and uses prompts, cues, and questions with
groups
Small group intervention
Conferencing
37. Comprehension and Collaboration
1. Prepare for and participate in collaborations with
diverse partners, building on each others’
ideas and expressing their own clearly
and persuasively.
38. K-2 Features
• Following the rules of discussion
• Moving from participation to turn taking
• Sustaining discussion through questioning
• Adult support
39. 3-5 Features
• Preparation for discussion
• Yielding and gaining the floor
• Posing and responding to questions
• From explaining own ideas to explaining the ideas
of others
40. 6-8 Features
• Using evidence to probe and reflect
• Collegial discussions include goals and deadlines
• Questions connect ideas from several speakers
• Acknowledge new information
41. 9-10 Features
• Use prepared research in discussion
• Voting, consensus, and decision making
• Ensure hearing full range of opinions or options
• Summarize and synthesize points of disagreement
42. 11-12 Features
• Civil, democratic discussions
• Questions probe reasoning and evidence
• Resolving contradictions
• Determine what additional info is needed
45. 5 Essential Aspects of Classroom
Environment and Community:
1. Classroom Environment (physical environment)
2. Community of Learners (social and emotional
environment)
3. Learning and Teaching (instructional
environment)
4. Independence (instructional environment)
5. Reflective Practice
Hill, B.C, and Ekey, C. Enriching Classroom Environments, 2010, pg. xiv
46.
47. "I believe that classroom environments
are most effective when they are
literate and purposeful, organized and
accessible, and, most of all, authentic."
Debbie Miller, Teaching with
Intention, pg 23
48. "First impressions count. Classroom
environments vary, but they always
need to be welcoming places;
interesting, joyful places that beckon
kids and teachers to actively
participate in the pursuit of
knowledge.
Debbie Miller, Teaching with Intention, pg 30
59. Classroom discussion
• Teacher talks less than students
• Appropriate behaviors
What does it look like?
What does it sound like?
• Socratic Circles
60. Establish Procedures
• Set Rules/Expectations Together
• Post on Anchor Charts (Easy cue)
• Model
• Fish bowl practice and observe
• Redirect/Revisit/Reteach
• Three Before Me
61. Turn and Talk
Using materials/library
Independent Work Time
Group Discussions
Socratic Circles
63. Differentiation
• Cannot differentiate purpose/modeling
• Guided Instruction is defacto differentiation
– Scaffolding, practice, cueing, prompting,
questioning
• Independent work can be differentiated
• Collaborative work can be differentiated
64. 3. Learning and Teaching
(instructional environment)
"Celebration of specific strengths -not idle praise -
helps ensure early success for our students.
Through whole-class sharing, small-group work,
one-on-one conferences, and every other way
we respond to students all day every day, we
need to give them the message that they are
capable.“
Regie Routman, Teaching Essentials, pg. 29
66. The way that we, as adults talk to children affects the
way that they view us, and the language that we use
to describe their actions can really affect the way
that they see themselves. Especially as
teachers…the things that are said to a student can be
interpreted differently through tone of voice…even
one word difference can change the meaning of a
whole sentence, therefore changing the way the
student takes the statement. This can mean the
difference between doubting themselves and their
competence and setting low future goals, to,
believing in themselves to choose challenging tasks
and set high goals.
68. Teacher Comment
Question Answered
by Comment
That group, get back
to work or you’ll be
staying in at lunch.
When you are loud
like that, it interferes
with the other
discussion groups and
I feel frustrated
This is not like you.
What is the problem
you have
encountered? Okay,
how can you solve it?
What are we doing
here?
Laboring. Living in cooperation. Living collaboratively.
Who are we? Slaves and owner. People who care
about others’ feelings.
Social problem
solvers. Normally
admirable people.
How do we relate to
one another?
Authoritarian control. Respectful with equal
rights.
Work out our
problems.
How do we relate to
what we are studying?
Do it only under
duress.
[no implication] [no implication]
~From Choice Words by Peter H. Johnston p. 6
69. 4. Independence (instructional
environment)
Get to know your students as readers
and writers
Students need to first realize who they are as
readers and writers in order to become better
readers and writers.
74. “Reading changes your life.
Reading unlocks worlds unknown
or forgotten, taking travelers
around the world and through
time. Reading helps you escape the
confines of school and pursue your
own education. Through characters
– the saints and the sinners, real or
imagined – reading shows you how
to be a better human being.”
― Donalyn Miller, The Book Whisperer: Awakening the Inner Reader in
Every Child
76. Getting Started
• Check out our Livebinder
• Distribute Surveys
• Familiarize yourself with YA books
• Book Talk!
• Create a Shopping List/Goodreads Account
• Keep a Reading Record
78. 5. Reflective Practice
“Reflective teaching requires that teachers examine their values
and beliefs about teaching and learning…This practice frees
teachers from impulsive and routine activity and enables them
to act in a more deliberate and intentional manner. Experience
itself is actually not the greatest teacher, for we do not learn as
much from experience as we learn from reflecting on that
experience.”
80. 5. Reflective Practice: Think about your
classroom
• What do you need?
• What do you want?
• What do you wish?
• What are 2-3 small improvements you could make to
your current classroom environment?
Hinweis der Redaktion
Tell us about yourself. Let’s get to know each other a little better.
Self Assessment (Increase/Decrease)QISL Rubric Areas 1, 2, & 3
Why GRR/ Research behind
Established routines and procedures
GRrDifferentiated to meet students needs
Close Reading, Independent Reading, Managed Choice
Building Connections, Balance, Writing before and after reading, processing thinking as well as adding the discussion piece
Michelle-Small group interventions within the classroom/ there will be some outside as well
Best way to make this happen is to use workshop model within the classroom
Guiding questions. Notes, thoughts,
Poster paper with questions already written on them
Standards Based Presentation/GANAGh
Purposely not displaying these in order of the triangle Keeping it simple
Collaborative
CCSS emphasis--Spirals
Notebook: What did you see? Ideas? One thing you could change or add to your classroom tomorrow?
Establish Routines, Safe and comfortable
SWD
Specific praise versus judgmental praise Connect it to Shelly’s feedback (One Teacher At A Time: Pollak) GANAG “You did…… that will help you when you’re reading” “ You helped yourself by checking the chart” model this with a situation Levels of Feedback – recall from math training….
The way that we, as adults talk to children affects the way that they view us, and the language that we use to describe their actions can really affect the way that they see themselves. Especially as teachers. As I have learned through personal experience, the things that are said to a student can be interpreted differently through tone of voice. But as Johnston describes throughout the book, even one word difference can change the meaning of a whole sentence, therefore changing the way the student takes the statement. This can mean the difference between doubting themselves and their competence and setting low future goals, to, believing in themselves to choose challenging tasks and set high goals.
It is much easier for us to complain about how bad something is (venting). This is not reflective practice. Reflection is acting on our own behaviors: inside and out of the classroom. Reflective teachers make a point of becoming aware of the factors that affect their practice so they can refine their teaching, and thereby positively influence our educational system we work in.BE A LIFELONG LEARNER….Characteristics of a person you know who is a LLL….BUZZ with descriptors for this person!
Send off with a short excerpt “Where Do I Start” from That Workshop Book