Workshop Model of Instruction Secondary Science This is workshop model for science teachers. Most of the instruction you have seen is either math or language arts related, however, workshop model is a natural fit for science. Whether it is a lab or non-lab day this model of instruction will keep your class on track with NISD instructional expectations. *Please sit with others who teach your same subject/grade level Northwest Independent School District

Learning Targets I will study the structure, components and artifacts of The Workshop Model in order to develop lessons that effectively incorporate an opening, worktime, closing and wrap up into a science instructional period. In order to be able to do this, I must learn and understand the importance of establishing rituals and routines to provide a classroom structure that enables students and teachers to use time productively. Post these on the board Explain how we use learning targets in our classrooms to ensure students know what we will be learning and what they are expected to do.

Workshop Model Workshop Model is a structure used for instruction in the classroom. Required in all core content areas in NISD Encouraged in all subjects Typically 45-60 minutes in length Consistency Continue to develop the why behind the structure

Goals for all students. Discuss what stands out and try to emphasize students being independent thinkers, critical thinkers, collaborators and problem solvers.

Workshop Model within Profile of a Graduate Ready for College Engage in relevant literacy during the opening, worktime and closing through reading, writing, speaking and listening. Problem solve, critical thinking and learning from mistakes through worktime and closing Ready for Global workplace Connect knowledge and skills (labs) Apply knowledge and skills to real world problems Ready for Personal Success Communicate and collaborate in worktime & closing Practicing ethical behaviors, exhibiting integrity, respect and commitment. 5-7 minutes

Why Workshop Model? Research based practice (National Research Council) Provides a balance of whole class, small group, individual instruction to support focused teaching Includes independent and collaborative work Provides opportunities for more “student talk” and less “teacher talk” 10 minutes. The Nat. Res. Council has identified effective instructional components and the WS Model upholds all of them 10 minutes

Components of Workshop Model Opening Worktime Closing Wrap-Up What does each component look like in Science??? 15 minutes Protocol: Silently write on “I Think” anchor charts for each portion of WS Model- Silent Write What do you think this looks like?

In your notes: Opening Opening Teacher Actions Student Actions Anchor Chart Title the page in your journal Opening Teachers will create this chart. Make it into a tree map. In your “journal”: Draw the tree map or a T chart in your journal. Watch the video of the workshop model approach and record what the teacher is doing and what the student is doing on their chart. Presenters walk around to determine who will share out at closing. Visit with a small group of 3-4 to share ideas. Have 2-3 share list at closing using document camera. Presenter will build class anchor chart at that time.

Instructional example: Opening https://drive.google.com/open?id=0B29YWal-C8O1TnRBYlVkNnBMd0k What did you see? lack of student engagement Who is doing the work? This is a non-example of WSM. Have you experienced this? Is this effective? Elementary may have time for the following Create a circle map. Make sure you include Frame of Reference.

In your notes: Opening Opening Teacher Actions Student Actions 22 minutes. Have groups use individual notes on teacher actions and student actions along with the resources in the envelope to come up with 2 examples of an opening, work time or closing. Once those are added to the anchor chart, circle the examples that require or show evidence of ritual or routine or write down rituals and routines needed to execute the examples.

Purpose of Opening Assessing Prior Knowledge Setting Purpose & Context for Learning Providing New Learning Model Expectations & Examples Teacher Wrap Up. Share these 4 purposes and have the teachers discuss where they saw that in the structure of our Opening.

Opening The opening is basically 20% of your time.

Planning Time: Opening Using the examples and scaffolded resources provided, plan an 8 minute opening. Include: Teacher actions Student task Resources 34 minutes. Choose the best opening plan - use in closing.

In your notes: Worktime Teacher Actions Student Actions

Instructional examples: Worktime https://drive.google.com/file/d/0B29YWal-C8O1WUk5RWNsNm5aLUU/view?usp=sharing https://drive.google.com/file/d/0B1w1k_kPlQ62eDZhYkVua1NKUnc/view?usp=sharing https://drive.google.com/file/d/0B29YWal-C8O1UlhhVkJ0N1hNVFU/view?usp=sharing https://drive.google.com/file/d/0B29YWal-C8O1QnRVNzhPN0REUDA/view?usp=sharing

In your notes: Worktime Teacher Actions Student Actions 46 minutes. Group discussion using solo notes and scaffolded resources to come up with 2 examples. They record their 2 examples on the anchor charts on the back. Have groups use individual notes on teacher actions and student actions along with the resources in the envelope to come up with 2 examples of an opening, work time or closing. Once those are added to the anchor chart, circle the examples that require or show evidence of ritual or routine or write down rituals and routines needed to execute the examples.

Purpose of Work Time Student Exploration, Practice & Demonstration of Learning Small Group Instruction/Differentiation Teacher Formative Assessment Teacher Crafting the Closing This is where the workshop model looks most different for science. There will be lab data gathering days, data analysis days, problem solving days, conclusion days, etc. Use the cards to get the brainstorming started if necessary. Have groups use the cards, add to them then choose the top two ideas from each group.

Work Time The work time is 45-55% of the class

Planning Time: Work Time Using the examples and scaffolded resources provided, plan an 20-24 minute Work time. Include: Teacher actions Student task Resources 60 minutes. Choose the best Work time plan, use for closing.

Break

In your notes: Closing Closing Teacher Actions Student Actions Anchor Chart Title the page in your journal Opening Teachers will create this chart. Make it into a tree map. In your “journal”: Draw the tree map or a T chart in your journal. Watch the video of the workshop model approach and record what the teacher is doing and what the student is doing on their chart. Presenters walk around to determine who will share out at closing. Visit with a small group of 3-4 to share ideas. Have 2-3 share list at closing using document camera. Presenter will build class anchor chart at that time.

Instructional examples: Closing https://drive.google.com/open?id=0B29YWal-C8O1VFhCV1V0cXVuRHM https://drive.google.com/open?id=0B1w1k_kPlQ62R1BscTE5LUNfcjg Discuss what they saw in the video Add to the “Workshop Model” anchor chart Make a tree map in your journal that shows what the teacher and students are doing

In your notes: Closing Closing Teacher Actions Student Actions 1 hour 20 minutes. Have groups use individual notes on teacher actions and student actions along with the resources in the envelope to come up with 2 examples of an opening, work time or closing. Once those are added to the anchor chart, circle the examples that require or show evidence of ritual or routine or write down rituals and routines needed to execute the examples.

Purpose of Closing Solidify the learning through student led discussions Demonstrate progress toward mastery of learning target Used to showcase student thinking and/or the various strategies used to accomplish the task In the closings you saw, would you consider them to be “student led”? How can/when should a teacher interject or intervene in a closing? Having students lead the closing is a central part of establishing rituals and routines. It helps honor student thinking and set them up as owners of their learning. Interjecting or intervening sometimes is necessary, but if it becomes a part of routine, it takes away student opportunity.

Closing Stress how the shortest piece is probably the most important and sometimes where the most learning happens.

Planning Time: Closing Using the examples and resources provided, plan an 5 minute Closing. Include: Teacher actions Student task Resources 1 hour 35 minutes. Choose the best Closing plan - use in Closing

Wrap Up Provides a purpose for the next day’s lesson and helps students identify steps for their own learning. Teacher clarifies misconceptions.

Wrap Up

Planning Time: Wrap Up Using the examples and resources provided, plan an 2 minute Wrap Up. Include: Teacher actions Student task Resources 1 hour 42 minutes.

Workshop Breakdown 60 minutes 45minutes Stress how the shortest piece is probably the most important and sometimes where the most learning happens. This is a framework not an anchor chart. This is to show a couple of examples for different course lengths.

Workshop Model Components Opening 20-30% Whole Group What you are going to learn today. Mini lesson Introducing Learning Target Modeling skill, strategy, or procedure Posing questions Closing 15-25% Whole Group What you learned today. Sharing Reflecting Clearing up misconceptions Learning Target Wrap Up 5% Clarify Next Steps Work Period 40-50% Teacher Circulating Assisting Choosing students to close Pulling small group Conferring Assessing Students Independent, partner, or group work Practicing skill/strategy Exploring problem Conferring with partner Working with teacher Distribute the Inside the NISD Workshop Model handout with this on it at this time

Create and Present: Show what you know... Using district curriculum and your prior planning in this workshop, create a complete lesson to present to the group with: -Opening -Work Time -Closing -Wrap up 1 hour 50 minutes. Groups get 30 minutes to plan. 30 minutes to present and discuss. Add to “Now I Know” anchor chart.

During each presentation, provide the presenter with: Feedback During each presentation, provide the presenter with: 2 positive comments be specific about what was good use academic vocabulary when possible 1 “what if” or “have you thought about” Coach comments from the crowd by observing the written feedback. Using the last presentation, have the group brainstorm rituals and routines that would need to be established for this lesson to run smoothly.

Rituals and Routines Review the student actions in your plans for: Opening Work Time Closing Wrap up Share a Ritual and/or Routine that you will implement on day 1 to establish clear expectations and success of Workshop Model. With enough time, ask one group to present the best opening, work time and closing