lois j. hagie, fea presenter the workshop model in a language arts classroom rising stars summer...
TRANSCRIPT
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Lois J. Hagie, FEA Presenter
The Workshop Model in a Language Arts
Classroom
Rising Stars Summer Institute
“Leadership for Learning”July 22, 2014
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2
All about me
Lois J. Hagie, Rising Stars Summer Institute "Leadership for Learning"
Elementary Teacher
Curriculum Resource Teacher
Supervisor of Elementary
Curriculum and Instruction
Teacher Consultant 2011Returning Fellow 2012
Adjunct InstructorEducation
Trainer
Once a teacher, always a teacher
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Essential Questions
How have the Common Core State Standards
impacted language arts literacy instruction and
will they lead to the future success of
students?
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Essential Questions
What is a research-based
approach to reading and
writing instruction for all
students and aligns to
the Common Core State
Standards?
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We already know that…
Common Core State Standards raised
the bar for expectations for literacy
learning of reading and writing.
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Key Shifts in English Language Arts
Common Core State Standards for English Language Arts
Regular practice with complex text and their academic language
SHIFT ONE
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Key Shifts in English Language Arts
Common Core State Standards for English Language Arts
Reading, writing, and speaking grounded in evidence from texts, both literary and informational
SHIFT TWO
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Key Shifts in English Language Arts
Common Core State Standards for English Language Arts
Building knowledge through content-rich nonfiction
SHIFT THREE
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“It is safe to say that across the
entire history of American
education, no single document
will have played a more influential
role over what is taught in our
school.”
Pathways to the Common Core, Lucy Calkins, Mary Ehrenworth, and Christopher Lehman, page 1
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“The Common Core State
Standards have set the bar to a
height that no one teacher, no
single year of teaching, can
attain.”
Page 8 Calkins et. al.
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We already know that…
Many districts have
adopted the workshop
model for reading and
writing instruction.
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We already know that…
Teachers have concerns that they
will be evaluated on a workshop
instructional model to meet the
demands of the Common Core.
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As an administrator, how can
you best support teachers as
they work to meet needs of
their students?
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What does it look like and sound like when students are doing
• the work of thinking?
• the work of learning?
• the work of achieving?
• the work of becoming part of a learning community?
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The answers can be found in a
WORKSHOP!
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Why WORKSHOP?
• Student choice
• Student voice and ownership
• Student responsibility for learning
• Reading, writing, and thinking for long, uninterrupted chucks of time
• Building a community of learners
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Questions for Research
What conditions are necessary
for literacy learning to occur?
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Questions for Research
What are the key features of the
reading and writing workshop that
support the growth of literacy skills?
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Questions for Research
Does instruction using the reading and
writing workshop model align with the
rigors of the Common Core State
Standards?
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Let’s reflect on the writing workshop…
Writing needs to be taught like any other
basic skill, with explicit instruction and
ample opportunity for practice at all grade
levels.
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Let’s reflect on the writing workshop…
Almost every day,
every child needs
writing instruction in
the form of a mini-
lesson and time for
actual writing
throughout the day.
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Let’s reflect on the writing workshop…
It is necessary that during writing time, children write for stretches of time to develop volume, stamina, and self-sufficiency.
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Let’s reflect on the writing workshop…
Assigning children to write responses to prompts is not the same as providing students with a planned, coherent structure for writing.
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Let’s reflect on the writing workshop…
Children deserve to write for real, to write the kinds of texts that they see in everyday life: nonfiction chapter books, persuasive letters, stories, lab reports, reviews, poems.
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Let’s reflect on the writing workshop…
Children need to know that others have written the same genre they are working on and can use that work as models.
“What did that author do that I could try in my own writing?”
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Let’s reflect on the writing workshop…
Children compose
meaning by
putting their
thoughts on
paper.
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Let’s reflect on the writing workshop…
Children will invest themselves in
their writing if they write about
subjects that are important to them.
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Let’s reflect on the writing workshop…
The easiest way to support investment
in writing is to teach children to choose
their own topics most of the time.
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Let’s reflect on the writing workshop…
Children need to see models of proper
spelling and strategies of good writing.
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Let’s reflect on the writing workshop…
Children deserve to
be explicitly taught
how to write!
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Key practices of exemplary workshop instruction
•Create an environment that is positive and supportive.
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Key practices of exemplary workshop
instruction
•Motivate students
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Key practices of exemplary workshop
instruction• Implement a process, workshop approach
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Key practices of exemplary workshop
instruction•Get students writing, reading, and talking frequently
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Key practices of exemplary workshop
instruction
•Get students composing together
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Key practices of exemplary workshop instruction
•Establish goals
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Key practices of exemplary workshop
instruction
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Key practices of exemplary workshop
instruction
•Provide formative feedback
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Key practices of exemplary workshop
instruction•Teach foundational skills
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Key practices of exemplary workshop
instruction• Increase students’ knowledge about writing
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Key practices of exemplary writing instruction
•Use writing as a tool to support students’ learning across content areas
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What does this instructional practice look
like in your school?
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Cambourne’s Conditions for Learning
• Immersion
• Demonstration
• Engagement
• Expectation
• Responsibility
• Approximation
• Use
• Response Professor Brian Cambourne
Conditions for Learning, Cambourne, 1988
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Cambourne’s Conditions for Learning
Immersion: Provide a print rich environment
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Cambourne’s Conditions for Learning
Demonstration: Model the writing process for children
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Cambourne’s Conditions for Learning
Engagement: Help children become active learners who see themselves as potential writers as they experiment with writing
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Cambourne’s Conditions for Learning
Expectation: Learn the standards. Know the developmental stages of early literacy. We achieve what we expect to achieve.
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Cambourne’s Conditions for Learning
Responsibility: Children are more engaged in their writing when given choice. Learners can make decisions.
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Cambourne’s Conditions for Learning
Approximation: Accept children’s attempts while guiding them gently into accuracy. “Mistakes are essential for learning to occur.”
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Cambourne’s Conditions for Learning
Use: Learners need time and opportunity to practice what they are learning in a risk-free environment.
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Cambourne’s Conditions for Learning
Response: Writers must receive relevant, appropriate, and timely feedback. Genuine praise works!
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Cambourne’s Conditions for Learning
demonstration
immersion Must be accompanied
by engagement
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Cambourne’s Conditions for Learning
responsibility
expectations
Probability of engagement is increased if
these conditions are
present.
use
approximation
response
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What conditions areneeded for writers’ new learning?
Explicit, whole group
instruction
Independent writing time/One-on-one Conferences
Literacy rich environment
Small group work
Immediate feedback
TIME!
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The Workshop Model
A writing workshop needs to have a clear, simple,
predictable structure. Children need to know what
to expect. A typical writing workshop has a
defined structure: mini-lesson, work time, and
debrief, a time for sharing the new learning.
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The Workshop ModelThat Workshop Bookby Samantha Bennett
page 9
Workshop as a cyclical structure
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The Workshop Model
• Connection
•Mini-lesson:
• Teaching Point
• Active Engagement
• Link
• Independent Writing Time One-one conferences
• Mid-workshop Teaching Point
• Teaching ShareLucy Calkins
Teachers College Reading and Writing Project
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The Workshop Model
The mini-lesson’s connection reflects
upon prior learning and precisely tells the
children what will be taught during the
lesson. connection
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The Workshop Model
The mini-lesson’s teaching point is the
specific writing technique, strategy, or skill
expected within the children’s own writing
explicitly taught by the teacher or
demonstrated through mentor texts.
teaching point
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The Workshop Model
The active engagement provides an
opportunity for children to try what has
just been modeled or demonstrated by the
teacher.
active engagement
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The Workshop Model
The link to the ongoing work of the day’s
workshop is given as the teacher states
the expectations for the day’s
independent work time.
link
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The Workshop Model
Independent work-time for children to
practice the skills and strategies they have
learned.
*one-on-one conferences with writers
*mid-workshop teaching point
independent writing
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The Workshop Model
The teaching share is a time for closure
in the whole group setting.
teaching share
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The Workshop Model
Workshop as a cycle of “catch and
release”
That Workshop Bookby Samantha Bennett
page 11
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During the workshop, students are invited to live, work, and
learn as readers and writers.
Reading or Writing Workshop
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Students receive direct whole-group instruction in the form of a minilesson and a mid-workshop teaching point. The teacher explicitly names a skill that proficient writers use that is within reach for most of the class, then demonstrates the skill and provides students with a brief interval of guided practice using it.
Writing Workshop
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The Writing Workshop ModelWorkshop as a
systemThat Workshop Bookby Samantha Bennett
page 15
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Students are also given time to write,
applying the skills and strategies they've
learned to their own writing pieces.
Writing Workshop
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As students write, the teacher provides feedback that is designed to move students along trajectories of development. The feedback is given through one-to-one conferences and small group instruction, and includes instructional compliments and teaching.
Writing Workshop
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The teacher helps a writer imagine what the next challenge is, and equips that writer with the skills and strategies necessary to begin tackling that new frontier.
Writing Workshop
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Writing Workshop
• Mini-lesson and mid-workshop teaching point: Direct, explicit whole group instruction
• Self-selected pieces within a genre study
• Time for children to do what writers do, write!
• Time and instructional support to develop stamina
• Conferring with individual for feedback and to learn something new
• Flexible, small group instruction
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“Writing workshops need to be predictable places so that wonderful, unpredictable things can happen in them.”
Katie Wood Ray
Wondrous Words. p212
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In Conclusion
• Students must be participants in their own learning process.
• Teachers need to monitor student learning , provide feedback, and let students know when learning is successful.
Visible Learning: A Synthesis of Over 800 Meta-Analyses Related to Achievement, John Hattie, 2009
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In Conclusion
“The quality of writing can be achieved by
mandating explicit instruction,
opportunities for practice,
centrality of feedback,
assessment-based instruction, and
spiral curriculum that have all been
the hallmarks of rigorous writing workshop instruction.”Page 112 Calkins et. al.
Calkins, Ehrenworth, Lehman
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“Don’t Forget to Share!”
• What do you expect to observe when you enter a language arts literacy classroom?
• What other content area instruction would be enhanced by the workshop model?
Leah Mermelstein
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TEACHERS COLLEGE READING AND WRITING PROJECT RESOURCES
• Danielson Observation Guide for Workshop:
• http://readingandwritingproject.org/resources/danielson-framework-for-teaching
Some Advice for Teachers Who Are Aiming Towards Highly Effective Teaching in Domain Three:
• http://connect.readingandwritingproject.org/file/download?google_drive_document_id=0B3yKjAsMtuECa0tlVWJaWlR4dzQ
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TEACHERS COLLEGE READING AND WRITING PROJECT RESOURCES
Danielson Observation Guide for Workshop:
http://readingandwritingproject.org/resources/danielson-framework-for-teaching
ACTIVITYVIDEO 4th #3 Writing Mini-lesson 12:48 mins.
• What key elements of the workshop model can you identify?
• How does the teacher and her co-teacher keep the students actively engaged in their learning?
• Share your thinking with a partner.
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References
Bennett, Samantha, 2007. That Workshop Book, New Systems and Structures for Classrooms That Read, Write, and Think. Portsmouth, N.H. Heinemann.
Calkins, Lucy, Ehrenworth, Mary, Lehman, Christopher. 2012. Pathways to the Common Core: Accelerating Achievement. Portsmouth, N.H. Heinemann.
Cambourne, Brian. 2001-2002. “Turning Learning Theory into Classroom Instruction: A Minicase Study.” The Reading Teacher: Vol. 54 No. 4.
Combs, Warren E., 2012. Writer’s Workshop for the Common Core: A Step-by-Step Guide. Larchmont, N.Y. Eye On Education.
National Governors Association Center for Best Practices (NGA Center) and Council of Chief State School Officers (CCSSO) 2010a. Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects. Washington, DC: NGA Center and CCSSO.
-----.2010d. Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects: Appendix C: Samples of Student Writing. Washington, DC: NGA Center and CCSSO.
Jasmine, Joanne, Weiner, Wendy. 2007. “The Effects of Writing Workshop on Abilities of First Grade Students to Become Confident and Independent Writers.” Early Childhood Education Journal, Vol. 35, No. 2, (October 2007): 131 -139.
The Reading and Writing Project, Teachers College, Columbia University. 2013. “The Intersection of Danielson’s Framework for Teaching and Best Literacy Practice.” NYC.
The Reading and Writing Project, Teachers College, Columbia University. 2009. “Principals First Year Summer Institute Writing Packet,” NYC.