Implementing Workshop Teachers are the architects of learning . Elizabeth A. Clark, Ed.D

1. Implementing WorkshopTeachers are the architects of learning.Elizabeth A. Clark, Ed.D Pamella Ochoa, M.Ed. Birdville ISD Professional Development April 12, 2014

2. Purpose • Stems from the research of Donald Graves, Lucy Calkins, and Nancie Atwell. • Revolves around the following key ideas: • Student choice • Student voice • Student ownership • Student responsibility for learning, reading, writing, and thinking for big chunks of time.

3. District Expectations from Framework • Students are expected to practice literacy skills • Must implement standard-based instruction • Ensure all students have access to a variety of high quality, complex texts • Provide explicit and systematic literacy and writing instruction • Facilitate high levels of discussion with all students • Differentiate instruction to ensure all students can access the core instruction

4. Routine Activity Mini-Lesson: Routine (n.)—a regular course of procedure; habitual performance; ordinary (Merriam-Webster’s 2001) Work-time: Think about a routine that you have. (morning, bedtime etc…) First respond in writing to the following questions. What does the routine do for you? What happens when it is interrupted? A and B partner discussion. Debrief: How do your daily routines help you? What do all of your routines have in common when they are interrupted? How do routines help your students in your classroom? Exit Activity: Formative Assessment (Prove-it Paragraph) Routines are necessary for a successful workshop. Place your paragraph on the chart paper.

5. Workshop Cycle: Structure Review Mini-lesson Work Time Debrief Adapted from That Workshop Book by Samantha Bennett (2007).

6. Implementation “Jot Thoughts” • In groups of four, jot your response to question one on a post-it, state your answer to the group, and place it on the left column on your chart paper. • Continue to jot responses (one per post-it). • Stop when time is up: 1:15 minutes • Discuss responses with your group. • Repeat procedures for the second question and place responses on the right column. • Be prepared to share group responses in a debrief. • What successes or nice surprises have you had while implementing the Workshop Structure this year? • What struggles have occurred while you have implemented the Workshop Structure this year?

7. Reading WorkshopLook for evidence of routines.Record your observations. https://www.teachingchannel.org/videos/personalize-reading-workshop https://www.teachingchannel.org/videos/high-school-literature-lesson-plan https://www.teachingchannel.org/videos/writing-soliloquies

8. Workshop as Routine • What routines had to be in place in order for the workshop to be successful? • Think about it first [15 sec.] (longer for students) • Share thoughts with your partner. • Remember • Routine (n.)—a regular course of procedure; habitual performance; ordinary (Merriam-Webster’s 2001)

9. Daily Routine The routine of the workshop is essential for students… Students will know that every day, without fail, they will be expected to read, write, and talk to make meaning of the world around them… Students will know they will have time to think, write, and share daily through academic conversations—this helps them to stay on task. It frees their brain from anxious questioning, so they can concentrate on the work of learning. That Workshop Book • Samantha Bennett

10. Management of Workshop Must establish learning and behavioral routines (Must set clear expectations) • Learning Routines • Making Thinking Visible, Abydos, AVID, SIOP, Marzano’s Nine etc… • Behavioral Routines • Discipline Plan • Structures (Mini-lesson, Work-time, Debrief, Anchor Charts, Transitions)

11. Debrief is Key • Provides an understanding to how well the mission was accomplished. • Military missions are debriefed in order to determine what worked, what did not work, what needs to happen next time, what needs to not be repeated, what needs to be repeated, and to evaluate whether or not the goal was reached or needs to be reset. • Do not skip debrief

12. Debrief is Key • Intentionally plan the debrief questions first. (Backward Design) • Use the standard to develop your questions. Pinpoint what from the standard do you want the students to learn or do. • Questions need to address content and meta-cognitive processes. • What did we learn? • How did we learn it? • Did we meet our goals? • If not how can we make sure we learn it in the future? • If so, what do we need to do to ensure enrichment?

13. Debrief is Key • Questions need to address content and meta-cognitive processes. • What did we learn? • How did we learn it? • Did we meet our goals? • If not, how can we make sure we learn it in the future? • If so, what do we need to do to ensure enrichment? • Develop a debrief question that addresses how workshop will move ELAR teacher from being the deliverer of instruction to being the architect of the learning.

14. How do I check my Workshop? • Is it about the learning? • Are my debrief questions standard centered? • Does it follow the mini-lesson, work-time, debrief structure? • Is the structure routine? • Are learning and behavioral routines in place? • Are students responsible for their thinking, reading, writing, and learning? • Are students practicing literacy skills such as reading, writing, speaking, and listening in large chunks of time? • Do students have access to a variety of high quality complex texts? • Are you facilitating high levels of discussion with all learners? • Are the students doing most of the work during the learning time? • Do students have choice, voice and ownership?