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The Workshop Model: Optimizing the Mini-lesson

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The Workshop Model: Optimizing the Mini-lesson By: Lori Grabel & Klarisa Konstantinovsky Education 702.22 Fall 2008 Dr. O Connor- Petruso Table of Contents ... – PowerPoint PPT presentation

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Title: The Workshop Model: Optimizing the Mini-lesson


1
The Workshop ModelOptimizing the Mini-lesson
  • By
  • Lori Grabel
  • Klarisa Konstantinovsky
  • Education 702.22 Fall 2008
  • Dr. OConnor- Petruso

2
Table of Contents
  • Introduction
  • Statement of the Problem
  • Review of Related Literature
  • Statement of the Hypothesis

3
Statement of the Problem
  •    Due to grades falling and illiteracy rising,
    this research is based primarily on the Workshop
    Model more exact the reading and writing
    workshop as described in www.tqnyc.org The
    workshop model intends for the students to learn
    reading and writing skills through much
    participation amongst themselves and their
    peers, which follows whole word learning and is
    in direct opposition of the phonics methodology.

4
  • The Teachers College format of the model itself
    is a scripted and timed method of teaching or
    facilitating learning
  • Each reading and writing workshop must consist
    of
  • Teaching Point  Address the standards.
  • Connection  Activate prior knowledge and focus
    attention on the lesson for 1 minute.
  • Mini-lesson  Demonstrates the teaching point as
    if you were working independently for 10-15
    minutes.
  • Link  Review and clarify key points before
    sending them to work independently or in a group.
  • Active Engagement  Students work independently
    or in groups while you are conferring or
    assessing individual or small groups of student
    readers or writers for 20-30 minutes based on
    your mini-lesson.
  • Mid-Workshop Interruption  Remind the students
    of the Teaching Point and compliment for no more
    than 1 minute.
  • Share  Two or three students get to share what
    they wrote or read, linked to the day's lesson
    for 1- 2 minutes.
  • Closure / Link  Review and clarify key points
    for 1 minute.
  • Homework  Should be based on the teaching point
    of the day's lesson.

5
Purpose of the thesis
  •   Through this research the hope is to find out
    if such a rigorous structure of teaching is most
    beneficial for students or if more could be
    learned and retained without a time limitation
    and other restraints.
  • Bibliography
  • Workshop Model.  (n.d.).  Retrieved September 30,
    2008, from http//www.tqnyc.org/NYC052376/whatiswo
    rkshop_new.html

6
Literature Review
  • Adriana, L.M. (2006). Where the beginning ends
    Studying leads in literature in order to write
    attention-getting introductions. Journal of
    Adolescent and Adult Literacy, 50(3),
    190-193. The workshop model gives teachers the
    opportunity to model the skill or strategy they
    are expected to learn. After the teacher models,
    the students have the opportunity to work
    individually, in pairs, or in groups to practice
    what they learned.
  • Lause, J. (2004). Using Reading Workshop to
    Inspire Lifelong Readers. English Journal (93)5,
    24-30. According to data collected over four
    years on ninth-grade and tenth-grade classes, by
    the end of the year using the reading workshop
    model 95 percent of students saw themselves as
    readers as opposed to only 35 percent at the
    beginning of the year. Seventy-six percent of
    them were still reading for pleasure the
    following year as opposed to 40 percent who did
    not have the workshop curriculum.
  • Popham, J.W. (1972). The New World of
    Accountability In the Classroom. NASSP
    Bulletin, (56)364, 25-31. Popham believes in
    accountability, not just from our students, but
    from us as educators, one of the tools for us to
    succeed is the instructional mini-lesson.

7
Literature Review
  • Robb, L. (n.d.). Teaching a Reading and Writing
    Workshop. Great Source, 1-4. The workshop model
    enables teachers to teach the strategy the
    students are required to learn, and then
    conference with students during the time allotted
    for an activity. At this time, the teacher can
    also provide extra support to any students who
    may need it. Students can then be evaluated.
  • Barton, M.L. (1997). Addressing the Literacy
    Crisis Teaching Reading in the Content Areas.
    NASSP Bulletin, 81(587), 22-30. In this article
    Mary Lee Barton examines the growing literacy
    problem in our nation. The author also pays
    close attention to whether or not reading in all
    the content areas as a strategy will help the
    literacy. Through his reading strategies and
    guide for high school teachers, one can see a
    remarkable link between Bartons guide and the
    Teachers College reading workshop teaching
    points.
  •  

8
Statement of the Hypothesis
  • The workshop models rigorous time schedule will
    enhance the discipline to provide the optimum
    opportunity for third and fifth grade readers and
    writers (students) in a title one school to gain
    knowledge and higher test scores.

9

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