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
Introduction
      - Statement of the Problem
      - Review of Related Literature
      - Statement of the Hypothesis

Method
     - Participants (N)
     - Instruments

Appendices
     - Appendix A: Consent Forms
     - Appendix B: Surveys
       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.
The Teacher’s 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.
         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/whatisworkshop_new.
   html
 Pros of the Workshop Model
Gives teachers the opportunity to model skill or strategy
(Adriana, 2006) (Robb, L)

Instructional mini-lesson allows teachers and students to
succeed (Popham, 1972)

Students taught using the Workshop Model are more
likely to read for pleasure (Lause, 2004)

Personalizes the class for each student (Carmichael)

Allows for conferences with students (Furr, 2003)
Cons of the Workshop Model
As per a teachers contract, they cannot be
excessively micromanaged (Callaci, 2005)

Teacher should decide how to teach
his/her own students (Krasner, 1976)

Teachers need to have the freedom to
modify lessons and activities as needed
(Lieberman, 2000)
Statement of the Hypothesis

 The Workshop Model’s rigorous time
 schedule will enhance the discipline
 to provide the optimum opportunity for
 third and fifth grade readers and
 writers (students) in a Title 1 school to
 gain knowledge and higher test
 scores.
         Participants
• Forty-eight third and fifth grade
  students in a Title 1 school in
  Brooklyn, New York.
              Instruments
• Consent form to the principal of the Title 1 school where
  the research will be conducted
• Consent form to the parents/guardians of the student of
  interest

• Surveys to parents to obtain additional information about
  the participants
• Surveys to other 3rd and 5th grade teachers regarding their
  opinion of the effectiveness of the Workshop Model
• Surveys to students about their opinion of the Workshop
  Model
      Appendix A: Consent
            Forms
                         Parental consent form

-----------------------------------------------------------------------------------------
PLEASE SIGN AND RETURN TO YOUR CHILD’S TEACHER.
Permission to participate in the thesis paper
Child’s name _________________________________________
_________ I give my permission for my child to participate in the anonymous
thesis/research paper over the course of the school year of 2009
Parent/Guardian Signature: ____________________ Date:_________

                         Principal Consent Form
Permission granted: ____________________________________
     Appendix B: Surveys
- Survey to parents/guardians
         I prefer that my child receives more direct reading instruction
   during school hours.
Strongly Agree            Agree            Disagree
        Strongly Disagree
- Survey to teachers
        Students will score higher on standardized tests if they
   receive more direct reading instruction.
Strongly Agree            Agree            Disagree
        Strongly Disagree
- Survey to students
        I like reading independently in school.
Strongly Agree            Agree            Disagree
        Strongly Disagree
To TC or not to TC?
That is the question!

				
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