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
       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
                 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.
               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 Barton’s guide and the Teacher’s College reading
workshop teaching points.
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 one school
 to gain knowledge and higher test
 scores.
To TC or not to TC?
That is the question!

				
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