Workshop Model of Instruction

Amanda Goode

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Boring Economics Teacher


Compare and Contrast Teaching Styles

Using your handout, watch the first video and takes notes on teacher actions/behavior AND student actions/behaviors.

Then watch the next video and take notes on teacher and student actions/behavior.

Which teacher do you believe will be more effective and why?

What is the Workshop Model Of Instruction?

The component of the Workshop Model of Instruction can be used in any content area. Although the times may vary slightly, the instructional components establish the rituals and routines for seamless classroom instruction. The warm-up (not technically part of a workshop model) has been added to facilitate transitions from bell to bell and set the tone for learning.

Why use the Workshop Model of Instruction?

Children learn best when they are actively engaged. Implementing stations/workshops in the classroom:

  • Promotes independence
  • Helps students become more responsible
  • Allows students to learn through self-discovery
  • Provides teachers with time to pull students one-on-one or in small groups to target specific academic skills, modify and enrich curriculum, and better meet the needs of individual students.

Changing out centers weekly is just too much work! Select activities where students practice select skills that can be done in groups or independently. Choose open ended tasks that can be repeated with different reading materials or math topics.

Remember, if it takes you longer to create the center than it takes your students to complete it, ask yourself if the activity is really worthwhile.

Think about what your goals for implementing centers are:

  • Students actively engaged in meaningful learning.

  • Students working independently.

  • A peaceful working environment that is conducive to small group instruction.

Workshop Model Components

Components of the Workshop Model of Instruction

1. Warm-up (5 minutes)

2. Mini-Lesson (10 minutes)

3. Independent Work Stations (30 minutes)

4. Share Time/Check -In/Exit Ticket (5 minutes)

Classroom Management in the Workshop Model


1. Watch the video.

2. Answer the questions on your hand-out.

3. Group Discussion

Introducing Work Stations

Introducing Work Stations


1. Watch the video.

2. Answer the questions on your handout.

3. How would you apply this in your own classroom?

Flexible Grouping

Important Note about Grouping.

You can't forget the whole process of grouping students to work together.

Here are some strategies for grouping students:

1. Set group norms or rules. Practice. Practice. Practice.

2. Keep it flexible. Students may need to transitioln in and out of groups.

3. What if a student wants to work alone?

4. 1-3-6 Model of Grouping

5. Teachers assigned groups vs. student chosen groups

6. Teacher must monitor groups in the beginning ensuring they are following the group norms or rules.

7. Add teacher conferencing station after groups have been established.

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Catch and Release

What is Catch and Release?

What: Catch and Release is when you "check in" with students doing work station time.

When: Every 7-10 minutes

Why: Refocus, clarify, praise

How: Create a signal. Students stop. You "catch" their attention. Then "release" them to continue working.

Let's Get to Work

Let's start creating our stations.

Timesaving TIP:

Name your stations something general. That way you don't have to recreate station labels. For example: Station 1: Vocabulary

See handouts for ideas.

Step 1: Map out your stations. What stations and how many do you need?

Step 2: Create your station labels.

Step 3: Create your activities for each station. Determine what materials you will need and collect those. I would put them in folders with instructions on one side and the acitivities on the other.

Step 4: Create your group rotations. How will groups rotate through stations? Will all students rotate through all stations? A slide on your Smartboard is an easy way to track students in groups. You can save this so you know what student have been to what groups.

Step 5: Determine how you will assess work. Will you provide rubrics? Will it be based on completion? Will their be participation grades?

Step 6: Determine how you will store group materials for next year.