Workshop: FlowchartofGroupingSystem.pdf

 
 
 
FlowchartofGroupingSystem.pdf
Strategy Explanation
 
 
This flowchart shows how I make groups for two week increments of Workshop, using the formative assessments of the previous two weeks. The groups will come to tutoring or work together in the group model of Workshop.
  • FlowchartofGroupingSystem.pdf
Strategy Explanation
 
 
This flowchart shows how I make groups for two week increments of Workshop, using the formative assessments of the previous two weeks. The groups will come to tutoring or work together in the group model of Workshop.
 
Collaborative Student Groups

Workshop

Workshop is a powerful strategy that provides my students with a degree of choice in how they learn the content in my blended learning classroom. It is also a method of holding them accountable for their choices. I believe that it's important for my students to learn how to manage their time and how to evaluate their learning options so that they can grow closer to taking charge of their own education. Each day, student groups receive "tallies"--ratings for moving quickly, making smooth transitions, and employing responses that feature academic vocabulary and professionalism. I use these tallies to determine the order in which student groups select their blended learning stations on the following day. 

Strategy Resources (5)
Students In Action
 
 
Lesson Plan
 
 
This is an example of my plan for Workshop from the early part of the year. Note that students are selected to be in tutoring based on two different assessments.
Poster
 
 
The Workshop Board is the student-facing display of available stations and work. Depending on how much choice I give students on a specific day, the structure of the Workshop Board changes.
Student Data
 
 
This is the accountablity document that I created to help with two potential issues. First, there is a fear that students will only do the activities that they want rather than what they need. Next, in that scenario, students may not be getting access to all the opportunites in the classroom. Note the grade section, I give this a monthly grade. Also, the starred items can receive bonuses.
Strategy Explanation
 
 
This flowchart shows how I make groups for two week increments of Workshop, using the formative assessments of the previous two weeks. The groups will come to tutoring or work together in the group model of Workshop.
Students In Action
 
 
Poster
 
 
The Workshop Board is the student-facing display of available stations and work. Depending on how much choice I give students on a specific day, the structure of the Workshop Board changes.
Strategy Explanation
 
 
This flowchart shows how I make groups for two week increments of Workshop, using the formative assessments of the previous two weeks. The groups will come to tutoring or work together in the group model of Workshop.
Lesson Plan
 
 
This is an example of my plan for Workshop from the early part of the year. Note that students are selected to be in tutoring based on two different assessments.
Student Data
 
 
This is the accountablity document that I created to help with two potential issues. First, there is a fear that students will only do the activities that they want rather than what they need. Next, in that scenario, students may not be getting access to all the opportunites in the classroom. Note the grade section, I give this a monthly grade. Also, the starred items can receive bonuses.
Daniel Utset-Guerrero
Holmes Elementary School
Miami, FL


 

About this strategy

Prep Time:
Long
Subject:
Math
Grade:
Fifth grade
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Peer Evaluations

I encourage my students to evaluate their peers whenever they are involved in discourse--both in side conversations as well as in class discussions. I implemented a system of Peer Evaluations, a process that involves students using silent hand signals, in order to give my students more voice in class. Some of my students want to say what they think and exert their opinions, but there isn't enough time for every student to share. Other students easily get distracted and need physical engagement to stay focused. Through Peer Evaluations, my students can share their thoughts and are pushed to stay focused throughout student discourse.

 
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Tutoring

This is where the magic happens. Using my formative assessment data, as well as online content data, I pull students from Workshop to Tutoring each day. This targeted lesson allows me to reinforce ideas, and fix misconceptions as well as give an opportunity for students to feel like they are getting from me what they need. Branding is important to me, and Tutoring seemed like an ideal way to frame the station for the students. In reality, that is exactly what it has become, with students asking questions and embracing their past mistakes as opportunities for growth.

 
 
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