Special Note: This is blog post entry 4 of a blog series titled: Reimagining the Magic of the Workshop Model. Blog post 1 in the series can be found here: Reimagining the Magic of the Workshop Model Series 1: Inviting Change. Blog post 2 can be found here: Reimagining the Magic of the Workshop Model Series 2: Rallying Learners and Building Community. Blog post 3 can be found here: Reimagning the Magic of the Workshop Model Series 3: Non-Negotiables in Physical and Virtual Spaces. This blog post series is written from my perspective, as I teach face-to-face and virtual cohorts of middle school learners simultaneously.
On a Mission
Educators who are reimagining and implementing the workshop model all over the world are on a mission. They are on a mission to provide powerful literacy instruction to every single student who enters their physical, virtual, hybrid, and/or hyflex spaces. They are on a mission to rally learners, cultivate communities, build partnerships, voluminously read, write, talk about books, and guide learners towards independence. They are on a mission to make learning stick, honor the framework and give effective, impactful, brisk minilessons that will empower learners to effectively and efficiently transfer relevant skills and strategies into their reading and writing lives. In the book Leading Well, Lucy Calkins states, “When teachers lead effective minilessons, those short bursts of instruction will mobilize the whole community to be on fire as readers and writers and will immerse the kids in an understanding of the important work they are doing. Although small group instruction and conferring are critically important, when teachers are skilled at giving minilessons, that teaching can drive a huge amount of progress” (Calkins, Ehrenworth, & Pessah, 2019, p. 69). Workshop educators know what the workshop feels and sounds like; they are committed to making the experience feel like an “all-hands in” group huddle, pulling the learners in close, leaning forward, teaching their hearts out as they demonstrate with brevity, have learners collaborate and share ideas, and then reconvene the class to share some incredible thinking work. With all of that being said, educators were propelled to reimagine the structure and components of the minilesson in new physical and virtual spaces with intention and flexibility. They have constantly asked themselves, “How can I honor the workshop model framework, reach all learners, and provide short bursts of instruction that will ignite passion and an innate yearning to want more?
Check-Ins are Front and Center
When convening for a workshop minilesson in physical and virtual spaces, learners congregate in spaces that look and feel very different than the traditional rituals that usually include a meeting area with a rug, teacher’s chair, and a purposefully positioned anchor chart. In traditional learning environments, classroom spaces were arranged so that learners could transition from intently listening to the minilesson on the rug to turning and talking with partners, to independent practice in flexible seating or back at desks that were grouped together to encourage peer collaboration. Now, learners in physical spaces and virtual spaces are sitting with their 1:1 devices, logging into Google Meet or Zoom, and congregating in virtual community spaces. The transitions are now from the main room to breakout rooms and are typically used for small group work collaboration or individual breakout rooms for independent practice and 1:1 conferencing. More than ever, educators are proactively organizing social-emotional check-ins during the course of instruction. Learners need to know that educators care about them as humans first. They need to feel safe and connected because the screen can be viewed as a barrier, but only if you let it become one!
There are several ways to do this:
- Use the chat feature to ask questions.
- Polls: Use Google Meet, Zoom’s poll feature, or a digital tool like Mentimeter for the social-emotional status of the class.
- Put students in individual breakout rooms. Have a social-emotional check-in before 1:1 conferencing with learners.
- Purposefully embed the check-in during instruction; ask students to answer questions orally or in the chat that relate to the text, but also to their own lives.
Although the content of a minilesson will change almost daily, the structure will remain the same. The framework of a minilesson is predictable and usually is completed in 10 minutes or so. If educators are able to master the architecture of the minilesson, learners will know what to expect in both physical and virtual spaces. For the current educational landscape, it is important to consider putting a special emphasis on the “Connection” component of the minilesson. It is going to be worth the investment of time to “hook” learners into the lesson with passion and purpose. Look into those small moments of your life and share those stories with students. In a recent Future Ready virtual conference, Brianna Hodges reminded educators that “The shortest distance between a human being and the truth is a story. With stories, we find a connection to people and then they have a reason to care. According to A Guide to Reading Workshop: Middle School Grades by Calkins & Ehrenworth (2017), the traditional components of a minilesson can be found on the left side of the chart below. On the right side, the minilesson has been reimagined for new physical and virtual spaces. Many of these ideas overlap.
Traditional Minilesson vs. Reimagined Minilesson
Whether in physical or virtual spaces, learners will need access to print and digital texts to read in order to deliberately apply the skills and strategies that were explicitly taught during the minilesson. Book access, voice, and choice are more vital than ever before. Learners can do the thinking work by reading a short story, watching a short video clip, and/or reading their independent reading book; they will need whatever it takes to empower and engage them in the process. Students have to feel like they are owning their learning! Once learners make a plan for their independent reading and have an understanding of what goals they are working towards, they will independently read in both spaces. If learners are in the physical space, they will read at their socially distant desks; if working synchronously, virtual learners will be placed into an individual breakout room to independently read. Additionally, teachers may decide to place readers in partnerships to support and guide one another’s reading and thinking work. Here’s the bottom line, since the 1980’s there has been a substantial amount of research that the only way students get better at reading is READING! Also, you may consider embedding “catch up” days when there are no new minilessons taught. These days, will give learners an opportunity to revisit and apply a multitude of skills and strategies they have previously learned during independent reading time. These days will also allow the teacher to catch up on small group instruction and 1:1 conferencing. Providing learners with choice and voice about how they can show their thinking during this time will empower them to take ownership over the experience! Check out this Offline Choice Board inspired by Catlin Tucker that may be utilized during this time.
Conferring/Small Group Work
Here’s a big question…”What is the rest of the class doing while the teacher is conferring? In the workshop model, here’s the answer…READING! In the book A Teacher’s Guide to Reading Conferences, Serravallo says, “Instead of spending time at the Xerox machine running off worksheets or spending countless hours creating materials for centers, get books in students’ hands and let them read” (Serravallo, 2019, p. 4). Understand that you will NOT get to reach EVERY physical and/or virtual student every single day. However, it will be possible to talk to 3-4 learners during independent/collaborative practice time. This gives the teacher an opportunity to join each breakout room, work with a small group or 1:1, and check-in on the learner for accountability and understanding. If the teacher assesses that there are learners who need a double demonstration, it may be decided to keep them in the main virtual room to reteach the necessary skills/strategies. It is crucial for the teacher to also revisit the digital anchor chart and say “When I come to confer with you, I will be asking you how you are applying the strategy we learned today! If you doing other thinking work, such as working on a strategy you previously learned, be ready to share that!” As the virtual learners are working, it is also critical for the teacher to pay attention to the breakout rooms as a reader may press the “help” button for support.
There is absolutely a time and place for a mid-workshop interruption! When conferring with students and/or working with small groups in physical and virtual spaces, look for common trends in strengths and/or areas for growth. Bring all learners back together in the main virtual room. It is best to set the timer in breakout rooms in order to give the students some notice that you will be pulling them back together shortly. This gives them an opportunity to finish up some thinking work. When everyone is back in the main room, you may consider sharing your screen to highlight a strategy a reader was successfully or unsuccessfully using. It may be that you are revisiting the anchor chart, thinking aloud, using a portion of a mentor text to highlight a learner’s success or struggle (if it’s a struggle, this can be done anonymously and in a tactful way). You may use these prompts: “Readers I noticed that….Readers I was listening to…Readers I observed…” Additionally, you may ask a learner is they are comfortable sharing their own screens and briefly have them share their success or struggle if they choose to do so. This enables learners to refocus on the learning task and gives them something new to think about!
Teaching in physical and virtual spaces has made it more challenging to fit in all of the components on the Workshop Model. It is important to note that educators must give themselves grace and not be so hard on themselves if there is a struggle with pacing. There is a whole other layer of complexity that has been added to teaching. Do you know what that might be? It’s the complexity of managing multiple spaces at once while navigating technology. It’s not always easy and things will not always go as planned (just like it happens in traditional classroom spaces). There are times a teacher may not get to “share” the learning because they were busy checking-in with a learner who needed the extra support. There are times the teacher may not get to share because the transitions with technology were taking too long (from the main room to breakout rooms). There are also times when you will find the time to share the learning. Sometimes it will be at the end of the workshop and sometimes it will be the next day. The fact of the matter is that our brains process information by thinking about the new things we’ve learned and how we’ve applied them. The point is that as long as you are giving students opportunities to reflect on their learning and are providing them with the feedback to take their learning a step forward, you are adding power to the work! Students tend to put more cognitive energy into the independent/collaborative practice when they know they could be sharing with an audience. Being prepared, encourages them to share their screens and voices with all of the learners in the classroom. This also empowers other learners to work more productively during future workshop experiences. Making time in physical and virtual spaces to share learning with the classroom community adds value and brings purpose to the work!