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Research referred to "choice" in the Workshop model... what does this mean?

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Use of student exemplars to illustrate to class what high quality work looks like

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I think we do "I do" and "you do" really well, when "we do" is this with teachers or with peers? How can collaborative/peer learning support this 'we do' phase

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We have found as a team - spending only part the week doing reading groups and then the other part focusing on modelling, repeated exposure and independent practice, we are able to look at the workshop model more flexibly and use more purposefully.

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Does this need to be followed all the time? You mentioned it doesn’t fit with scaffolding literacy. What do we do instead?

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Looking at ways to further differentiate in Specialist classes considering limited amount of time with students. Use of GC for lower students to rewatch mini lessons for repeated practise. Video mini lessons also for higher students who can access them when they are ready to move on.

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Further align the practices with GRR - guided reading is best used when? Literature circles is best used when?

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How does everyone rate their confidence in terms of effectively using the workshop model?

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Improve how I differentiate in numeracy through small group work.

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Improve how I differentiate in numeracy through small group work.

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I often feel pushed for time to get through all the parts of my lesson and end up rushing through the debrief section.

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Can this be used across SEL and Topic lessons?

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How can I deliver explicit teaching to my differentiated groups and still provide support for students that are independent learning?

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Is there room for an engaging warm up or hook at the start of mini lessons? This is easy done in maths warm ups but would love to find engaging warm ups for literacy too.

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Ensuring I fit in all areas of the workshop model in the launch lesson when sometimes I feel like there isn’t enough time to do so

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Should the first "work time" in the cycle be planned for as mainly group work and then after the catch is independent only? Or is it a matter of content and what is being taught that dictates this?

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Look at ways of modifying GRR model for Specialist classes because there isn't the same opportunity for students to practise skill across a number of consecutive days gradually becoming more independent.

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Planning for tracking students growth and achievement through regular conferences and small group instruction and consistently fitting this into the WS Model

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How can I help empower the students to take more ownership of the debrief and learning reflection?

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In GRR the student take greater responsibility... which HITS support this?

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What are some great additional resources to compliment teacher knowledge in this area; are their videos, books or other resources?

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Warm up, focusing on previous lessons, allowing time for clarifying questions

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Does independent reading need its own space in the workshop model? Where would it best fit? 

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Does independent reading need its own space in the workshop model? Where would it best fit? 

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Time management strategies- particularly for debrief

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The planners reflect the workshop model. 

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The planners reflect the workshop model. 

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Where can student have greater responsibility/ownership be authentically incorporated?
Goal setting? Conferencing

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Model allows for many opportunities to set/reset expectation of student learning.

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Model allows for many opportunities to set/reset expectation of student learning.

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Not getting stuck spending too much time in the Mini Lesson

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More explicitly using the GRR across subjects. Taking more time for a catch!

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More explicitly using the GRR across subjects. Taking more time for a catch!

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Using the work time to assess student learning and next steps.

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Using the work time to assess student learning and next steps.

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Seek peer feedback and explore examples of others whose practice exemplifies these skills I wish to improve.

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Perhaps the 'Catch' can be flexible. Sometimes it is for clarification, sometimes for pointing out high level skills. Perhaps it's not always to the whole class as it can interrupt the 'flow'.

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Using time management strategies to allow for consistent debrief and catch.

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More focused debrief time.

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Ensuring that my focus group isn’t the only students I check in on for each lesson

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Attending to students that are't in my differentiated groups

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Differentiation that is still aspirational, appropriately targetted and inclusive.

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Leaving enough time for the debrief and revisiting the LI and SC

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Small group work and practices that align in each part of the workshop model. Consistently working as a team to develop these practices

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Model provides lots of opportunities for collaborative learning

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Utilising quick times like the catch to address misconceptions and give feedback straight away to students

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Routine that's easy to follow. Although structured, there is the opportunity for flexibility in the model.

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Linking back to LI and SC throughout the whole lesson.

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Reading groups:
If reading groups is not part of our delivered program, how can I ensure I am differentiating to students point of need during the ‘independent tasks’ phase on the day where there is no guided reading group.

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Ensuring a large chunk of the lesson is dedicated to uninterrupted reading/writing time

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More meaningfully planning for a debrief and catch.

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Catches occur naturally during my sessions. When I see a student with outstanding technique or strategy, I stop the class and point it out using a detailed explanation.

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Checking back in on the LI and SC through the lesson and in the catch. 

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Checking back in on the LI and SC through the lesson and in the catch. 

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Mini Lesson- I enjoy having an opportunity to engage with the whole class. Also an opportunity to collect data/idea around student understanding of new learning concepts. Great time for some deep and thoughtful chats. Amiriiigggght??

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Variety of debrief strategies, and allowing enough time to complete at end of session

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Setting goals and clear expectations, providing multiple exposures, meaningful feedback, and engaging a broad range of learners through different mediums/presentations of information and knowledge.

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Noticing what needs clarifying or re-addressing as students work through a task and address this in the catch.

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Noticing what needs clarifying or re-addressing as students work through a task and address this in the catch.

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Protected debrief time to reflect upon LI and SC

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Have some set debriefs that we can rely on - can be re-used to track and assess

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Time management

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It creates a consistent routine for both teachers and students. Not only within your own class but across your cohort and school.

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Continuously referring back to LI and SC to explicitly link to learning during the lesson

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Use of timers and reminders to assist with keeping to the workshop model.

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Use of timers and reminders to assist with keeping to the workshop model.

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Share time - we often run short of time 

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Share time - we often run short of time 

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the dedicated time to pause and address misconceptions in real time, using student work (Data) as evidence to make changes or decisions

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Students are familiar with LI and SC and know they can link their thinking to throughout the lesson.
Model helps with planning.

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LI & SC make learning visible for students - makes it clear what they're expected to learn & SC tells them how they'll know if they've been successful with their
learning

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The debrief - meaningfully wrapping up and reflecting on the lesson

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The debrief - meaningfully wrapping up and reflecting on the lesson

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Student understanding of LI and SC and their steps to be successful

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Consistently using the GRR across literacy and numeracy

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Need to use a variety of catch strategies, rather than just sharing examples of student work.

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Mini lesson - very structured and sets up the rest of lesson so that students know exactly the skill they are practising

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Clear expectations of student and teacher. Repetitive model means students learn the routine and know what to do to be successful

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Discussing learning intention and success criteria at the beginning of the session. 

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Discussing learning intention and success criteria at the beginning of the session. 

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LI and SC is a well established routine for both teachers and students.

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Structured protected time that is consistant across different classrooms.

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Structured protected time that is consistant across different classrooms.

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Students and teachers have developed a solid routine with LI- teacher modelling- independent task-catch and debriefs

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Going through each phase of the GRR model through each lesson