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Careful listening is critical. When teachers listen more and talk less students take on more responsibility for learning.  Careful listening helps teachers understand what students know and are able to do.  This information is vital in planning next steps in learning.

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Teacher is the "guide on the side." Students take ownership of their learning and it provides teachers more time to mini-conference with students.

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Writing-I would see a variety of activities depending on where the student is in the writing process. Students would be moving and learning at their own pace.

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"It is significant to realize that the most creative environments in our society are not the ever-changing ones. The artist's studio, the researcher's laboratory...are each deliberately kept simple so as to support the complexities of the work in progress. They are deliberately kept predictable so the unpredictable can happen."

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Teachers walking around the room, listening to students

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Teachers walking around the room, listening to students

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I would see the teacher working alongside the students, enagaging in conversations about their learning. The students have choice in what they are doing, The teacher is walking around the room pulling small groups.

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Listening is the key. Not just giving students the opportunity to talk to each other, but taking the time to listen to them talk and more importantly, hearing what they understand and don't understand and then going from there.

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When structures, rituals, routines are set up in our classrooms, we student teachers asking lots of questions to help guide their thinking and inquiry.  Kids are excited about what they are learning and take ownershi.

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I would see student led conversations and discussions that are engaging and exciting for the students.

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I would hear students using the vocabulary being used during workshop. I would see students engaged in their learning. I would see a lot of modeling on behalf of instructor (s). I would see small groups working together. Students would be doing the majority of the talking.

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Students would be busy reading, writing, solving math problems and sharing their thinking for the majority of the day instead of sitting and listening for long periods of time. Students would be in charge of their own learning and the teacher would act more as a guide and listener than as an expert in everything. Students would learn from and with each other.

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I would see student led dicussions, students actively taking a role in their learning.  Students sharing there thoughts with each other which inturns leads to asking more questions for which research needs to be conducted.

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I would see teaching beyond the traditional concept of what teaching looks like.  The idea that teaching is listening is something we know as teachers, but does not fit the traditional concept of what teaching "is".

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So great to see everyone's thinking and learn from one another!

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When you really hear students engaged it is a wonderful sound. Building routines is important and after reading the first chapter it makes sense so students can focus on the task at hand and not wondering what is next. As always it is less me and more of them.

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I would also see the teacher walking around, meeting with students to engage, guide, and support their learning. Teacher going around assessing students and immediately pulling an intervention group.

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We would see teachers listening  and asking "How do I know what my students know and are able to do?"  They would be working with small groups and individuals.  Students would be reading, writing, thinking, talking and practicing new skills. Sounds exciting.

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I should buy some superman & woman capes... because I picture student choice, student voice and student ownership as student leaders ~ an incredible community of little, independent learners!  Kristina

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What happens if a student is not motivated during the mini lesson, lets say because he is not interested in the subject?

After all teachers motivate students through their words if teachers don't talk
how can they motivate their students?

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"For teachers and students alike, the goal is not perfection but persistence in the pursuit of understanding important things."

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Elizabeth: I think we would see kids in a very excited mood.. sometimes they would connect with me about what they learned or what inspired them.. we would see concentration... they would make products or report out on sticky notes and such. The classroom would be noisier and more active.

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Elizabeth: I think we would see kids in a very excited mood.. sometimes they would connect with me about what they learned or what inspired them.. we would see concentration... they would make products or report out on sticky notes and such. The classroom would be noisier and more active.

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I would see students actively engaged, thinking about what they are doing, trying out ways to express themselves. I would see the teacher supporting and coaching learners while modeling how to ask questions, share ideas, negotiate meaning.

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Students WANT to be successful, they want to participate until they learn that their answers may be incorrect or arrived at in the wrong way. Giving them structure, and allowing them the chance to develop their thinking with structured mini lessons allows them to find their own success, or learn how they came to the "answer". Watching this process allows teachers to tailor lessons and keep students interested.

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I love the idea of listening to my students to hear what they know. Instead of focusing on "are they on task" focusing on actually listening to them. Also my role setting them up in the beginning to be able to accomplish this. Can you imagine 5 year olds discussing their thinking on topic. How exciting. I am also seeing the need for sheltered instruction in order for this to happen.

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Raymundo Cesar Cortes Rodriguez De La Santisima Virgen De Nuu savi

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Raymundo Cesar Cortes Rodriguez De La Santisima Virgen De Nuu savi

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I would see independence, not only student but also independence in choice, in thinking, and in ways of Sharing.

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Workshop sounds like an amazing cyclical structure that encompasses the importance of listening to teach. I know that I will need to step outside my comfort zone to take risks. When I read words like...structure, routine, ritual, and systems,
I know this is a movement that our students need and deserve.

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Laura                    Learning is a consequence of thinking, if teachers are always talking, when do students get the time to think? It's hard to give up teacher talk time when you feel you have to present specific content in a short amount of time.

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Laura                    Learning is a consequence of thinking, if teachers are always talking, when do students get the time to think? It's hard to give up teacher talk time when you feel you have to present specific content in a short amount of time.

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I would prefer to have the students talk to each other, ask each other questions, share their learning, but also in the time I have as a specialist with each small group, this doesn't always happen, but it should.

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"These four elements-structure, routine, ritual and system-are about the little things that happen every day in the classroom that add up to the great big thing: student doing the work of learning." That Workshop Book. I am very excited about this and can't wait to see and hear what these kinders come up with!!

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LISTENING is at the core of planning next steps for instruction, knowing what questions to ask students, knowing what to teach during a catch and release, and determining what the focus should be during the debrief.

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I would see the staff working together to answer the question "What do our students know and are able to do?" We need to openly share our ideas to build up our knowledge in how best to instruct students so they can learn.

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After reading this section, I looked at the keys words in the definition of Structure, Routine, Ritual, and System and came up with this basic definition for the Workshop Model:
A model in which you do things in a repeated and habitual way for a purpose.

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I would see students who feel safe and confident to share their thinking. Routines would be predictable and students would know how to navigate between mini-lesson, work time, and debriefs. Students would be excited to share their learning with others.

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I struggle to this day with workshop and the 15 min mini-lesson  for complex topics is rough to say the least.

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If structures, routines,  rituals and systems are in place, I would see/hear:
-Students advocating for themselves.
-Lots of questions being asked, primarily S to S, but also T to S and S to T (Questions like explain your thinking and other clarifying questions)
-An entry point into the conversation for every student
-Less student anxiety as they would know what to expect
-Teachers with more energy at the end of the day and feeling good about the data they were able to capture and where they were headed the next day

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What is workshop?
Workshop is the key to listening to teach for many reasons, but not for one reason. It is a complex system of intertwining events that lead to students doing the work of learning and demonstrating their understanding of essential content and skills.

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I would see students doing most of the work. Reading, writing, speaking and listening all around the focus of the lesson. Students would be trying out and practicing the skills they are developing and struggling with.
Students will be engaged in student to student, student to teacher, and student to text/concept activities and conversations.
I will hear a buzz of students reading,  telling their neighbor something they wonder as they read, working together with partners or groups, sharing their writing and mathematical thinking, and wondering about the science concepts they are exploring.
I would see sentence frames, anchor charts full of student thinking, student work, and hear academic language!