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How can I and my co-teacher use the workshop model together? 

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How can I and my co-teacher use the workshop model together? 

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How can I build on what my students have learned so that they continue to grow?

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How can I build on what my students have learned so that they continue to grow?

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What type of tasks and work will cause my students to struggle productively?

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What type of tasks and work will cause my students to struggle productively?

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How can I continue workshop model during remote learning with First Graders

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What would be the best routines or traditions to establish that would support workshop skills with students?

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What would be the best routines or traditions to establish that would support workshop skills with students?

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Reflection and sharing, I always seem to run out of time!

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Reflection and sharing, I always seem to run out of time!

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How can I continue to utilize workshop in this digital environment?

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keeping the lesson just enough, but not giving them too much so they still grapple

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keeping the lesson just enough, but not giving them too much so they still grapple

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I love the way the high school teacher started with what kids will be doing during the workshop and starting with that to plan her minilesson.

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I love the way the high school teacher started with what kids will be doing during the workshop and starting with that to plan her minilesson.

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What was your greatest success this week?  What was your greatest challenge?

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What was your greatest success this week?  What was your greatest challenge?

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How does precise feedback move learners along versus leveraging grading?

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How does precise feedback move learners along versus leveraging grading?

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What is the essential learning for this lesson and how does it connect to the essential unit questions?  That may drive how I began to know for workshop

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Beginning with the end in mind...What enduring understandings do I want students to have that applies to life-worthiness.

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Beginning with the end in mind...What enduring understandings do I want students to have that applies to life-worthiness.

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How can we use workshop to continue to explore and improve the concepts of student agency/ownership as well as equity?

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How can we use workshop to continue to explore and improve the concepts of student agency/ownership as well as equity?

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How can I find time to plan all of this??

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How can I find time to plan all of this??

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I need to work on my pacing for workshop.

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I need to work on my pacing for workshop.

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How can I have my students lead the majority of the lesson. 

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How can I have my students lead the majority of the lesson. 

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Begin with life-worthiness! How can I begin with this?

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How will I schedule in time for students to talk more.  This is particularly important with distance learning.  I have to make sure my students participate.

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How will I schedule in time for students to talk more.  This is particularly important with distance learning.  I have to make sure my students participate.

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To make sure that I think about reflection at the beginning of the workshop time and set the students up with questions so that the reflection will be productive for the students

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To make sure that I think about reflection at the beginning of the workshop time and set the students up with questions so that the reflection will be productive for the students

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What is the evidence that students truly feel ownership of their work?

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What is the evidence that students truly feel ownership of their work?

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I tend to forget about leaving time for reflection.  Often I run out of time during the period, and I just never thought to start a class by saying, "What did you learn yesterday?  What might be important moving forward?"

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I tend to forget about leaving time for reflection.  Often I run out of time during the period, and I just never thought to start a class by saying, "What did you learn yesterday?  What might be important moving forward?"

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How will I get the kids talking more and using that "acedemic" language?

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Stepping back and letting students develop their own thoughts vs what I give them to think about

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Stepping back and letting students develop their own thoughts vs what I give them to think about

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What might be some ways to allow for work time in a virtual workshop?

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How can I help foster independence with young learners that struggle with self-control?

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How can I help foster independence with young learners that struggle with self-control?

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Planning with with work time in mind.  That will influence the other aspects of WS.  Modified backward planning.

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The element that I need the most work on is conferring during work time.

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I am going to explore using Workshop with my new teachers. I am thinking having them more engaged will be more meaningful than exclusively my voice during PD.

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What rich task will help students be engaged in an online setting?

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What rich task will help students be engaged in an online setting?

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I want to work on hooks - I am thinking a lot about what Tracy said about building hooks from what will happen during student work time - I am also thinking about what Susan said about thinking about where we were yesterday, a week ago, a month ago to inform where we are going next.

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I want to work on hooks - I am thinking a lot about what Tracy said about building hooks from what will happen during student work time - I am also thinking about what Susan said about thinking about where we were yesterday, a week ago, a month ago to inform where we are going next.

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In a virtual setting, should we go off line for independent worktime and then have a set time for reflection?

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In a virtual setting, should we go off line for independent worktime and then have a set time for reflection?

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What do my students need from me to get started?

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What do my students need from me to get started?

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I would like to be more consistent with my debrief/reflection time.  I would also like to intentionally plan places within our workshop to do quick, little self reflections.

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I would like to be more consistent with my debrief/reflection time.  I would also like to intentionally plan places within our workshop to do quick, little self reflections.

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I'm hoping to refine how I end workshops and ask students to reflect and hold on to the learning until next time.

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I'm trying to be more flexible with the structure of the workshop. Some days the mini-lesson, reflection, etc. might be a bit longer, and other days it might be shorter...

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I would like to focus on the share part. I was just thinking that if I view share as the dessert portion of the workshop it might help me to be more intentional about not leaving it out. 

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I would like to focus on the share part. I was just thinking that if I view share as the dessert portion of the workshop it might help me to be more intentional about not leaving it out. 

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What about students who don't want to engage?

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What about students who don't want to engage?

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I am working on reflection...this is a piece that I know if crucial but I often rush it. 

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I am working on reflection...this is a piece that I know if crucial but I often rush it. 

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I would like to refine reflection time with littles.

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I would like to refine reflection time with littles.

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I need to work on refining my reflection time, and when to catch and release. 

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I need to work on refining my reflection time, and when to catch and release. 

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I am attentive in making time for reflection during class time, but we don't always make it entirely through that...so I am going to work to be more intentional with timing to allow for thorough reflection