Rethinking Time in the
Middle School Classroom
Presented by
Mindi Rench, Literacy Coach
Northbrook Jr. High, Northbrook, I...
Think about your
typical class
period:
How much time is spent in:
• teacher talk;
• teacher directed Q & A;
• students tal...
Why do we need to make
time for students to talk?
Giving students time to talk collaboratively provides important
opportun...
Turn & Talk
What are you thinking about in terms of
your instruction and how you might
incorporate more time for students ...
So how do teachers create space and
time for thinking and talking?
Consider the workshop/gradual
release of responsibility...
See the model in action
https://www.teachingchannel.org/videos/improving-
teacher-practice
Monday, August 18, 14
Components of a Workshop
Choice
Instruction
Time
Talk
Periods of focused study
High expectations and Safety
Structured man...
Large group meeting area
Well-organized classroom library
Taking ownership of learning.
Monday, August 18, 14
Structure of a
Workshop
Minilesson (Whole class instruction, guided
practice)
Independent work time (shoot for 70% of a
we...
Monday, August 18, 14
Monday, August 18, 14
Planning
What do students need to know and be able to
do in order to be better adults? How can I
help students come to kno...
But.....
What about the curriculum we
have to cover?
More and more brain research tells us that students are
not retaining...
Instruction
What daily systems, structures, routines, and rituals
will help me uncover what my students know and
are able ...
A Closer Look at Small Groups
Invitational Groups
Teacher chooses a group of
students and invites those and/
or others who...
Assessment
How will I know what students have learned? How
will I use the data I collect to make decisions on
what will ha...
Conferring
Conferring, both individually and with groups of
students, provides immediate formative
assessment.
Conferring ...
Stop-Think-Jot
Take a minute to think. What is going on in
your brain right now? What sounds doable?
What questions are at...
Things to Consider Before You Start
Rituals and Routines
Physical Space
Management
Time (both yours and the students’)
Cur...
One LA Teacher’s Typical Schedule
10-15 minutes: Opening Activity (vocabulary, article of
the week, poem, read aloud)
10-2...
A Science Teacher’s Workshop
Schedule (40 minutes)
15 minutes: Whole class instruction
20 minutes: Group activity or indep...
Setting Yourself and Your Students
Up For Success
Think about the rituals and routines you’ll need to
teach the students i...
Monday, August 18, 14
Monday, August 18, 14
Monday, August 18, 14
Final thoughts.....
Making time for students to talk to each other results in
deeper learning and greater retention.
Two o...
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Rethinking Time in the Middle School Classroom

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An introduction to the workshop model for the teachers at St. Norbert School, Northbrook.

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Rethinking Time in the Middle School Classroom

  1. 1. Rethinking Time in the Middle School Classroom Presented by Mindi Rench, Literacy Coach Northbrook Jr. High, Northbrook, IL mrench@northbrook28.net Follow me on Twitter: @mindi_r http://slideshare.net/mindi_r Monday, August 18, 14
  2. 2. Think about your typical class period: How much time is spent in: • teacher talk; • teacher directed Q & A; • students talking to each other; • students working independently? Monday, August 18, 14
  3. 3. Why do we need to make time for students to talk? Giving students time to talk collaboratively provides important opportunity for rehearsal before writing or large-group discussions. Human beings are social creatures who learn best through conversation. Teens, especially, are social, and leveraging that need increases engagement. “Oral language is a cornerstone on which we build our literacy and learning throughout life.” (Zwiers & Crawford, 2011) Monday, August 18, 14
  4. 4. Turn & Talk What are you thinking about in terms of your instruction and how you might incorporate more time for students to talk? Monday, August 18, 14
  5. 5. So how do teachers create space and time for thinking and talking? Consider the workshop/gradual release of responsibility model: The workshop embodies the philosophy of I do... We do.... You do.... Monday, August 18, 14
  6. 6. See the model in action https://www.teachingchannel.org/videos/improving- teacher-practice Monday, August 18, 14
  7. 7. Components of a Workshop Choice Instruction Time Talk Periods of focused study High expectations and Safety Structured management Monday, August 18, 14
  8. 8. Large group meeting area Well-organized classroom library Taking ownership of learning. Monday, August 18, 14
  9. 9. Structure of a Workshop Minilesson (Whole class instruction, guided practice) Independent work time (shoot for 70% of a week’s worth of class time for independent work) Reflection/Sharing Monday, August 18, 14
  10. 10. Monday, August 18, 14
  11. 11. Monday, August 18, 14
  12. 12. Planning What do students need to know and be able to do in order to be better adults? How can I help students come to know what they know and are able to do? What will I do if they don't get it? That Workshop Book by Samantha Bennett, p. 7 Monday, August 18, 14
  13. 13. But..... What about the curriculum we have to cover? More and more brain research tells us that students are not retaining most of what teachers cover over the course of the school year. Interval research shows that when students are learning a new concept, they will retain and reapply newly learned information for about 6 days.  When you go back at look at 6 week mark, they are still retaining concept, can describe it, but cannot apply it.  At six month mark, both are gone with there is lack of depth. Teach FEWER concepts of GREAT IMPORT to GREAT DEPTH over A LONGER period of time. Monday, August 18, 14
  14. 14. Instruction What daily systems, structures, routines, and rituals will help me uncover what my students know and are able to do so I can teach them more today and teach them better tomorrow? What will help students know so they can become intrinsically motivated agents of their own learning? That Workshop Book by Samantha Bennett, p. 7 Monday, August 18, 14
  15. 15. A Closer Look at Small Groups Invitational Groups Teacher chooses a group of students and invites those and/ or others who are interested in the instruction to a small group session. Instruction is targeted and specific. Groups are flexible. Literature Discussion Groups Small groups of students (3-5) read and discuss a common text. The teacher serves as an observer/facilitator of the groups. Choice and flexibility are key. Monday, August 18, 14
  16. 16. Assessment How will I know what students have learned? How will I use the data I collect to make decisions on what will happen next for both whole class instruction and individual students. Are my assessments truly assessing the learning targets I have set for my students? Do I provide useful feedback to students following both formative and summative assessments? Monday, August 18, 14
  17. 17. Conferring Conferring, both individually and with groups of students, provides immediate formative assessment. Conferring also provides a platform for differentiation, as instruction can be tailored to each individual student’s needs. Consider using reflection and short writing prompts as exit tickets for another formative assessment. Monday, August 18, 14
  18. 18. Stop-Think-Jot Take a minute to think. What is going on in your brain right now? What sounds doable? What questions are at the forefront? Now take a few minutes to explore one of these ideas or questions in writing. Write for three minutes. Don’t stop to think, just write. See where your writing takes you. Monday, August 18, 14
  19. 19. Things to Consider Before You Start Rituals and Routines Physical Space Management Time (both yours and the students’) Curricular considerations Monday, August 18, 14
  20. 20. One LA Teacher’s Typical Schedule 10-15 minutes: Opening Activity (vocabulary, article of the week, poem, read aloud) 10-20 minutes: Whole Class Instruction(minilesson, discussion, shared reading) 30-40 minutes: Independent Work (writing, independent reading, conferring) 5 minutes: Closing Remarks & Wrap-up Monday, August 18, 14
  21. 21. A Science Teacher’s Workshop Schedule (40 minutes) 15 minutes: Whole class instruction 20 minutes: Group activity or independent work 5 minutes: Wrap-up/Sharing Monday, August 18, 14
  22. 22. Setting Yourself and Your Students Up For Success Think about the rituals and routines you’ll need to teach the students in order to create a classroom environment that encourages and celebrates student voices and choices. Develop structures for pairs, small groups, and individuals to work within the classroom. Teach students how to work together in groups. Build on the adolescents’ natural need to be social. Monday, August 18, 14
  23. 23. Monday, August 18, 14
  24. 24. Monday, August 18, 14
  25. 25. Monday, August 18, 14
  26. 26. Final thoughts..... Making time for students to talk to each other results in deeper learning and greater retention. Two of my favorite quotes: “School should not be a place where young people go to watch old people work.” - Harry Wong “The person who is doing the thinking is the person who is doing the learning.” - Ellin Keene Using the workshop/gradual release of responsibility model gives students choices and a sense of agency which in turn results in increased motivation. Monday, August 18, 14

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