Math Workshop        

 
 

To teach math, we use the workshop model approach.  The workshop model of teaching uses curriculum, individually paced work, portfolio/performance assessment, self-assessment, peer conferencing, sharing, and teacher conferences.  The workshop model is broken into three parts that take approximately one hour to complete.

  
 
Possible Mini-lesson Topics

Language of Multiplications

Finding Area

Flips

Turns

Slides

Mini - Lesson

The mini-lesson portion of the workshop model consists of a 10 to 15 minute mini-lesson that emphasizes a specific skill or strategy.  Previously taught mini-lessons are often revisited during the year.  Several days may also be spent teaching the same mini-lesson to allow the students to fully grasp the concept.  The mini-lesson often allows for students to practice the newly taught skill or strategy through pair-share activities, guided discussions, or think alouds. 

 

Possible Mini-lesson Topics

Representing Numbers

Determining Net Change

Arrays

Skip Counting

Language of Division

 

 

 

Work Session

The work session of the workshop model can range anywhere from 30 to 40 minutes, depending on the mini-lesson.  It is during this time that the activities will vary based on student needs.  The teacher may spend the duration of the lesson rotating amongst groups and students to clarify any misconceptions.  The teacher may also be doing some informal assessments during this time.

Activities

  • Independent Work - During this time, the teacher may confer with individual students to monitor progress and clarify any misconceptions. 
  • Peer Conferencing - During this time, students may conference with one another to problem solve. 
  • Small Group Work - Students may work in small groups to solve problems or to implement a newly learned strategy.  Students may also gather data during this time.

Closing

The closing session of the workshop model can range anywhere from 5 to 10 minutes in length.  It is during this time that the students return to the gathering area and selected students share based on the mini-lesson.  For example, if an addition problem was posed to the class, students would share their strategies in solving the problem.  The closing allows students to share their work and provides them with vital feedback.  Students learn to complement and provide suggestions to their peers during the closing as well.
Links of Interests:

Math Investigations      Virtual Math Manipulatives     Primary Games: Math    Math Wire 

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