Making the Workshop Model Work
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Hands-On Experiences
Hands-on experiences are a MUST for Science students. Many scientific concepts are abstract, and difficult to visualize, so students need to experience them through labs. Students cannot grasp scientific information from just hearing it or writing notes about it or making flash cards. Some students may grasp the definitions, but they will not fully grasp the concept. Hand-on experiences can take place during the group time designated by the Workshop Model.
Hands-on experiences help with the short attention spans of students because they give students something to hold, manipulate, and give attention to, and then it must be the subject of their calculations and writing.
During labs, students see the concepts in action with actual materials. They gain experience with measuring, collecting data, and making scientific observations, and drawing scientific conclusions.
The skills referenced in the SC Science Standards are the Science & Engineering Practices (SEPs).
In order to adequately teach the content of the SC Science Standards, hands-on labs must be incorporated often. At least one lab should be a part of each week's plans.
Following labs students should complete a data chart, translate that into a graph, and write conclusions in a paragraph or two.
Most, if not all, science textbooks programs are accompanied by a lab manual with great ideas for labs that are connected to the course content.
MINI LABS: These are short labs. Mini-Labs take place in 10-30min periods of time. In this time, students follow a short procedure, collect quantitative and/or qualitative data and write conclusions in a paragraph. These, too should take place weekly in Science classes of all grade-levels.
Hands-on experiences help with the short attention spans of students because they give students something to hold, manipulate, and give attention to, and then it must be the subject of their calculations and writing.
During labs, students see the concepts in action with actual materials. They gain experience with measuring, collecting data, and making scientific observations, and drawing scientific conclusions.
The skills referenced in the SC Science Standards are the Science & Engineering Practices (SEPs).
- Ask Questions and Define Problems...
- Develop and Use Models...
- Plan and Carry Out Investigations...
- Analyze and Interpret Data...
- Use Math and Computational Thinking...
- Construct Explanations...
- Engage in Argument from Evidence...
- Obtain, Evaluate, and Communicate Information...
- Construct Devices or Design Solutions...
In order to adequately teach the content of the SC Science Standards, hands-on labs must be incorporated often. At least one lab should be a part of each week's plans.
Following labs students should complete a data chart, translate that into a graph, and write conclusions in a paragraph or two.
Most, if not all, science textbooks programs are accompanied by a lab manual with great ideas for labs that are connected to the course content.
MINI LABS: These are short labs. Mini-Labs take place in 10-30min periods of time. In this time, students follow a short procedure, collect quantitative and/or qualitative data and write conclusions in a paragraph. These, too should take place weekly in Science classes of all grade-levels.
Seating Arrangements
Classroom seating can help or hinder the progress of executing Workshop Model lessons. One component of Workshop Model is group work. When students are all seated separately at individual desks, this arrangement may not lend itself to group/collaborative assignments. In the arrangements below, students have access to other students to collaborate for mini-labs, full labs, thought partnerships, station rotations, etc.
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Station Rotation
Station Rotations can be a method of planning that will overcome short attention spans. With this method, students rotate to different parts of the room for a given amount of time to complete tasks specified by the teacher.
To get started with this method, teachers may put each assignment into a box or envelope to be passed group to group - this method gives the benefit of a station rotation with less student movement.
Teachers may also use an onscreen monitor to help with noise, time control, etc.
Getting started with stations:
A 6th grade Example:
-Teacher provides station 1 with an envelope containing small grids, 4 red pens, 4 blue pens, 4 rulers, and glue sticks.
-Teacher provides station 2 with an envelope containing pictures of a calibrated rain gauge, colored pencils, and glue sticks.
-Before going to groups, in pencil, students should use the ruler to make their X and Y axis. The X- should be labeled days 0-7. The Y- should be labeled 0 to 90, but they may break the line making it 50-90, if desired.
Students divide a notebook page titled Next Week's Forecast, into 4 quadrants, labeling 1 and 2 and the top, and 3 and 4 at the bottom. Students should go to https://www.wunderground.com/calendar/us/sc/rock-hill/KCLT
Station 1: Students use the red pen to graph the high temp for each day during the week of Oct. 13-19. Students use the blue pen to graph the low temp for each day during the week of Oct. 13-19. Students should paste the completed graph into quadrant 1.
Station 2: In quadrant 2 students calculate, and show their work to determine how much rainfall is expected during the week. They then take a rain gauge and shade up to the point the rain would will. Students should paste the rain gauge into quadrant 2.
Station 3: Students should turn to p. 56-57 in their textbook to read. After reading, in quadrant 3, they should sketch the diagram found on p. 57 and label it correctly.
Station 4: At the link above, students should click 10-Day. Students should study the graph, then write a short paragraph, in quadrant 4, explaining the relationship between temperature, dew point, cloud cover and chance of precipitation that is evident on the graph.
To get started with this method, teachers may put each assignment into a box or envelope to be passed group to group - this method gives the benefit of a station rotation with less student movement.
Teachers may also use an onscreen monitor to help with noise, time control, etc.
Getting started with stations:
- Determine the overall goal of the lesson - what should students know and be able to do at the end of the time?
- Determine if one station experience must occur before another - it's best if this is not the case.
- Determine what students will do at each station and how much time they will need.
- Help students to choose groups. It is best if the groups are made early and the students keep the same groups for a period of time - a month, or a nine-weeks, etc.
A 6th grade Example:
-Teacher provides station 1 with an envelope containing small grids, 4 red pens, 4 blue pens, 4 rulers, and glue sticks.
-Teacher provides station 2 with an envelope containing pictures of a calibrated rain gauge, colored pencils, and glue sticks.
-Before going to groups, in pencil, students should use the ruler to make their X and Y axis. The X- should be labeled days 0-7. The Y- should be labeled 0 to 90, but they may break the line making it 50-90, if desired.
Students divide a notebook page titled Next Week's Forecast, into 4 quadrants, labeling 1 and 2 and the top, and 3 and 4 at the bottom. Students should go to https://www.wunderground.com/calendar/us/sc/rock-hill/KCLT
Station 1: Students use the red pen to graph the high temp for each day during the week of Oct. 13-19. Students use the blue pen to graph the low temp for each day during the week of Oct. 13-19. Students should paste the completed graph into quadrant 1.
Station 2: In quadrant 2 students calculate, and show their work to determine how much rainfall is expected during the week. They then take a rain gauge and shade up to the point the rain would will. Students should paste the rain gauge into quadrant 2.
Station 3: Students should turn to p. 56-57 in their textbook to read. After reading, in quadrant 3, they should sketch the diagram found on p. 57 and label it correctly.
Station 4: At the link above, students should click 10-Day. Students should study the graph, then write a short paragraph, in quadrant 4, explaining the relationship between temperature, dew point, cloud cover and chance of precipitation that is evident on the graph.
Add some spark to your Workshop Model lessons with choice!
Does everyone need to do the exact same thing?
Are there choices that can be offered to students that will lead them to the same knowledge?
Rather than giving each student/group the same flower to research and write the complete taxonomy,
give each group related flowers to research the complete taxonomy.
In your sharing time, lead them to realize the relatedness of the flower species. (6th)
- - - - - -
Rather than everyone reading the same scenario and making the same Punnett Square,
consider giving each group a different scenario and Punnett Square to complete and share with the class. (7th)
- - - - - -
Rather than each individual researching the entire EMS, have each group research a different type of wave.
During sharing time, have the discover the spectrum. (8th)
Does everyone need to do the exact same thing?
Are there choices that can be offered to students that will lead them to the same knowledge?
Rather than giving each student/group the same flower to research and write the complete taxonomy,
give each group related flowers to research the complete taxonomy.
In your sharing time, lead them to realize the relatedness of the flower species. (6th)
- - - - - -
Rather than everyone reading the same scenario and making the same Punnett Square,
consider giving each group a different scenario and Punnett Square to complete and share with the class. (7th)
- - - - - -
Rather than each individual researching the entire EMS, have each group research a different type of wave.
During sharing time, have the discover the spectrum. (8th)
Due to the fact that your students are at different levels of mastery, we must differentiate instruction.
As you review student data, think of ways to maximize on strengths and build on weaknesses. A few ideas:
As you review student data, think of ways to maximize on strengths and build on weaknesses. A few ideas:
- If assigning a reading passage group students by reading ability. Sit with the lower groups and discuss the passage first.
- If assigning groups to make models, assign groups different levels of intricacy in their model - some groups may make a model of the cells with certain organelles, while the more advanced groups might model the cell membrane.
- If working on vocabulary, the tasks may differ. Some students may infer definitions from a passage, others may study the Greek/Latin word origins.
