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Workshop and Student Responsibility

How the Workshop Structure Helps Mathematics Students Take Responsibility for Their Learning
by

John Golden

on 8 August 2010

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Transcript of Workshop and Student Responsibility

Workshop Structure and Student Responsibility How the Workshop
Helps Mathematics Students
Take Responsibility for Their Learning Dr. David Coffey
Dr. John Golden Michigan
Council of
Teachers of
Mathematics
2010 The structure of your
instruction is worthy of intention;
Students taking more
responsibility for their learning
is a valuable goal; and
How does structure relate
to responsibility? Objectives Schema
Activation Council on 21st Century Learning Focus Responsibility
“Learners need to make their own decisions about when, how and what ‘bits’ to learn in any learning task.”
- Cambourne 1988 Your Task
There are some samples of workshops we use in class. These are not proposed to be used directly in yours! Instead, skim them with this idea of responsibility in mind. Where is there room for student responsibility? How does the structure support the students to take it? Connections:
How do the workshop samples relate to this broad sense of responsibility?
Based on these samples, how does the workshop structure relate to your classroom? In Class Workshops At Home Workshops Conditions of Learning
Engagement
Demonstration
Immersion
Expectation
Response
Employment
Approximation
Responsibility “I never teach my pupils; I only attempt to provide the conditions in which they can learn.”- Albert Einstein Reflection What did you notice about the workshop structure?
What connections did you make to responsibility?
What questions would you want to ask the teachers/authors? How can you apply these ideas to your teaching? Raoul Dufy, 1935,
The Artist's Studio Links Lucy Calkins (the ‘guru’ of literacy workshops in elementary) discusses how the exact structure of the workshop is not what is important. What is important is that a structure is in place so that learners do not have to guess at their role in their learning. “If the writing workshop is always changing, always haphazard, children remain pawns waiting for their teacher’s agenda.”
http://mathhombre.blogspot.com/2010/08/workshop-and-responsibility.html http://www.reading.org/Library/Retrieve.cfm?D=10.1598/RT.49.3.1&F=RT-49-3-Cambourne.pdf Assessment Workshops http://www.tqnyc.org/2005/NYC052376//main_new.html Materials from this session: Cambourne's Article with
the Conditions of Learning: Overview of Reader's and
Writer's Workshop: Contrast this with the culture of learned
helplessness that is endemic to many classrooms. Debbie Miller, Teaching with Intention HS students talking about
online learning “Teachers open the door. You enter by yourself.”
– Chinese Proverb The only way to make a man trustworthy is to trust him.
– Henry Stimson Skim these example workshops, looking for connections,
considering what questions about the structure you'd like to ask. (The rest of the prezi is extra material and references.) Watch the following two video clips that contrast students and learners. The point is not to push new jargon, but to think about what we want for our pupils. What do the Student and the Learner have in common and in contrast? Margaret Mooney's
Visualization of
Gradual Release of Responsibility
Full transcript