At my school we have been working on the Workshop Model. The Workshop Model is nothing really new and most teacher automatically teach using many elements of the Workshop Model. The Workshop Model has 4 section: Warm-Up (also called a Hook), mini lesson, work session, and a debrief. The Workshop Model really takes over 45 minutes because the warm-up is usually no more than 5-7 minutes, the mini lesson is 7-10 minutes, work session is 40 minutes, and the debrief should be no more than 7 minutes. This does present a problem in the music room because we only have 45 minutes and we usually work on several different concepts in one lesson, but I am expected to follow the Workshop Model even though it is a watered down version of it.
I want to share what I do for the debrief part of the Workshop Model. After the students have done the activity (the work). I will have the class sit on the risers or on the floor in a circle. Then I will call on a student that I know they can demonstrate the lesson target. I have them come up in front of the class and show the class what they did.
I want to share what I do for the debrief part of the Workshop Model. After the students have done the activity (the work). I will have the class sit on the risers or on the floor in a circle. Then I will call on a student that I know they can demonstrate the lesson target. I have them come up in front of the class and show the class what they did.
Before they start I have them share what they are learning. They will basically restate the learning target. They would say something like "Today I am learning how to play the instrument using proper mallet technique and the name of the instrument I am playing on."
My fifth graders are learning to play the "response" part from the song "Bound for South Australia". For the first lesson I wanted them to focus on holding the mallets correctly and to be able to name the instrument they were on..
After the student states the learning target, they would play the part on the instrument. Then I would have the student explain how they were able to play the part. They will basically use things from the success criteria to explain what they needed to know or do to get it done.
After the student states the learning target, they would play the part on the instrument. Then I would have the student explain how they were able to play the part. They will basically use things from the success criteria to explain what they needed to know or do to get it done.
We usually have 3-4 students share their learning. I only pick the first student to share, but then I let the student pick who should share next. I am suppose to pick all of them and they are suppose to be students who can demonstrate the learning target, but I feel that all students should be able to share their work even if they are not successful yet. It's a great way to teach students how to give and take good or bad criticism. After all this is a big part of what goes on in Music. It is part of our music standards.
I am working on getting my students to be more independent on sharing what they know. Right now I am still having to guide them through the process.
Even thought this all takes up time. I actually think it's very valuable. This really helps students to be accountable for their learning because they don't know if they will be called on to share at the end. It also helps me to see if the students are understanding what we are working on or do we need more time with it.
I am working on getting my students to be more independent on sharing what they know. Right now I am still having to guide them through the process.
Even thought this all takes up time. I actually think it's very valuable. This really helps students to be accountable for their learning because they don't know if they will be called on to share at the end. It also helps me to see if the students are understanding what we are working on or do we need more time with it.
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