Math Workshop Model

 

I've always wondered about the math workshop model for teaching mathematics in high school.  By definition, the math workshop model is a mix of whole group and small group instruction where the students do most of the math. In addition there is quite a lot of choice for students and they practice talking about their mathematical thoughts and reasoning.  In this model,  teachers operate as facilitators by  asking questions rather than telling them how to do it and students work together, learning how to do it from each other. The teacher has time to work with small groups who need it while conferring with students who just need to touch base. This model focuses on conceptual knowledge rather than procedural knowledge. 

The nice thing about the math workshop model is that it is more student centered rather than teacher centered. The teacher does give a mini-lesson to introduce the concept to all students. After the mini-lesson students are expected to work though multiple differentiated activities designed to engage them while helping them learn the concept. At the end of the lesson, students share what they learned and what strategies they used in learning.

When done correctly, students tend to be more engaged and the math concepts are connected rather than being presented in isolation.  Since students are working together, it helps increase self confidence in both students and teachers.  The different activities address student learning styles and needs while giving students practice in expressing their ideas and thoughts. In addition, it helps build community in the classroom, encourages peer tutoring, and provides more chances of differentiation. In the process, it allows students to take more responsibility for their learning while making the class more student centered.

The format of a math workshop model has certain elements.  First of all, there should be some sort of warm-up to begin the class.  The warm-up should contain problems for material students have already been exposed to so the teacher can assemble data they can use to create small groups and provide the appropriate differentiation.  This is followed by a short mini-lesson lasting from 5 to 15 minutes focused on a specific skill or concept.  After the mini lesson students can then move to various activities such as working on a practice page with manipulatives, participate in small group games or other activity.  This is when teachers conference with individual students, reteach a skill to a small group, observe and make notes on the learners or provide enrichment activities for those who have mastered the skill.

Once the practice section is done, it is time to gather students to review the lesson, let them ask questions or share their thoughts or how they did things.  Then one can have students practice the skill in a math centers while the teacher works with small groups or individuals. At the same time, it is important to include information and practice problem solving techniques and at the very end, a wrap up or exit ticket. 

This site has ten lessons to help you get organized and started including math workshops in your classroom. Although it may have an elementary slant, much of the information can be used in high school quite easily.  The thing is that the math workshop model does not have to be used everyday.  It could easily be used a couple days a week to provide more student centered time.  It is strongly advised that the teacher plan the activities in advance and have everything ready to go before having any math workshop.

This is something that can be implemented into the classroom with a bit of planning but it provides a way of spending time with students who might need a bit more attention.  Let me know what you think, I'd love to hear. Have a great day.