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The first question might be: "WHEN DOES THE CLASS BEGIN?" well, the answer is that the WORKSHOP begins when the individual students SAYS it begins. ... and each student can begin at their own pace.
|This is the R in Relations|
I can imagine that some students might want to slide back to the passive Lecture model…
"What are we studying today?"
Posters on the walls will help guide students.
|These are aspects of individual learning|
|Notice the difference between GUIDED (from the outside) and ORIENTED (from the inside)|
|Teachers have a new role... GUIDES ON THE SIDE|
|You can see the progress through the year|
|here is how the calendar looks|
|I like the verb "pursue" = independence|
|Notice the layout... it is hard to find a "front" of this room|
|Two types of appointments|
|The four stages of the workday|
I like the difference between OUTSIDE guiding and INSIDE Orientating… When I ORIENT myself, I have some force IMPELLING inside me. Before I get there, I need OUTSIDE guiding.
(I'm beginning to "get" the vocabulary)…
Where do you feel students have been set up for success?
1. The vocabulary sets up the expectations for the students to take charge of their learning... it's a WORKSHOP (not a classroom).
2. The structure of the workshop goes from GUIDED to ORIENTED to the independent work.
3. There are APPOINTMENTS, so the students can get reinforcement to move in the direction of independence.
What follow-up discussions and individualized sessions do you feel still need to take place between students and Educators and students and SLMs in order to promote well rounded confidence in learning in an FRE way?
Discussion need to be held about what happens to homework and classwork. Students will have assumptions about how homework is handled.
I think it helps to have SLMs to clearly take students through some of the steps to arrange an appointment. Eventually the students will take the initiative.
I like the wording in the slide about DAY TO DAY learning operations where the verb is PURSUE… this indicates WHO has responsibility. students will PURSUE appointments.
There is a balance between FOLLOWING guidelines from the educator and PURSUING appointments ….
Learn what the SLM and Educator are responsible for during FRE Workshop implementation phases. Be able to see how the initial steps of implementation will be accomplished, and feel comfortable with introducing FRE principles to students.
Be able to verbalize some strategies that would make a classroom-to-workshop transition effective.
Classroom: = lecture and taking notes
The suggestion in the name of "classroom" is that a class (i.e. lecture for most students) will happen.
Workshop … making the transition… let's help the students learn to make the transition.
Could CORNELL NOTES be helpful?
This procedure might be a helpful way to guide the student to take steps to organize and collect information….
A tour of the WORKSHOP will be helpful… I could almost see how the students might re-organize their classroom to turn it into a workshop…. just by moving around desks….
Guidance Appointments SLM several times per week.
Procedures, study skills, specific tips…
PROGRESS APPOINTMENTS Educator for specific subjects several times a year
The language of START AND END point is beginning to get familiar now. The KWL
K: What do I KNOW?
W: WHAT do I WANT to know? (This will be part of the End Point)
L: What have I recently LEARNED during this unit?
That's similar to the END POINT