Opinion
Empowering Student Agency through the Workshop Model
The IB curriculum places a strong emphasis on cultivating Approaches to Learning skills, encompassing critical thinking, research, communication, self-management, and social skills right from the early years.
One of the most effective tools for instilling student agency in the classroom is the Workshop Model. This model’s versatility is remarkable, as it can be applied to elementary students across various subject areas. It serves multiple purposes, such as assessing prior knowledge, enabling differentiated learning, and culminating, assessing, and reporting on learning outcomes.
Let’s delve into each of these facets with insights drawn from my own classroom experiences:
Prior Knowledge Assessment:
The Workshop Model shines when it comes to gauging students’ prior knowledge on a specific topic. It also provides valuable insights into the collective thinking level within the classroom. For example, during a prior knowledge assessment in mathematics, where we explored the concept of place value, we set up stations with differentiated task cards, each station covering a different aspect of place value from the previous grade. In a rotational fashion, students progressed from one station to another, with the condition that they could only advance when they completed the task card accurately. By the end, we had a wealth of data to inform our lesson planning, addressing individual learning progressions. Students were also actively involved in self-assessment, reflection, and goal-setting, fostering a sense of agency in their learning journey.
Differentiated Learning in the Classroom:
The Workshop Model is a lifesaver for educators when faced with varying skill levels in the classroom. Take, for example, an English lesson focused on encouraging students to apply the writing process. We set up five stations: Prewriting, Drafting, Revising, Editing, and Publishing, each equipped with checklists for students to self-assess their work. The students were given the topic “My Favorite YouTube Channel,” and, with two teachers in the classroom, two stations were assigned for each stage. As with prior knowledge assessment, students had to complete the checklist at each stage before moving forward. In a matter of minutes, we had students at different stations, each progressing at their own pace. This model allows for tailored learning experiences to cater to the unique progression levels of each student.
Culmination, Assessment, and Reporting of Learning:
As students accumulate knowledge throughout the year, the Workshop Model offers an ideal platform for showcasing their learning journey. This process opens the door to peer assessment, teacher evaluation, and parental involvement. Students exhibit their work, not just the final product but the entire learning process. They teach visitors and provide them with the opportunity to participate in the tasks. Students consider the target audience while explaining the process and the engagement required. For instance, we organized a Math workshop as the year-end culmination for Grade 5 students, where teachers and students from other grades visited stations covering specific mathematical concepts. These visiting students were from Grades 2, 3, and 4. Grade 5 students planned the activities according to the audience’s understanding level. Each station had multiple activities catering to different grades, allowing younger students to learn from their older peers and provide feedback. Teachers assessed the students’ understanding using analytical rubrics at each station, considering their answers and conceptual comprehension. This comprehensive approach not only culminates the students’ learning but also assesses their understanding at different levels, informing visitors about their progression—a true reporting of learning.
It’s essential to note that in the early years, workshops tended to be more sensorial, concrete, and pictorial. Stations have independent and group expectations, and younger students receive closer guidance compared to upper primary students.
Let’s continue to empower our students by providing them with the tools and opportunities to take charge of their own learning journey. The Workshop Model is a powerful instrument in this endeavor.
By Aanchal Shah, Grade Level Coordinator and Form Tutor, Prometheus School, Noida