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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]

[b]The workshop model is one of those things that has been researched to be effective for student learning--and there is reasonably good evidence it does  when implemented correctly under good conditions[/b].  But teachers need time to implement it well, and classroom conditions that are conducive to its success.  That's not where we are at right now.[/quote]

Not really.  Or no better than others teaching methods.  [/quote]

+1 on the not really.  Show me the research.[/quote]

The primary evidence for the workshop/guided math model is related to the impact of flexible ability grouping on achievement--so when students receive math instruction targeted closely to their current ability in a given sub-math topic and then allowed to practice in class  they perform higher than when the whole group of mixed ability children are taught as a whole at the same level.  A 2018 meta-analysis--which is a statistical analysis of all available studies-- of studies on differentiation shows there are positive effects on mathematics achievement when you do within class, flexible homogenous ability groupings (which is what the Guided Math/Workshop model is) compared to traditional whole group instruction.  Study: Marjolein I. Deunk, Annemieke E. Smale-Jacobse, Hester de Boer, Simone Doolaard, Roel J. Bosker,  Effective differentiation Practices:A systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education, Educational Research Review, Volume 24,
2018,
Pages 31-54,

Small group instruction time in guided math/workshop model is designed to  include the evidence based strategies of multiple problem solving approaches, visual representations of problems alongside notational representations and immediate assessment of individual understanding: https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/MPS_PG_043012.pdf)  These are often included in traditional whole group instruction, but it is a lot harder to assess individual understanding in real-time in a group of 30 than in a group of 5-6.

The problem with implementation of the workshop model though is very real--and comes in when the behavior management issues are such that the children aren't actually practicing what they were taught during the others' small group instruction.  And to do it well, teachers have to have accurate assessment of students' understanding levels in order to create the groups.  When it doesn't work, it's worse than whole group traditional instruction because there's less overall instructional time.

There's a other isolated specific studies too supporting guided math--but they are fairly small---
In one experimental study, Guided Math (i.e. workshop model) was more effective for lower performing students in gen ed than traditional, structured whole group instruction, but equally effective for all other groups (except special ed) 
Kroesbergen, E.H., van Luit, J.E. Teaching multiplication to low math performers: Guided versus structured instruction. Instructional Science 30, 361–378 (2002). https://doi.org/10.1023/A:1019880913714.

In another quasi experimental study: Look to Statement 6 for outcome findings.  After teachers received professional development in guided math, student outcomes were higher in guided math than their prior traditional approach.  But it's not a very rigorous study
http://www.ibii-us.org/Journals/JESD/V2N2/Publish/V2N2_7.pdf

[/quote]

Are you one of the CO/math coach people coming in and lecturing me and admin on how we need to only teach with workshop model? And then when we ask how exactly you see this being implemented in precalc and beyond at other schools, because we know it’s not, you look at us blankly and talk about the success you had in elementary and middle school? I’m so sick of hearing about workshop model from people with little to not classroom teaching experience. [/quote]

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