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

I imagine you are an administrator getting your Ed.D in educational leadership - you people are like cancer.  [/quote]

Seriously, go teach in the classroom or get out of the building.  You are the problem, not the solution.[/quote]
Exactly. Go reteach/remodel the workshop model, because the kids did not understand the assignment 😒[/quote]

Wow, that's the last time I'll provide research when people ask for it!  One more time: I am not an administrator.  I am a person who works for a research organization who has a PhD in cognitive psychology but a  BS/MS in math.  I volunteer to help a teacher out during math classes each week.  I independently== out of my own interest--- researched the evidence for the guided math workshop model they use so I could understand it more. Basically the research says it's effective but hard to implement-- and that's basically what I see in the classroom too.   I normally support teachers 100, but I have to admit if y'all are teachers I'm bothered by the way you're jumping to conclusions without evidence about me.
 [/quote]

HS math teacher back again. Instead of doing this, why don’t you apply to be a substitute? You could work as little or as much as you like and actually help teachers AND students. There are students every day in classes where they can’t find a substitute. You really want to make a difference and have time to volunteer? Substitute. You will even get a little pay. [/quote]

HS math teacher you should be ashamed for jumping on a school volunteer who is teaching kids without any compensation. The person is making a difference by donating time to work one on one with kids which frees up people like you to teach other kids in smaller groups.   If you took the time to read the person’s post he said he/she said he had a full time job. Presumably one with more career potential than being a sub. [/quote]

+1 someone with a PhD in cognitive psych and a BS degree in math would be someone schools would be dying to have, particularly since there is such a shortage of teachers with STEM qualifications.  This HS teacher sounds dim and mean.[/quote]

DP.  The workshop model is entirely inappropriate for high school.  The HS math teacher sounds rightfully fed up.

I assume the parent volunteer is volunteering at an elementary school. Personally, I'm glad our elementary school dropped the workshop model after 2nd grade.[/quote]

Math workshop in MS or HS means 5 students working independently , 5 working with the teacher, 5 doing their homework for the next class, and 15 checking their Tiktok for shares and likes.[/quote]

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