Presentation from EduCon 2014.

1. ReadinG Writing Workshop
GonE Digital
GonE Digital

2. Hello!
Please respond to the following two prompts,
online or on paper:
1. What does “the workshop model” means to
you?
2. What is your current classroom environment
like? Include info like: class size, length of
meeting time, curriculum mandates, etc.

3. HELLO!
My name is Larissa Pahomov.
Before I started this “grand experiment,” the
idea of a workshop basically meant a lot of time
to work, with guidance and support.
I teach 2 sections each of 10th and 11th grade
English, with 30-33 students in each class. We
meet 4 times a week for 65 minutes. I align my
curriculum to state standards / common core
and prep them for the Keystone standardized
exams.

4. “I didn’t learn in my classroom. I tended my creation.”

5. Welcome to
G10 English
G10 English
Aka Reading Writing Workshop.

6. This year, you will read what
Inspires you
and write about what moves
you.
and write about what moves
you.

7. We (MS. Pahomov, Mr.
Kolouch, and your Sat) are here
to Instruct and support...

8. ...But you are in charge of your
own learning and improving as a
writer and reader.

9. Constant Check-ins = more
feedback and help when you are
learning, instead of after the
project’s done.

10. Expectations for
Reading
Reading
Daily Reading, Journals, Book Sells, Stealing from Authors

11. Expectations for
WRITING
WRITING
Pick your Genre, Quarterly Portfolios, Peer Editing

12. Day
1
2
A typical in-class routine
Write in reading journals - 10 min
Mini-lessons with note-taking
Write in reading journals - 10 min
Table activity building off of yesterday’s minilesson
3
Independent reading time - 15 min
Commentary to class on writing progress - 10
min
Writing Workshop independent work
4
Independent reading time - 15 min
Book Sells (at tables or all class) - 10 min
Writing Workshop independent work

13. Expectations for
ROLES
ROLES
Who does what? When? How?

14. Day
1
Student Activity
- Reading Journal
- Mini-Lesson
- Reading Journal
2
SAT
- Group Activity
- Teaches minilesson
- Responds to
reading journals
for the week
- Joins in activity
- Independent
Reading
3
- Checks in on
student reading
progress
- Workshop time - conferences
during workshop
- Independent
Reading
4
Teacher in class Teacher after class
- Checks in on
student reading
progress
- Workshop time - conferences
- Set weekend
during workshop
goal
- Reviews
weekend writing
goals, comments
on drafts online
- Responds to
remainder of
reading journals
- Facilitates group for the week
activity
- Facilitates minilesson if necessary
- conferences
during workshop
- Gives feedback,
- Facilitates “book assigns grades for
sells”
weekly reading and
- conferences
writing progress
during workshop

15. Going Digital
pros and Cons
pros and Cons

16. Practice
Why Digital?
Why Analog?
Devil’s Advocate
Independent
Reading
E-readers are increasingly
popular and useful.
Paper is still more
universal, cheaper, and
shareable
Both used!
Reading Journals
Tech free time, helps
students practice
handwriting (exams)
They could potentially
write a lot more by
typing.
Note-Taking
Keeps students focused on
the lesson.
Activities
Drafting
Peer Editing
Portfolio
Feedback
Cool tools allow for exact
Working offline helps
instructions and
students paying attention
personalization.
to each other.
Composition and
commenting goes much,
much faster.
Both used!
Slowing down the
composition process
makes you think.
Easier to catch “the little
stuff” with paper and
pencil.
When work is posted
Paper is more private, and
online, students comment. can be easily compiled.
The comment feature in
google docs is awesome.
Both used!

17. REFLECTION!
Take a few minutes to write and reflect:
How could I bring this into my own
learning environment?
If you’re typing, post your reflection on our
conversation page: www.tinyurl.com/RWW2014
LPahomov@scienceleadership.org /
@LPahomov