“I need a visual of a ‘workshop.’ That word confuses me still.”
This is not the first time I’ve been part way through facilitating professional development and a participant has made a similar request. There’s a lot for me to learn here.
Before we can begin really sharing the excitement and benefits of a readers-writers workshop model of instruction, we must get on the same page as to what we mean by Workshop. I’ll try to do that here.
Let’s start with the dictionary definition of workshop and zero in on #2.
Based on this definition, let’s consider this essential question:
How do we create open spaces where the children we teach can grow as readers and writers?
To me “open spaces” equates to “workshop.” Open spaces means teachers let go of control, remove themselves from center stage as the holders of the knowledge, and invite students into a space of curiosity and discovery. It’s a space where students thrive in a community of trust and sharing, where they talk about their identities and experiences as readers and writers, where they play with language and take risks as they explore what it means to develop their comprehension and analysis skills — and their craft as writers.
Opening spaces requires planning. It is not willy-nilly choice in books or topics, or stations without specific guidelines and instructions, or seats moved from rows into small groups without modeling the thinking that makes it possible to “engage in intensive discussion and activity” around our content. Teachers must model what this looks like. And we must trust that our students will engage and learn in this model.
They will — if we let them.
Readers-writers workshop is a method of instruction that often requires a paradigm shift, a shift from the teacher making all the choices and telling students what to learn within a text, to students making choices, and through practice and application of skills-based lessons, learning as they read and write.
I’ll return to some definitions found online to help clarify:
“The Reading Workshop is a teaching method in which the goal is to teach students strategies for reading and comprehension. The workshop model allows teachers to differentiate and meet the needs of all their students.”
For our readers, we open the space for students to choose the books they read. By doing so, we meet students where they are in terms of their interests and abilities. The teacher becomes a coach, teaching skills specific to the needs of each learner. This requires time. We must reserve time for students to read when they are with us in class, and we must confer with students about what they are reading — and how they are reading it. This is reading instruction in a workshop model. We teach the reader, not the book. Readers must predict, visualize, infer, comprehend, analyze, and evaluate. These are all skills we model and teach in readers’ workshop.
What about writer’s workshop?
“As in a professional writer’s workshop, each student in the class is a working author. The teacher is a writing professional and peer coach, guiding authors as they explore their craft. … Teachers write with their students and share their own work as well.”
To teach our writers, we must be writers ourselves. We must model the moves writers make as they use language to craft meaning. We must validate our writers and help them recognize what professional writers do to think of ideas, organize those ideas, and convey those ideas in a way comprehensible to readers. In a workshop classroom, we use mentor texts: sentences, paragraphs, passages, essays, poems, stories to teach writing skills that students apply to their own writing. We teach the writer, not the writing.
So, what do I mean when I say “workshop”? I mean students doing the work of readers and writers, “engaged in intensive discussion and activity on a particular subject” — specifically related to growing as readers and writers. This work happens because teachers open the spaces in their classrooms which allow for it.
Questions about your move to a workshop model of instruction? Please ask in the comments.
Amy Rasmussen lives in north Texas and teaches AP English Language and English 4 (new prep in ’17. She loves talking books, daughters’ weddings (two this year), and grandbabies (five). She also loves facilitating PD for other teachers making the move into a workshop pedagogy. Amy adheres to the words of Emerson: “We aim above the mark to hit the mark,” and Jesus: “Love one another.” Imagine a world if we all aim higher. Follow Amy on Twitter @amyrass. And she really hopes you will follow this blog!
rules to keep the wheels turning. There was no student choice, just multiple choice. No discussions, just lectures. No collaboration, just eyes tracking the teacher.
who need it.” Meanwhile, they thought, “Hey. I’m here. What more do you want?”
This week I tackled a title that’s long been on my to-read list: 
As we near the end of the school year, I hope you can find truth in one of Penny’s final statements: “In my experience, it isn’t the stress that’s left the greatest mark, it is the joy.”
I prepared first by reading the inside back covers of some of my hardback YA literature. I chose four bios with similar elements: Andrew Smith, 
I reminded students as they write over the next few days — finishing their multi-genre projects, their last major grade — to write with intention, to write in a way that shows the answer to the last question I’ll write on the board this year: How have you grown as a reader and a writer?
Three Teachers Talk 