Instructional Philosophy

ABS Instructional Philosophy:

Workshop Approach  

"For many of us, one of the most difficult things to do is to share control.  It's so easy to be in charge, to decide from our vast experience and continuing education what's best for our students.  But they learn by making their own decisions whenever possible, and in so doing they develop a sense of responsibility and ownership."  -Elinor Parry Ross

Out of our respect for children as active learners, our "curriculum" at ABS is structured around a "workshop" model and a developmental, or constructivist, educational philosophy. We discourage the use of worksheets and a didactic, teacher-centered, lecture-style of instruction. Our workshop approach is one which is child-centered.  A workshop model sets up a framework and structure in which learners of any age work "alone together" to develop and hone their interests and skills, much the way that professionals do in science, math, writing, and art. We want our place of learning to function as much like the real world - the science laboratory, the artist's studio, the writer's favorite coffee shop - as possible.  The workshop approach encourages independent, resourceful learners.  

The structure of the workshop approach is consistent whether it be for science, writing, or art; whether it be directed towards seven-year-olds or twelve-year-olds. It includes: 1. Mini-lesson; 2. Independent Work Time; 3. Small Group Work; 4. Conferring; 5. Share/Debrief. 

Teachers open a lesson by setting the stage and sharing the lesson’s learning targets. In the workshop model, the teacher begins with a brief segment of whole-group instruction, known as a Mini-Lesson, where a concept is introduced or expanded on for the whole class. This instruction is based on scope and sequence appropriate to grade level and also on students’ assessed needs. The mini-lesson has a single learning principle articulated in student-friendly language and modeled with authentic examples. The mini-lesson is generally 5-15 minutes.

During the Independent Work Time students get to dig-in and practice the learning. This is the most important part of the workshop, and therefore must be the longest part of the period. Students work independently or in small groups during this time. Students are expected to apply the learning principle from the mini-lesson where appropriate. They key to the workshop approach is that the child is in charge of what s/he is doing.  In this way, the child is intrinsically motivated and excited about what s/he is doing.  

The teacher is then able to Confer one-on-one or with small groups to assess and to provide further, individualized instruction. In a workshop approach, the children get support in their activity by conferring both with the teacher or other students. Individual conferring conversations are given across the achievement continuum in order to assure continual progress for all students. The teacher will pull Small Guided Groups for guided instruction. Guided groups should be flexible and homogeneous, based on teacher’s on-going assessment of students’ needs. These groups also provide sharing opportunities when a child shares his/her work with the small group and gets feedback.

At the end of the workshop, students return to the whole group setting in order to share their learning. The teacher then facilitates a Share/Debrief and gives students an opportunity to be metacognitive as they synthesize, reflect on, and name what they have learned for the day. This provides important feedback to the teacher. Was the instruction successful? Did students learn intended outcomes? Should the teacher reteach or reinforce a particular skill? Optimally, there are real events in which the child can apply, publish, or share his/her work.  In this way, children's work is "authentic" and directed toward a real goal.  

The Workshop Model is based on Vygotsky’s zone of proximal development: defined as the maximum level of development the child can reach with assistance in carrying out a specific task. Learning activities, which take place within the child’s zone of proximal development, assure that maximum learning takes place. As the child acquires more skills, the teacher assumes a more passive role. This dynamic interplay between student and teacher is a key element in the workshop model. If the zone is not “just right,” students may report that they are bored and/or frustrated. Either way, the student begins to disengage. The workshop model allows for maximum engagement  through differentiation in instruction. With careful pacing by the teacher, the workshop model can be used across content areas to offer the essential elements of choice and self-direction for the student.

Growth Mindset

“In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment.”  -Carol Dweck

A fixed mindset comes from the belief that your qualities are carved in stone– Characteristics such as intelligence, personality, and creativity are fixed traits, rather than something that can be developed. Having a fixed mindset creates an urgency to prove yourself over and over – criticism is seen as an attack and something to be avoided. 

A growth mindset comes from the belief that your basic qualities are things you can cultivate through effort. People differ greatly in aptitude, talents, interests, or temperaments, but everyone can change and grow through application and experience. Having a growth mindset encourages learning and effort. Criticism is seen as valuable feedback and openly embraced

At ABS we encourage students to have a growth mindset. By teaching growth mindset, we help students embody the belief that their intelligence, ability, and performance can be improved with hard work. We give feedback to students that praises process and effort instead of natural abilities. Growth mindset helps students develop a sense of both courage and curiosity; they know that mistakes happen and are inevitable in learning. Learning is messy and never straight-forward, but we embrace a growth mindset to help students want to choose difficult tasks and stretch themselves to learn more. We know that students with a growth mindset persist for longer, attempt multiple strategies, and develop more creative solutions to problems!