Successfully

Setting
Independent Up
Workshops to
Annaïg Herzig

Maximize
Teaching
 MY
EXPERIENC LFNY
E 8 years
Year 5 and Reception

EJM
Project Based Teaching

Today
Independent
workshops philosophy
applied to EJM

LFIT
curriculum

4 years
Launch of 3 classes
3 to 6 years old
classes and EYFS
What It Looks
Philos
Like
● What Research Says

ophy
●
●
●
Teacher's Perception of Students
Teacher's Outlook
Work vs Play

Independent
● Advantages

Workshops
● Guidelines
● Make it Your own

Tracking
Pupils'
Q&A
What It Looks
Like
What It Looks
Like What It Looks Like

Vidéo GS LFIT
What It Looks
Like How do You Feel About it?
What Did You See?
Philosophy
Philosophy
What Research Says

Divergent Thinking - Sir Ken Robinson

Philosophy
What Research Says

Worki Self Mental

ng Contro Flexibi
Memo l lity
ry
Philosophy
What Research Says

Motiv Active Fast Autom

ation Learni Feedback aticity
ng
Philosophy
Motivation

sources : Daniel Pink on Motivation

Philosophy
Motivation
Philosophy
Active Learning
Philosophy
Automaticity
Philosophy
Automaticity

これ　わ　いぬ　です。
Philosophy
Automaticity

い i 　 こ ko ぬ nu

わ wa で de す su 　
Philosophy
Automaticity

い i 　 こ ko ぬ nu
わ wa で de す su 　

これ　わ　いぬ　です。
Philosophy
Teacher's Perception of Students

Child
Centere
d
Richard W. Burns

Sources: Chapter on Methods for Individualizing Instruction by Richard W. Burns

Philosophy
Work vs Play

Sources: Workplace gamification: playfully increasing productivity and engagement

What It Looks
Like Look For The Core Skills

In Cp2
Philosophy
Teacher's Outlook

Mediator
Observer
One Teacher - All
Teachers
The Need to
Take a Step
"Any unnecessary help is a hindrance." M. Montessori
What It Looks
Like Teacher's Role

In Cp2
One Solution to
Fulfill All !
Independent
Workshops
Independent
Workshops Misconceptions - Myth
Loss
What are of
they control
really
learning ?
No sense No
of rules
communi
ty
Independent
Workshops Advantages

Differenti Building
ation Up of
Child Executive
Centered Emul Functions
ation Class
Language Managem Time
Developm Social ent
ent Skills
Independent
Workshops Disadvantages

Preparat
Need to ion
Change
Your
Outlook
Independent
Workshops Guidelines

Curriculum
Rule of
Logistics
Thumb
Workshop Use Rules
Class Ambience
Independent
Workshops Curriculum

Learning What will the

objective ? students really
Workshop be doing ?
limits
Workshop? How to
difficulties ? remediate
Independent
Workshops Rule of Thumb
Independent
Workshops Rule of Thumb
Independent
Workshops Rule of Thumb
Independent
Workshops Logistics
Independent
Workshops Workshop Rules
Independent
Workshops Workshop Rules
Independent
Workshops Workshop Rules
Independent
Workshops Workshop Rules
Independent
Workshops Workshop Rules
Independent
Workshops Workshop Rules
Independent
Workshops Class Ambience

In MS2
Independent
Workshops What it looks like here
Independent
Workshops Adapted EJM Material
Make It Your Own
Independent
Workshops Break Out Rooms Group

Barelli, Qing Mansell, Steph Hoang, Liliane Evans, Monique

Bérard, Camille Le Garrec, Simon Galli, Lorene

Spicq, Marie
Mudge, Laura
Davies, Samuel Bryant, Céline
Lawrence, Amelia
Happe, Isabelle

Portail, Diane

Vaillant, Anne-Laure
Laporte, Charlotte
Kopp, Sophia
Tracking Pupils' s
Learning
Tracking Students'

s Learning Different Tools

Charts Apps Observation

s
Tracking Students'

s Learning
Charts
Tracking Students'

s Learning
Charts
Tracking Students'

s Learning
List of Tasks
Tracking Students'

s Learning
List of Tasks
Tracking Students'

s Learning
List of Tasks
Tracking Students'

s Learning
Apps
Q
&
A
Q&A
What is the minimum number of workshops
This will depend on how much you want your pedagogy to be independent workshop oriented.
/!\ to not create a Work vs Play situation with too few - or workshops that can be done only after "working" - It creates a hierarchy in the learning domains.
(drawing, less important than maths for example).
So, if you have 20 students, and you have 5 workshops, as is traditionally done in EYFS:
Are they / can they/ do they need to collaborate? More often than not, pupils are working next to each other on the same type of material, but not
collaboratively, or even with an expectation of doing the work without talking too much - a little- but not too loud - and only if they are done when the teacher
says we are done.

If they all have a reason to be in a workshop working collaboratively, because, let's face it, you rock at teaching!
The moment when all the students of one group are done at the exact same time is : dring ! dring! dring ! very close to 0.
Which means that one individual can be done but can not go to the next activity, because you set it up so that the other groups are not done, or are close to be
done, therefore at the end of the process of what you want them to do. And that is not when a new student can join in.
Real life example: EYFS
group asked to create with blocks. At one point, some / may be 1, maybe 2 out of 3 pupils feel they are done. They were engaged, and they did what was asked,
but that is it for them. What are they allowed to do in your class to re engaged their learning (that does not say - I worked so now I can play).

Replace building blocks by writing a story, and it is the same scenario.

These students need to find something that motivate them, somewhere else. And motivation comes from choices. If you have only one activity available, the
motivation created by the format is less than if you have 2 or 3 possibles activities.
Why not 200 then, I hear?
Again, it depends on your class setting. In Tokyo, I had 200 carefully prepared workshops - yes. But also because I had students from 3 to 6 years old together in
my class. With very different needs.
Also, keeping in mind that a child will gravitate towards one or two things because of his/her personal sensitive period, they will not need these 200 choices.
Today, in CP, we have 10 to 12 activities available during workshop time.
You want to foster working together - so no need for one activity per child. But you also have to think about your curriculum- what do they need to get this
period. Starting from my mid-term plan, I usually have between 10 to 15 workshops that make sense on a curriculum base., because I am keeping my schedule
on Maths time and French time to reassure myself that they are doing math and french every day.
THANK
YOU
 Resso
Divergent Thinking

urces
https://apprendreaeduquer.fr/pensee-divergente-ca-sert-comment-developper/

Executives Functions
https://parisinnovationreview.com/article/les-quatre-piliers-de-lapprentissage-stanislas-dehaene

https://developingchild.harvard.edu/science/key-concepts/executive-function/

https://developingchild.harvard.edu/resources/activities-guide-enhancing-and-practicing-executive-function-skills-with-children-from-infancy-to-adolescence/

Working Skills
https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/executive-functioning-issues/5-ways-kids-use-working-memory-to-learn
 Resso
Individualized Instruction--programs and Materials: Selected Readings and Materials

urces
by James E. Duane , Chapter on Methods for Individualizing Instruction by Richard W. Burns

Activities Guide: Enhancing and Practicing Executive Function Skills with Children from Infancy to Adolescenc
e

Pink's Autonomy, Mastery and Purpose Frame

Workplace gamification: playfully increasing productivity and engagement

Workshops Rules