Station Rotation: The two station model

Stations are not just for elementary schools to use.  Stations work in secondary too, especially in the context of long block periods.  This is the first in a 4 part blog post series on ways of implementing and tailoring station rotation to various types of classes.  I was inspired to write these posts after listening to Catlin Tucker's Fall Cue Keynote where she pushed teachers to use station rotations more often as a way to blend online with in person work, and streamline workflow to engage students while also creating balance for the teachers.  Her talk really resonated with me my evolution as a teacher, and really inspired me to elaborate on it more and share with the teachers I serve in LGSUHSD.  So, check out the next 4 posts and try one or all of them!

The Two Station Rotation
The graphic above shows what it looks like generally, but read below to see the many ways it could be personalized and adapted to your subject, and day to day.

Role of the Teacher

Depending on the two stations, the teacher could be alternating between the two stations or be spending most of their time at one.  The point is for the teacher to take advantage of the learning opportunities that have been created to check in with students and give them the feedback they need.

How to split: 

Splitting is simple. Split the class in half by either drawing a line down the middle of the room and splitting them, or count the kids off by two.  You can even predetermine who you want in the groups.  Have students move the desks so there's clearly two halves.

What can you do in the two halves?

Online vs Offline

Students should not be on computers an entire period. Nor should students never work on the computers.  It's about a blend of the two, and harnessing online and offline content together you will get the most out of your students and class time.  If you have computers, one group can be doing work online, while the other group can be doing something offline/analog.

Types of online work:

• Content delivery: students watch a video and take notes (this could be your own screencast, someone else's, or some other video.  Make sure students have headphones if they will be watching a video
• Online discussion: Have students complete an online discussion such as Canvas.
• Flipgrid: Students answer discussion questions on Flipgrid. In this case, these students might go outside to record their responses.
• Writing: Students are working on an essay, DBQ, project, lab report, etc.
• Formative quizzes on Canvas, Quizizz, Quizlet, etc.
• Virtual Labs or online simulations
• There are endless online opportunities.

Types of offline work

• Reading
• Diagraming
• Journaling/reflecting
• Lab work
• Working with manipulatives or other kinesthetic activities.
• Practice Problems
• Anything really.

Reading vs Speaking/Listening
Have students read an article, book, or textbook.  Silent sustained reading is crucial and something they probably don't do much of at home.  Perhaps have students go outside (within eye sight of the room), find a quiet place, and read for a bit.  Those students inside are up out of their seats talking about prompts you have created.  Perhaps you're using some of the discussion strategies I've blogged about before.


Writing vs. Listening

Say students are working on a project or essay, but you still have content to deliver.  Split the class in half.  One half continues to work on their project or essay, while the other half joins you for your direct instruction.  Students listen to you, take notes, and potentially have more opportunity to ask questions.  You also have the opportunity to call on students more frequently, and check for understanding easier.

If this sounds like you will be doubling your lecturing, you will.  Perhaps it's something you could screencast and students could watch and listen to prior to class, or as a separate station, thereby freeing you up for helping them with that understanding rather than just delivering content.  Something to think about....


Collaboration vs Individual Work

Students need to be BOTH collaborative members of a team and able to work independently. So why not split the class into those two groups?

Types of Collaborative Work:

• Projects
• Labs
• Collaborative Essays
• Poster Paper Presentations

Types of Independent Work:

• Essay writing
• Lab report writing
• Journalling/blogging/reflecting
• Reading
• Practice Problems
• Any of the online/offline items listed above

The two station rotation has endless opportunities for variety.  Pick any two activities that would provide value in your class, and plug them in.  Ultimately this shifts the focus to be more student-centered, while simultaneously freeing the teacher to do what they do best: help students understand and grow.  Next see my post on how you can tweak this just slightly to give more personalized attention to students.