In a previous blog post titled “Create Small Learning Communities with the Station Rotation Model,” I described many of the reasons I use the Station Rotation Model in my secondary classroom. I highlighted the benefits of working directly with small groups of students, using technology and station design to differentiate instruction, and maximizing the limited technology available in our low-tech classroom.
I’ve had several teachers request concrete examples of the types of stations I design for my high school English class. The two videos below provide a window into my classroom and give teachers some insight into my thought process and how I design of the various stations.
In the videos above, I talk about how I am using StudySync, which is a cross-curricular, core literacy program with hundreds of digital texts, dynamic videos and multimedia lessons. I use StudySync to extend learning online, differentiate my instruction for various skill levels, encourage active reading in the digital space, teach the Common Core Standards, and engage students in a range of activities to develop their reading and writing skills. StudySync has a huge digital library of media and texts ranging from historic speeches to poetry to excerpts from novels.
Before using StudySync, I was limited to the texts available on my campus in our school library. Now, I can choose from hundreds of texts and assign different texts to students at different reading levels. The lessons built around the texts are dynamic and develop vocabulary, reading, and writing skills. I often use tools like StudySync, Vocabulary.com, and flipped videos to create my online stations for my Station Rotation lessons.
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[…] Station Rotation Model in Action (Video) In a previous blog post titled “Create Small Learning Communities with the Station Rotation Model,” I described many of the reasons I use the Station Rotation Model in my secondary classroom. I highlighted the benefits of working directly with small groups of students, using technology and station design to differentiate instruction, and maximizing the limited technology available in our low-tech classroom. I’ve had several teachers request concrete examples of the types of stations I design for my high school English class. The two videos below provide a window into my classroom and give teachers some insight into my thought process and how I design of the various stations. In the videos above, I talk about how I am using StudySync, which is a cross-curricular, core literacy program with hundreds of digital texts, dynamic videos and multimedia lessons. […]
Love the idea of children “owning” an idea after not only researching it, but also presenting it to their peers. We’ve found this to be particularly strong in math as well. Thanks and keep up the great work!
I love the idea of this, too! Do you set up rotations in math for different concepts at each station, or all the same math concepts but they are just exploring them or practicing them in different ways ?
This is great! I love stations! I have a few questions: Do students stay at a station for the whole class? Or do they rotate during class time? How do you handle the transitions? Do you have a signal to get them to move? If some students aren’t done with the work at a certain station do they return later or move on anyway? Sorry for all the questions! I really want to do this in my class and would love some insider tips!
Hi Jennifer,
I’ve written several blogs about Station Rotation Model. I have done many variations on the traditional model. I often have students rotate between 3-4 stations in a 90 minute period, but I’ve also explored a free-flow approach to Station Rotation. Here is a blog I wrote about that –> http://cluttered-record.flywheelsites.com/2016/01/free-form-station-rotation
I do use a visual/auditory cue for rotations. I project a timer onto the board, so students know when to rotate.
If students aren’t done with work and we are physically rotating, then they take it to the next station and use any extra time in that station to continue working on the previous station’s work.
Here are some blogs that might be interesting:
One Stop Differentiated Stations
Inspiration Stations
Catlin
[…] Tucker, C. (2016, April 19) Station rotation model in action (video) [Web log post] Retrieved from: http://cluttered-record.flywheelsites.com/2016/04/station-rotation-model-in-action/ […]
[…] Station Rotation Model in Action (Video) In a previous blog post titled “Create Small Learning Communities with the Station Rotation Model,” I described many of the reasons I use the Station Rotation Model in my secondary classroom. I highlighted the benefits of working directly with small groups of students, using technology and station design to differentiate instruction, and maximizing the limited technology available in our low-tech classroom. I’ve had several teachers request concrete examples of the types of stations I design for my high school English class. […]
[…] A nice explanation of the Station Rotation model (in two videos with examples from an English class) (Cf. my post on stations) […]
Hi Caitlin,
I have followed your work from my days using Collaborize. Thank you for these practical videos. As a staff developer for my district I intend to show these videos in my upcoming trainings as they provide a great visual and step by step guide for teachers, especially those teachers that have reservations about trying blended learning in the secondary classroom. Thank you for your continued contributions to make us better in our practice.
Thank you for your kind words, Neena! I’m thrilled you can use these videos with your teachers!
Catlin
You mentioned horizontal versus linear agendas; and that’s where I’m stuck. A lot of what we do is dependent on the previous activity on the agenda.
What advice do you have to begin building horizontal agendas that still allow for a linear creation process? (Leaving aside, of course the idea that creation is really recursive in nature!)
For example, students won’t really be able to create their paragraph outlines without a thesis, and they can’t do a thesis without creating a topic, etc…
Thank you so much for all of this wonderful information!
Hi Paige,
The key for me is to think about station rotations as a series of lessons (like a layer cake). The stations in a single station rotation lesson do not build on each other, but the stations on day 1 will lead into stations on day 2. Does that make sense?
When I teach writing, I have a Tucker Time station on day 1 where we cover thesis statements in my teacher-led station (and there are other stations — discussion station, read & annotate station, flipped vocabulary video station). Then the next class we might cover hook strategies or outlines in my Tucker Time station. So, that one station builds on itself over consecutive days.
I hope that helps!
Catlin
I love the analogy of a layer cake, and this can help organize stations to build on each other and solidify mastery of certain topics!
I am so glad that analogy was helpful, Emily!
Love your station rotation model! Where do you get the blasts that you mention in the video?
StudySync Blasts 😉
Catlin
You mentioned in the video about a ‘blast’ as a small article or
piece you want the students to read. Are these from a particular place/website or do you just search what you want and use it?
Hi Amanda,
Blasts are part of StudySync. I’m sorry that wasn’t more clear!
Catlin
I wonder how I could use a ‘blast’ for Art – teaching secondary Art here, maybe if I could find an article about the history or biography of an artist, or a particular art style or movement?
Hi Emily,
Here are some online stations I’ve designed with secondary art teachers.
1. Art History & Critique – Students explore a digital museum collection (e.g., Google Arts & Culture) and select an artwork to research. They then present their findings in a short video or slideshow, focusing on the artwork’s history, artist, and cultural significance.
2. How-to Technique Tutorials – Students watch online tutorials on specific art techniques (e.g., watercolor painting, digital illustration, pottery) and then practice these techniques on their own. They upload their practice pieces to a shared class portfolio.
3. Collaborative Art Projects – Students collaborate in small groups to create a piece of art. This could involve each student contributing to a segment of a larger piece or working together on a digital art project in real-time.
4. Reflective Art Journaling – Students maintain a digital art journal where they reflect on their learning process, challenges, and inspirations. They can include images, sketches, and written reflections.
I hope that’s helpful!
Take care.
Catlin
Caitlin,
I am excited about implemented many of your techniques this coming year. In regards to the annotation station that you have students do, how would you approach them completing the annotations if they cannot write/annotate inside the books? What other strategies have you used with success?
Hi Danielle,
This blog post has pictures of how I handle hand written annotations with the school’s books. Either they use post-it notes OR they take Cornell note style annotations in a notebook.
Catlin
Hi Catlin,
Such an inspiring video. I will definitely show it to my fellow staff members and management. This is indeed a motivational video.
Best,
Prince Jones.