Definition of Station Teaching

Station teaching is a method where you divide your classroom into different learning stations, each focused on a specific skill or activity. This approach offers several advantages and has been found to be highly effective in enhancing student learning.

One of the main advantages of station teaching is that it allows for individualized instruction and differentiation. By setting up various stations, you can tailor the activities to meet the specific needs of your students. This means that you can provide additional support to struggling learners, while also challenging those who are more advanced.

Moreover, station teaching promotes student engagement and active learning. As students rotate through the different stations, they’re actively participating in hands-on activities that require them to think critically and apply their knowledge. This active engagement helps to deepen their understanding of the content and enhances their overall learning experience.

Research has shown that this method is highly effective in improving student outcomes. A study conducted by Smith and Jones (2018) found that students who were taught using station teaching had significantly higher test scores compared to those taught using traditional methods. This suggests that station teaching can have a positive impact on student achievement.


Station Teaching: Elevating Lessons for Every Grade Level

Comments


Reader Interactions

This site uses Akismet to reduce spam. Learn how your comment data is processed.


The Station Rotation Model Defined

The station rotation model does exactly what the name suggests. It is a series of stations, or learning activities that students rotate through. Typically, there is a teacher-led station, an online station, and an offline station. To be considered a blended learning model, at least one station must be an online learning station. When coaching teachers in a 1:1 environment where all students have devices, I encourage teachers to balance the online and offline learning activities to give students a much-needed break from the screen.

The Benefits of the Station Rotation Model

When I work with secondary teachers, I often hear the statement that “station rotation is an elementary model.” That is incorrect. Just because many of us at the secondary level were not taught how to design lessons this way does not mean it is only beneficial for younger learners. To reinforce the reality that the station rotation model is a K-12 model, I highlight the benefits of this model for teachers, which include:

Students, regardless of age, would benefit from these aspects of the station rotation model. So, how can teachers maximize the impact and effectiveness of this model? Let’s take a look at each type of station.


Research Says…

Research indicates that independent work and literacy stations must be guided by the following principles:

Therefore, when planning for centers, keep in mind: children should be practicing what they are currently or have recently learned in reading and writing. This is not a time to introduce anything new. It’s an ideal time for children to get the practice they need with what has already been learned in whole group and in small groups - and particularly a good time to review things for which they have a demonstrated need for additional practice.

Effective Independent Work Time

Independent Work Time is an essential component of the balanced literacy block during which important work is done for the purpose of strengthening all areas of children’s language and literacy development (listening, speaking, reading, and writing). Independent Work Time also supports children’s abilities to self-direct their learning. Whether you call it centers, stations, or literacy work stations, this is the time when children are purposefully engaged in literacy tasks that help them solidify their understanding of key literacy skills and strategies. You are also supporting children in learning how to work and act more responsibly and independently.

This time requires thoughtful planning on your part. You must to consider the needs of your particular group of children and your curriculum goals, as well as child engagement. However, while this time may look different depending on what grade you teach, there are certain universal elements you must consider.

Start Small

Introduce one center at a time. Be sure to model what children are expected to do and how they should behave and give children repeated practice. Introduce more centers over time in accordance with your curriculum theme, what is developmentally appropriate for your children, and your assessment of children. Recognize the value of starting out slowly. Build momentum only after you’ve established strong routines.

Model, Model, Model

Extensive and repeated role modeling is the key to successful center management. This helps the children develop a clear understanding of what is expected of them. Establish routines for who visits which center, how many children can go to a center, what to do with finished work, etc. Review these routines often. Take the time to observe your children during Independent Work Time to assess what they are doing well and what needs tweaking. Reteach or review any routines that seem problematic.

Create Centers That Are Neat, Organized, & Attractive

Each center should be attractively organized with all of the materials and supplies easily accessible for the child to engage in successfully and independently. Label everything clearly. Make clear signs for the center and materials. Labeling materials and storage spaces allow children to self-manage the activity and return materials to their assigned place.

Create Center Tasks That Are Both Task & Process Oriented

Some center activities should have products that will result from completing the activity, while others should celebrate the processes of reading together or playing with words and should not require a product for assessment. Whatever the goal, consider how the activity either motivates children or serves as a record of accomplishment.

Keep Some Activities Constant & Rotate Others

There is no set time for keeping activities in a center. When children need time to revisit activities and master them, they will stay in the center for a longer period of time. Other activities are rotated according to themes and areas of study.


The Difference Between Traditional and Differentiated Centers

For many teachers, learning stations (also called centers) are a staple in their classroom. Here we take a brief look at how traditional stations compare to differentiated ones.

Source: