station rotation
students visit various stations or centers during the allotted time for a specific subject. stations may be assigned by teacher, or self-selected by students. introducing digital content into a station rotation and using data helps educators drive instruction in small groups.
benefits:
- stations can address different levels in the depth of knowledge with students
- teachers can work with smaller groups of students to provide targeted instruction
- students have opportunities for collaborative and self-led learning
- students have multiple opportunities to reflect their learning in different ways
considerations:
- what digital content and tools are available to support offline instruction?
- how do you ensure content is differentiated across stations for individual students?
- how are students being grouped?
- what routines and procedures do you have in place to support a blended station rotation?
base model: station rotation
3 station rotation
independent station, digital content station, collaborative station
targeted small group: students pulled as needed
station rotation with targeted pull-out: daily
whole group opening
introduce or review new concepts followed by a quick check for understanding
3 station rotation
independent station, digital content station, collaborative station
check for understanding
student reflection or check for understanding examples: spotlight, thumbs up/middle/down, emojis, online poll or exit ticket
flexible playlists
students work through customized and flexible playlists of learning objectives and activities within a lesson, unit, or full course. the teacher provides face-to-face support on a flexible and adaptive basis.
benefits:
- students are able to choose how they learn and when they learn.
- students are able to receive more one-on-one support from the teacher.
- students are able to supplement their learning with material online and offline.
- students are able to experience targeted instruction, group projects, and individual instruction
considerations:
- what routines and procedures do you have in place to support a flex model?
- how do students reflect on their own progress and set their own learning path forward?
- what decisions does the teacher have to make to differentiate the learning for individual students?
- what digital content and tools are available to support instruction during a flex model?
base model: flexible playlists
- check for understanding
- digital content assignment
- peer-to-peer or small group check-in
- independent work
- creation
playlist instructional model
whole group hook
introduce or review new concepts followed by a quick check for understanding
- check for understanding
- digital content assignment
- peer-to-peer or small group check-in
- independent work
- creation
check for understanding
student reflection or check for understanding examples: spotlight, thumbs up/middle/down, emojis, online poll or exit ticket
flipped instruction
students receive first exposure instruction individually (i.e. through a screencast, video, reading, etc.) and use time in class to apply concepts and go deeper with teacher guidance and support.
benefits:
- students can engage with direct instruction at their own pace
- class time can be used to engage in deeper learning opportunities, collaboratively or independently, and also with teacher guidance.
- classroom materials are accessible for students and parents anytime and anywhere.
considerations:
- what platform will be used to host resources?
- what structures will be in place for students that do not complete work outside of class?
- how will teacher find time to curate and create resources ahead of lessons?
- how can teacher ensure that all students have access to resources (wifi, devices) outside of class
base model: flexible playlists
whole group hook
review flipped concepts and address misses on check for understanding.
- targeted small group
- digital content
- collaboration station
flipped instruction: daily
first exposure + individual reflection
flipped first exposure + check for understanding
formative assessment + feedback
whole group hook
review flipped concepts and address misses on check for understanding.
- targeted small group
- digital content
- collaboration station
application
independent station
check for understanding student reflection or check for understanding examples: spotlight, thumbs up/middle/down, emojis, online poll or exit ticket
