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Station Rotation: Differentiating Instruction to Reach All Students

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Ed Tech

When we think of stations or centers we often think of young children moving around the room to various activities. While stations can, and do, work well in lower elementary classrooms they also have a very important role in upper elementary, middle and high school.

Stations can provide time for practice, preview, review, collaboration, choice work time, and small group or individual teacher time.

What does station rotation look like in the classroom?

The number and type of stations might look different in every classroom but the basic idea usually stays the same. Students are in small groups and rotate around from station to station to complete a series of tasks while the teacher works with groups or individual students. Students may rotate to a teacher station as a group or the teacher may pull small groups or individual students out of the rotation to meet with them as needed.

Station rotation in high school

High school might be the last place you would think of when you picture stations in the classroom but they can provide valuable opportunities to meet with small groups of students. In the video below, How and Why to Integrate Station Rotation into Your Classroom, Catlin Tucker shows us what station rotation looks like in her high school classroom.

Station rotation in middle school

Kristin Daley Conti uses stations in her 7th grade science classroom all the time. She contributed the ideas below to give us an example of what stations might look like in a middle school science classroom. Click on the colored buttons to see the specific task cards for each station.

Station rotation in the elementary classroom

The elementary classroom is a fun and exciting place to bring in stations. You can keep all of the stations planned around one subject or use your station rotation time to incorporate practice in every subject area. Below is an example of what an ELA station rotation might look like in an elementary school classroom. Click on the colored buttons to see the specific task cards for each station.

Getting started with station rotation in your classroom

Effective station rotation doesn't just happen overnight. It does take some planning and teaching of procedures and expectations. Luckily there are lots of resources out there to help you . Here are a few of our favorites.

FREE station rotation task cards!

If you have never done stations before then planning them out might seem like a daunting and time consuming task. But helping you teach better and save time is what EfficienTEACH is all about! That's why we, along with the amazing Ditchbook community, have created these station rotation task cards that you can copy and adapt to your classroom. Just go to "file" then "make a copy" to add it to your Google drive. Or go to "file" then "download " and choose "Microsoft PowerPoint" if you are a Microsoft user.

You can make a copy of these cards anytime and edit them to fit your class. Be sure to check the original file as more cards will be added as other community members share their ideas. Just go to "file" then "make a copy" to add it to your Google drive. Or go to "file" then "download " and choose "Microsoft PowerPoint" if you are a Microsoft user.

Want to contribute a station rotation task card idea? It's easy! Just make a copy of this template and follow the directions on the slide.

10 tips for efficient station rotation in any class

We reached out the the incredible Ditchbook community to share their tips and resources for implementing station rotation in the classroom and we got some fantastic responses! Below you will find 10 tips, including more resources, from other teachers who are using stations in their classroom.

1. Utilize pre-created resources to save time.

I found this instructional strategies playlist very helpful especially to new teachers. When you scroll to page 2, all the strategies are listed under the different topics. When you click on a strategy, for example 'Brainiac' (rehearsal and practice playlist) it takes you to the page where the activity is explained in detail. Some of the activities, like this one, also have links provided on the left side for templates. This resource is like a one-stop-shop.
Source: lead4ward instructional strategies playlists

2. Use Teacherstack.com to set up your groups and rotations.

I wanted to share a few tips I've learned in the past few years of using stations in my seventh grade language arts classes. I use the free website called teacherstack.com. It is a game changer for me. It allows me to create classes and set up rotation series. If I'm using timed rotations, I can project which group everyone is in, what the stations are, and the time remaining in an easy to follow grid.

Teacherstack.com has taken away the problem of kids not remembering which station/task they rotate to. It also allows me to focus on working with my small groups instead of watching the time or starting a timer. There are even choices for transition music you can play in between stations. This helps my students with cleaning up and preparing for the next station in a more orderly and quicker manner. I know not all station rotation models are this structured and time dependent, but for when you want stations to be just that, this website is so helpful! (There are other great features on this site as well.)

3. Have a variety of stations to increase engagement.

Have a variety of centers - some that will be easy for students to manage on their own and some that require more supervision from the teacher.
Music room rotation ideas shared by Amber Houk

Reading Center - Students are listening and reading along with the book "The Jazz Fly" by Matthew Gollub

Instrument Center - Students are using the boomwhacker instruments to figure out the mystery songs.

Listening Center - Students are listening to Celtic music and free drawing if they would like.

Activity Center - Students discover clues about an instrument inside a paper bag. They organize their clues on a worksheet that's inside a dry erase pocket.

Movement Center - Students play two movement games that we've played in class - statue cards and movement word wall.

Music Game Center - Students create music using one of the games on the Chrome Music Lab.

Student rotation ideas shared by Rebecca Crim

A QR code (to a website, video, interactive learning game, etc.)

Manipulatives (board game, flashcards, pictures...really anything they can hold, touch, and move)

With the teacher (it's great to have a moment to check in with the students)

Create something as a group (an ad, a meme, a new invention related to the topic...the ideas are endless)

Create something as an individual (similar to above, only done on their own, usually back in their seats)

Favorite station or center activities shared by Jaime Rowland
Poetry Museum - allow your students to appreciate poetry before you begin to analyze poetry by putting up lots of different poems around your room. Students view the poems like they might view paintings in a museum. You can tie an assignment or just allow them to select a favorite.

Meet the teacher stations (I learned about this on Tik Tok ).

Station 1: Investigate the teacher - students look around the room and make inferences about their findings.
Station 2: Close Read the syllabus
Station 3: Student survey
Station 4: Collaborate with others to develop 5 teacher expectations
Station 5: Email Etiquette - email the teacher
Choice station rotation ideas shared by Stacy Benton
I am a second grade teacher who has tried every way to set up station rotations and centers since I started teaching 11 years ago. I have found a fluid approach most effective and engaging for my students. This approach gives my students choice as to the order in which they want to visit each rotation. It is their responsibility to visit and complete each rotation activity by the end of rotation time on the fourth day. The rotations remain the same each week. I just change the content being addressed. I also differentiate activities for certain students.

We use rotations four days a week for thirty minutes each day. The rotations are:

Vocabulary

Write and Video (using Flipgrid)

Seesaw Scavenger Hunt (using the week's decodable reader to search for a phonics skill)

Teacher Talk (I pull small groups or individual students to conference or practice with me)

Exemplar station rotation idea shared by Jane Schuster
As a science teacher station rotation is easily incorporated into many of our labs. For example, in my anatomy classes if we are doing dissections I will have each group of students locate a different structure and 'pin' it. Then the groups will rotate through to see each example before finding it on their own specimen.

4. Start small and go slow.

Teach the station / center expectations and process with a low/no-stakes task. Once students understand expectations and procedures, then add in content.

Start small--Begin with station/center activities that are short (5 minutes) to teach and reinforce expectations and build from there.

Try a few station / center activities prior to working in a teacher-led station so that students are used to the process.

5. Have some sort of product, outcome or exit ticket for each station.

When doing station rotation activities with older students (middle and high school), it's essential to have a "deliverable" for each station -- something they complete and turn in, or have you check off, before moving to the next station.

Sometimes this might look like:

After reading an article at Station 1, create an Adobe Spark Post (now CC Express) with a PDA about the topic.

After analyzing primary source documents at Station 2, submit a thesis statement that answers the question at the station.

Or, it might mean that they're adding information to a table or chart (hard copy or digital) as they visit each station, in which case I check their work after they're done with each station before they move on, to make sure they have all the info/content/skills they need.

6. Be flexible and add in some fun!

An argument FOR stations ... Planning for stations ... Incorporating fun ...
The reason that more teachers don't use stations is that teachers all feel there is too much curriculum to cover and we know that letting students out of their seats increases transition time. Therefore one might reason less teaching time is available with stations.

That said, I teach grade 9 and 10 science along with grade 11 University level chemistry. I use station labs all the time. Yes, we do lose transition time. BUT working with their friends and allowing students to move at their own pace reignites the joy in learning. So students are more willing to concentrate during longer lessons - so we actually cover more! Ironic, isn't it?

And I am also finding the pandemic has caused a hard reset in student behaviour. Students are grateful for everything again. They say thank you for lessons; they help clean up after labs; they are so happy and grateful for labs. And they are listening better and thinking about little ways to honour their friends. Hey - we're turning back into Canadians again!! As a person who is Canadian first, and any genetic heritage as a strong second, I love this.

Station labs require much more thinking and advanced planning on the teacher's part as well. I have to backmap my planning so that students receive enough formative assessment in the type and quantity of observations to make, the type of vocabulary I need to assess, the type of calculations I need them to understand and work through and a balance of fun reactions (generally involving Bunsen burners or something they can eat 🙂 along with slower reactions that are more like "a dry toast"- necessary but a bit boring because they take longer - like waiting for silver to precipitate.

I also love and use escape rooms, gallery walks, sidewalk chalk outside in warmer weather. Right before a holiday kids are wired, so right before March break we did a tie dye lab as a stations lab that was completely optional. There was no quiz, and nothing to hand in. Some students tie dyed their socks because they forgot to bring anything. Some students had a nap because they had written a Chem test for me, a physics quiz, a French immersion essay and they were 'burnt out. And some students had a math test on the the last day before the break, so they studied. And some meditated or chatted with their friends. It was perfect.

So, really, I guess what I am saying is that a teacher has to start building a positive and trusting relationship with students starting on the very first day of class.

Students have to understand why we need a safety agreement, how to build positive relationships with their peers and the teacher, how to pay it forward for their families. And mental health for students has to be number 1. I have to trust the students; they have to trust me. And if you've got that rapport with your students, there is absolutely no reason that any discipline should not be using station work!

7. Incorporate stations virtually.

I have found that creating Zoom Rooms (named by starting center name) and creating a google sheet with a tab for each "rotation" has been super helpful. This way students can see the task, pertinent links/resources, and outcomes they need for each rotation. If they are staying together as a group, they can "rotate" to the next center by clicking on the next tab (no need to actually change rooms-more efficient!) and I can send an announcement "time to go to next tab" as the next rotation at the designated time interval.

It takes a bit of time to set up, but once they get the hang of it, it is really fun. And (added bonus) you can quickly modify groups by exchanging students in different rooms as you feel is needed. Just remember to allow screen share from multiple participants and you are ready to go! Fun collaborative learning!

8. Use stations for timely feedback

One of my favorite teacher-led stations is feedback on writing. While students are working at the station on a portion of the writing, I meet with students one-on-one about a previously completed part of the task. If they are working on body paragraphs, I will meet with them about their introductions for instance.

9. If you're short on time pass the station

I teach U.S. History. I've found the quickest way to complete stations is to have all materials in a big envelope or folder. I arrange desks in groups and pass the folders from one group to the next. My classes are only 50 minutes, so time moving from one station to another often takes away from work time.

I don't always use this method. Sometimes I still have students travel around the room, but if we have a lot to work through, having them stay in their seats works much better.

10. Don't give up!

Don't give up if it's not perfect the first hundred times you try it. These are kids, not robots. They need training on stations.

Example: Using Padlet to Organize Station Rotations
Contributed by Donna Schies
You may have heard that station rotations are one of the best ways to meet all of your students' learning needs, and as true as that may be, it can be a nightmare to organize.

To streamline this process, I decided to use the EfficienTEACH station rotation task cards. They have a great layout with a consistent format that students can easily understand.

1. Provide task cards to students. I decided to embed these station rotation task cards into a Padlet ( padlet.com) so everything could be easily accessible from one simple link. Padlet allows you to organize resources under specific categories in their shelf format, which is what I used for my station rotations. See the image below.

2. Create a station rotation classroom map. I also used the task cards to create a station rotation classroom map so students would know exactly where they are going when they rotate, and exactly what they are supposed to be doing when they get there. Below is a picture of my classroom station rotation map which I also easily embedded on the Station Rotation Padlet.

3. Quickly student groups. Creating groups that work well together can be a tricky formula for teachers, but I have found a pretty easy way to generate some quick groups by using the toolkit in ClassDojo ( classdojo.com). I prefer groups of 3, because sometimes 4 can be too many. Plus, if you have partner groups, it never fails, someone is always absent. Below is an image of the groups created on ClassDojo. I hid their names, but you get the idea. Student groups were also easily included on the Padlet.

4. Use timers to manage time. I added two YouTube timer video links to my Padlet, one for 20 minutes and the other one for 15. This is mostly because some of my classes need more time to complete their work at each station. The timers that I used were both Among Us themed and my students really enjoyed that, but you could use any type of timer that you like. On the picture below you can see the teacher support that I have embedded in my padlet.

5. Wrap it up with reflection. For reflection and accountability to the station rotation model, I included a Google Form survey on my Padlet that students complete at the end of the period. The survey that I use has reflection sentence stems to make the reflecting process more thoughtful. You can check it out below.

My students LOVED the station rotation activities and the organization of it all was made incredibly easy by using Padlet. Check out the big picture of it all below. I strongly suggest you try it out. It will make your life as a teacher so much easier and the quality and efficiency of your stations will create better learning outcomes for your students.

Here is a picture of my students working on their station rotation activities. They really did a great job collaborating and working together because they knew exactly what to do. After trying my stations this way, I honestly would not want to run stations any other way.

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Station rotation: Save time, engage students in any K-12 classroom

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Station rotation keeps students engaged in multiple activities. Plus, it isn't hard to set up! Here are some ideas.When we think of stations or centers we

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Teachers can record short lessons to use in station rotations to support a student-centered learning environment in middle and high school.

Blended learning stations and flipped lessons aren't new, and many middle and high school teachers are already incorporating these strategies into their classrooms. Either strategy can be effective for improving student learning, but what if the combination of these strategies-pairing video lessons that can be rewatched with stations that reinforce new learning-can create a student-centered learning environment?

Adding short, flipped lessons into a station rotation provides a way to add targeted instruction that is self-paced and allows teachers to provide feedback and interventions as needed.

The Benefits of Adding Flips to Stations

Class sizes are growing, which makes it necessary to find creative ways to differentiate instruction while keeping students engaged. Flipped lessons are short, recorded lessons that you create to model or reteach a concept. Traditionally, students watch a flipped lesson at home, and then they practice the concepts they've learned at school.

However, when the flips are viewed during class, teachers can provide immediate feedback and individualized interventions based on student needs. Flipping lessons during stations also eliminates lag time between the lesson and practice. Students can work through concepts in station activities that are created to reinforce the skills from the lesson. Flipped lessons and stations complement each other and provide more flexibility in student learning.

Teachers may be hesitant to add flipped lessons due to limited access to technology or the internet for students working at home, or concerns about the students not completing the work. Adding flipped lessons in class where there is access to reliable technology and the internet creates an equitable environment for students to benefit from the flipped lessons.

Working through flipped lessons in class still allows students to work at their own pace and adds accountability for completing the work. Teachers can easily observe the students working and step in immediately when students get stuck in order to help them get back on task.

Combining flipped lessons with stations also frees teachers to move into the role of mentor and guide in the classroom. Students learn at their own pace through the flipped lessons and practice in stations, while the teacher monitors and helps students and provides clarification to those who need it. My students choose the order in which they complete the lessons after they complete the flipped video. A key benefit of this is the organic workflow it creates for them.

Students are all at different levels of understanding, so I can act as a floater in class and help them as needed, whether they're working on their own or in small groups. I've also found that the students I already helped will then go help others as needed.

How to Add Flipped Video Lessons Into Stations

Adding flipped lessons to a station rotation can deepen students' learning in the classroom, and with the addition of a few helpful tools, it can be easy to set up.

1. Start small by adding a flipped video and two related stations. I plan stations for two or three days each week. Choose a concept to teach and skills that students will practice with the video and in stations. I use the flipped video lesson as the starting point for all students, followed by the stations.

2. Stations can be on paper or online. It's ideal if students can complete them in about 10 minutes. My classes are 48 minutes long, and stations with a flipped lesson take around 35-40 minutes. Look for activities that will reinforce the concepts and allow for collaboration with other students.

One time-saving strategy I've used is taking online worksheets from past years and cutting and pasting them into station activities. An on-paper activity I did involved a worksheet on latitude and longitude where I used a portion of the worksheet in a flipped video for a scaffolded demonstration. Then students completed the rest of the paper on their own or with a partner after watching the video.

3. Choose a program to create your flipped videos. I use Screencastify, which allows me to record and edit short lessons for free. Teachers can create a variety of videos using desktop and window recording, or by using it along with a document camera. The program can be added as an extension to the Chrome or Microsoft Edge browsers for easy access, and it has a variety of settings to tailor the videos to the teacher's needs.

The free version does limit the recordings to 5-minute videos, but this is ample for short lessons, and you can record a series of videos if more time is required. In addition, I've discovered that keeping the flipped videos short helps maintain student engagement.

4. Maintain your videos for future use. Many programs allow you to save videos. However, they may not work if you try to embed them in certain learning management systems or slide decks. You can create a YouTube channel for your videos, which gives you more options for sharing and embedding, while also providing space to create a video library for free.

5. Consider modeling concepts for your students. Modeling has proven to be an effective teaching strategy, and creating flipped lessons with modeling and talking through the steps of a concept as students follow along and practice the skill provide a hands-on approach to learning. While a script isn't necessary to create this type of video, I find that notes are helpful to keep the video organized and reduce dead airtime while the teacher thinks of what to say next.

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5 Tips for Incorporating Video Lessons in Learning Stations

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Teachers can record short lessons to use in station rotations to support a student-centered learning environment in middle and high school. Blended learning stations and flipped lessons aren't new, and many middle and high school teachers are already incorporating these strategies into their classrooms. Either strategy can be effective for improving student learning, but what if the combination of these strategies-pairing video lessons that can be rewatched with stations that reinforce new learning-can create a student-centered learning environment?

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This post is written by James Hunt, a 6th grade science and geography teacher in Southeast Missouri. James was selected as Teacher of the Year at his building in 2019. You can connect with him on Twitter at @Mr_JamesHunt.

Have you ever tried stations in your classroom before? Stations are centers (or areas) set up in the classroom where each task has a specific goal that's targeted. These centers can be hands-on activities, intervention practices, enrichment tasks, or tech-related applications revolving around a certain skill.

Just because students hit middle-school age doesn't necessarily mean we need to take away procedures and activities they're familiar with. Stations in middle school hold the same purpose as they do in elementary: reinforce a standard or skill, provide differentiated opportunities for learning, and keep students engaged. When we offer differentiated learning methods in our classrooms, we are providing multiple opportunities for our students to be successful.

When we think about trying stations in middle school we tend to think of all the fires we will have to put out, but did you know that you can successfully implement stations in the middle school classroom? Here's how...

5 tips for successfully integrating stations in the Middle School classroom

Tip #1: Set procedures and expectations

This may seem like a no-brainer, but clear expectations should be set, modeled, and practiced before implementing stations in the classroom. When students reach middle school, they crave the same autonomy that teachers do. Have them help you set up the expectations that must be followed during stations! This will help develop a more meaningful approach to implementing stations in the classroom.

What should we do if we are stuck on a problem or question?

How should we rotate through our stations? Should we wait for a timer or move on to the next station as each individual is ready?

How should we treat each other and the materials used in the classroom?

What should we do if we finish a station early?

All of these are examples of how to set meaningful boundaries the class must follow during stations to make sure you are getting the most impact out of your time.

Tip #2: Give clear activity instructions

We can spend time (and we should) explaining activity instructions for each station, but let's be real. Your students aren't going to remember what to do by the 3rd, 4th, or 5th station if all of the directions are explained at the beginning, and that's okay! Providing multiple avenues for students to see and hear activity directions will alleviate off-task behaviors at each station.

Although I briefly explain what we'll be doing at the beginning, I also know that I have learners in my classroom who need visual reminders. Using Google Slides to display groups and instructions helps set students up for success. I also like to use group names that garner their interests! You can use my template here to get started.

I also like to have the instructions printed out at each station. You can use my template here to get started. These instructions are printed on Astrobrights and magnetized to my paper holders for easy display options. This keeps the, "Now what do I do?" question at bay.

Tip #3: Be over-prepared

When preparing stations for your middle school classroom, it's important to have a backup plan. We've all planned these incredible lessons and activities only to find out they take a fraction of the time we thought they would. With stations, students are "on their own" with you as their guide on the side. I usually end my station instructions with, "If you finish early, get on __________ until it's time to switch." This way their minds are constantly busy.

You must also think about accessibility when it comes to supplies and activity papers. Here's how to cut down on wasting time when moving from one station to the next...

1. Store worksheets on your whiteboard using magnetic paper holders. These hold multiple copies for all of my classes without falling off the board!

2. Have additional papers needed stored in a folder at that station so they can grab what they need and get started!

3. Keep all supplies needed for each station in a tub or bin that's easy to move and store. This assures your students won't have to look around for what they need to complete the activity!

Tip #4: Assure smooth transitions

Transitions are a major part of stations, and if it's anything like my experiences it's also the most frustrating. Let's tie in some of those open-ended questions from the top to provide smooth transitions through stations.

I like to make sure all activities can be completed on one page. They will carry the same paper with them throughout the entire rotation; no papers left behind, easy accountability. Even if nothing can be written down in that section, make sure it's on there! Here's an example of how I made 6 stations fit on one page (front/back).

How will your kids move from one activity to another when time to switch? I like using my SadoTech Wireless Doorbell. Once I press the wireless remote I keep at my small-group table and the sound goes off, my students know it's time to clean up and switch. This doorbell comes in a variety of colors, has 52 different chimes to choose from, and 4 different volumes!

Tip #5: Actively seek less chaos

This goes hand-in-hand with all four of the tips above. Don't make stations more frustrating for you, otherwise you will never want to use them again! You know your middle schoolers. What do they need in order to be successful? If you try something and it doesn't work, gather some feedback and don't give up!

For notifications of new Ditch That Textbook content and helpful links:

Are you looking for quality, meaningful professional learning that both equips and inspires teachers?

Matt provides in-person and virtual keynotes, workshops and breakout sessions that equip, inspire and encourage teachers to create change in their classrooms. Teachers leave with loads of resources. They participate. They laugh. They see tech use and teaching in a new light. Click the link below to contact us and learn how you can bring Matt to your school or district!

FREE teaching ideas and templates in your inbox every week!

Subscribe to Ditch That Textbook

©2023 Ditch That Textbook by Matt Miller.

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Getting started with learning stations in middle school

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This post is written by James Hunt, a 6th grade science and geography teacher in Southeast Missouri. James was selected as Teacher of the Year at his

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Setting up activities around the classroom is a popular way to get students collaborating-and it can be used to promote use of a target language.

Rawpixel.com / Shutterstock

World language teachers want to get our students actively using the target language, of course. And if we also want to get them moving and collaborating, an ideal activity is a station rotation-posting a variety of activities, or stations, around the classroom and having students move from one to another to complete each task. We can set up the stations to require individual work or small-group collaboration.

Setting Up the Station Rotation

Preparation is key. Consider the modes of communication: speaking, listening, reading, and writing. The goal is to engage students in all of these skills as they work through a station rotation.

Set aside a full class period for your students to engage in a station rotation so that they can get into the groove of working and immersing themselves in the language, while you take on the role of facilitator. Start planning by gathering resources related to the current unit of study.

For example, in my level II unit "A Balanced Lifestyle," I look for infographics, images, and graphs in Spanish, as well as videos of native speakers, that address eating habits and the Mediterranean diet. This leads to a nice cultural comparison between dietary habits in Spain and the United States. Strive to place culture at the core of your topic, so students can take it into account and learn about it when working through the stations.

After you compile your resources, organize them to create different activities-the stations.

Reading station: One station can focus on a short reading task or infographic in the target language, with comprehension questions, which can be open-ended or true/false. Or you can have students formulate their own questions based on the text.

Listening station: Another station can focus on an audio clip or YouTube video, or a song in the target language. Students can complete questions related to the audio-this is a great station to use a cloze activity. At this station, students will need to use a devise, so you'll need to ensure that they bring headphones.

Speaking station: Post a speaking prompt for students to follow. If you choose to have students collaborate, they can respond to a series of conversation questions with one another. This allows for a nice interpersonal exchange. Encourage students to time themselves-you might ask them to spend two minutes on each question. This gives them a push to keep using the language, and encourages them to use circumlocutions. It also creates a fun vibe as students work together to complete the challenge of speaking for a certain number of minutes.

If you're having students work individually, they can participate in a prerecorded simulated conversation or record themselves responding to a prompt on their devices. In a simulated conversation, the teacher typically records his or her voice and students must listen and respond at intervals. This is tricky as students are not in control of the conversation and must listen carefully in order to respond appropriately. If that's not your preference, you can have students record themselves speaking in response to a question or prompt-they can use Garage Band or Vocaroo, for example, and then share their recording with you.

Writing station: Set out some compelling images related to the unit, and have students narrate a story behind one of the images, or detail their reactions to it.

Depending on your situation, technology can be infused into these stations. If students have access to devices, they can respond to post-reading questions via a Padlet discussion board or answer comprehension questions via Google Forms.

Benefits of Station Rotation

In all of my classes, from level I to pre-AP, student productivity is at an all-time high during a station rotation. The stations allow students to not only move, collaborate, and think critically, but also practice each communicative skill in the target language.

And the station rotation allows me to act as a facilitator. As students work and move from one station to another, I check in with each group or individual student, asking them how they're progressing, which activities they enjoy most and why, and so on. These check-ins help me measure students' progress, and they aid in developing a strong, positive classroom rapport.

Potential Challenges

The logistics and timing of station rotation can be tricky: Students can work at their own pace throughout the stations, or work in groups. You may time them at each station. There are a lot of choices for the teacher to make in setting this up.

If students work individually and move from one station to another at their own speed, certain stations might become overcrowded if a handful of students happen to be working at the same pace. The waiting students can opt for a different station, returning when the station is less crowded.

When students work in groups, it's not always possible to ensure that each activity will take each group the same amount of time, but you can reserve a few minutes at the end of class for students to go back and complete any activity they missed. I personally enjoy timing my students at each station in groups, as I enjoy seeing them collaborate. I also like having them speak face-to-face in a small group.

My experience with groups is that the maximum effective size is four members each-that enriches speaking activities, allows for collaboration, and is a small enough number that students don't veer off track.

Reinvigorate your world language classroom and get students moving, collaborating, and most importantly, enjoying the language.

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Station Rotation in World Language Classes

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Setting up activities around the classroom is a popular way to get students collaborating-and it can be used to promote use of a target language.