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Implementing this method makes dividing a teacher's time between students in class and those working at home much easier.

UfaBizPhoto / Shutterstock

As a result of the pandemic, many schools throughout the country are moving forward with the hybrid learning model, combining face-to-face instruction with both synchronous and asynchronous learning. The tricky part is during synchronous class time when some students are in class and the rest are at home. How can a teacher best manage in-person and at-home learning at once? According to Dr. Kristen Turner, "Teachers who are being asked to do concurrent teaching (it is technically not a hybrid/blended model unless lessons are designed virtually/asynchronously for those who are not present face-to-face) are facing an enormous challenge. No one has been trained for this scenario."

Let's begin to address this challenge with backward-design basics. Only after we know the lesson goals and assessments can we make decisions about the class schedule and range of activities, including who is doing what at what time, whether in person or at home.

One of the seven models of blended learning that stands out due to its ease of use is station rotation. The Blended Learning Universe site reports that the station rotation model "allows students to rotate through stations on a fixed schedule, where at least one of the stations is an online learning station." The inner workings of the model allow teachers to align a variety of activities to the learning goal and then break up the class into small groups to closely monitor their progress while students actively engage in the content.

To accurately reflect the station rotation model in our era of social distancing, students who are in person are grouped in squares so that all peers are only six feet apart and can easily turn to each other to talk. Students at home should be grouped together to easily shift into asynchronous instruction as the teacher decides how the learners will divide their time among stations.

A station rotation setup uses small groups for the purpose of teacher-led instruction, online learning, collaborative activities, and offline learning. Here is a sample lesson plan template for a station rotation; this is a good way to begin to map out your stations. When you are ready to go live, here is a great template to use for planning your rotation and sharing it with students.

4 Stations to Provide Teachers Greater Flexibility

1. An online learning station for independent practice.Use of the online learning station helps to drive immediate data-informed instruction. The online station is maximized by investing in a web-based learning platform that provides standards-aligned immediate feedback to the learner and teacher. With a focus on priority instructional content, teachers can leverage learning.

Several low-cost or free programs provide teachers with an effective way of getting students to practice grade-level material with immediate feedback upon completion signifying progress on the standards. At the end of the online learning station time, in-person students move on to the next station, with students at home potentially joining a virtual, small-group station.

2. A teacher-led station for real-time feedback. The teacher-led station begins with the learning goal. The STEPS Small Group Lesson Plan Form can work across content areas to teach into the learning goal and effectively work within the established time frame. Students try out the learning, and the teacher makes observations while providing real-time feedback in the instructional moment.

The teacher-led station is highly coveted instructional time. It's when connections are made, and teachers get to know how kids learn to better plan for and support their progress.

3. A no-tech station for independent practice. An offline station is critical to avoid screen fatigue in a virtually demanding environment. Materials such as books, notebooks, manipulatives, and other resources should be distributed at once to the students to keep for the duration of the marking period or semester. Students may be journaling in a marble composition notebook, reading a book, or creating a graphic organizer to self-check their knowledge of the content.

The first table in this article offers questions to promote students' understanding in planning, monitoring, and evaluating their work, which can be used in a journal entry. Ideally, the independent practice may serve as a time to engage in routine, written reflection.

4. A collaborative-learning station using peers as partners. This station can be hosted in a mixed (at-home and in-person) small group. It may also be an in-person group of four students in their square and an only-at-home group holding a virtual meeting. When only one group is in this station at once, ideally one in person or one virtual, the teacher can check for understanding by taking a brief pause from their teacher-led station.

Equally important, students build relationships, confidence, and trust by learning to rely on each other in group work. Here is a reference for establishing formal, cooperative-learning groups along with research that supports the need for socialization during student learning to grow understanding.

Before Stations Rotate: Invite a Brain Break

Students benefit from a brain break and physical movement every 15 to 20 minutes, or the typical duration of one station activity. Before transitioning into the next station, end the station by inviting all students, whether in school or at home, to stand up tall, stretch their arms out, and circle them forward and then backward while walking in place. After 30 to 60 seconds, students sit back down to begin their next station.

Simply put, the use of the station rotation is a time-management planning strategy that allows the teacher to break up learning activities and consider how to maximize his or her time. As a tip, teachers might want to see station rotation as a plan over a few days or class meetings as opposed to trying to fit all rotations into one block of time. Once you get started with a station rotation model, it can easily transfer to any instructional environment, whether virtual, in person, hybrid, or concurrent.

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How to Make Station Rotation Work During Hybrid Learning

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Implementing this method makes dividing a teacher's time between students in class and those working at home much easier.

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Ask teachers what things would make their teaching experience better and reduced class sizes are sure to be on the list.

Not all teachers are lucky enough to have a co-teacher or teacher aide in the classroom, so it can be challenging to give personalized instruction and differentiate content for students.

What if we told you there was a way to structure your classroom so that you could work with small groups, without needing to have a co-teacher? You've guessed it, that's what the station rotation model can do!

We'll take you through the key components of the model, tips for implementing it, and examples from teachers using station rotation in their classrooms. By the end of this article, you'll have everything you need to implement your own Edpuzzle station!

What is the Station Rotation Model?

If you've ever used learning centers or stations in your class, you already understand how practical it is to divide students into small groups and have them work on varied tasks. That way, students can learn through a variety of ways (with visual, auditory, and kinesthetic tasks for example).

The station rotation model takes this idea but has students rotate through different stations on a fixed schedule.

It's recommended that students spend anywhere between 10-15 minutes at each station. But because kindergarteners and highschoolers have different attention spans (although it doesn't always seem that way!), this amount of time can vary depending on age.

In recent years, station rotation has adapted to modern times and nowadays you probably won't see a version in action that doesn't include an "online" station. Station rotation and blended learning (the balance of offline and online learning) are a match made in heaven.

In a blended station rotation model, students pass through at least one of the following stations:

A teacher-led station: Lets teachers work with small groups of students and address any student misunderstandings.

A offline station: Lets students work on collaborative problem-solving with hands-on activities.

An online station: Gives teachers a more dynamic ways to deliver content. At the same time, technology can give students more control over the time, place, pace, and path of their learning.

A good online station is key to this model. But with so many edtech options out there, what's the best choice for your class? That's where Edpuzzle comes in.

Station Rotation and Edpuzzle

Using video is not only practical, but it's also educational and therefore a great choice for your online station. It activates both visual and auditory learning at the same, something that today's YouTube and TikTok generation will appreciate.

With Edpuzzle, you don't have to worry about students zoning out during the video. You can turn any video into a video lesson and ensure that students are actively watching.

To get a good idea of what a station rotation looks like with an Edpuzzle station, take a look at this explanatory graphic (or watch this video for a visual):

In the example above, students watch a video that reviews key concepts they've been covering in class. The video could be one that you find on YouTube or one that you make yourself. Either way, Edpuzzle lets you embed questions to keep students engaged and hold them accountable.

At the offline station, students apply what they learn using math manipulatives and play a game with a partner.

Then, at the teacher-led station, the teacher can give students immediate feedback on the most recent homework assignment.

At the end of the day, the learning that is happening at each station is equally important. Students get the chance to learn at their own pace and teachers get the chance to help them every step of the way.

Station Rotation in Elementary School

Elementary teachers are often worried about making their already tech-savvy little ones even more technology-dependent. That's why the station rotation model is a perfect way to incorporate video in the elementary classroom without having students stare at a screen all day.

Susie, a math instructional coach for 4th and 5th graders, makes Edpuzzle videos for other teachers. In a typical station rotation model at her school, the Edpuzzle video station is used to deliver a mini-lesson.

At the teacher-led station, students work directly on the learning target and build off what was shown in the video. The teacher adjusts how they teach a group depending on the skills students have demonstrated so far.

After meeting with the teacher, students usually move on to a station for independent practice with a math worksheet.

The fourth and final station is usually reserved for collaboration, where students pair up to complete a math game together.

In Susie's case, she sometimes creates Edpuzzle tutorial videos with directions on how to play a math game for her offline station. This is a great way to give students a chance to see the game in action before attempting it themselves!

Station Rotation in Middle and High School

Although high school teachers might more commonly assign a video as homework ( such as in the flipped classroom model), the way they use Edpuzzle in a station rotation model can be quite similar.

Mr. Vlahakis, a high school social studies teacher, shares his experience using the model:

"While I mostly use Edpuzzle outside the classroom, sometimes when we do stations I set up an Edpuzzle station. One station may be direct instruction from a teacher, another station might have Chromebooks set up so that students can complete a 5-minute Edpuzzle video, and a couple other stations with independent book work."

Today in our taught pre-ap social studies class, @ktomiak413 and we did 3 map stations, 1 lecture/notes station, and 1 @edpuzzle station (8 min/station). #richinStations #movement pic.twitter.com/xptpDUnd9G
- Mr. Vlahakis (@MrV_history) September 10, 2019

With older students, you could even take out the teacher-led station and instead, walk around the room monitoring you students. As students work and move from one station to another, you can check in with groups or individual students, to see how they're progressing.

Worried that the station rotation model would make classroom management more difficult? An Edpuzzle station can actually help to keep the classroom focused. As Mr. Vlahakis puts it:
"The Edpuzzle station not only accomplishes some direct instruction via video, it serves as a silencer in the room. When one station is plugged in, they are naturally not talking or interacting with other students, making all of the other interactions in the room easier to manage."
By using Edpuzzle to embed questions, notes, and audio in your video, you can ensure that students will be fully engaged with the lesson instead of just passively watching.

That makes the learning your students do with technology at an online station just as valuable as the learning that happens offline with a teacher or peers.

How to Create Your First Station Rotation Lesson

Don't feel pressured to have multiple stations and try and tackle every aspect of your lesson. Start small (3-4 stations) and focus on making the learning objectives and tasks as clear as possible.

Think about how much time students will need at each station. For example, if you want to give your students time to self-pace while watching a 5-minute Edpuzzle video, make sure you give them at least 10 minutes to answer questions and rewatch portions if they need to.

Speaking of technology, make sure you plan for all the materials you'll need at a station. How many devices will you need for your online learning stations?

Even if you work in a school where every student has access to a device, don't try to include technology in every station. Remember the principles of blended learning and give your kids a break from screens. Offline stations can give your students the opportunity to engage in small group discussions and collaborate on shared projects.

Finally, think about how you'll give students directions. If you teach older students, you might decide to provide instructions in written form at each station. Younger students, on the other hand, might benefit from receiving their instructions through a mini-video tutorial (Edpuzzle for the win!).

At the end of the day, just remember to make the model your own and don't worry about it being perfect. You know what structures work best for your students and what combination of stations will help them learn about a topic.

Hybrid and Remote Learning Adaptations

If you're excited to try the station rotation model but are currently doing hybrid or remote learning, not to worry! It's easy to adapt the model so that it works for your classroom.

Students won't all complete the video lesson at same time when they're learning from home. So give yourself some flexibility and don't worry about keeping static groups or maintaining the same fixed schedule.

Remember how blended learning is at the core of the modern-day station rotation model? The same principles should still apply with remote or hybrid learning, with variations on what tools students use to interact with the content.

Although your students wouldn't physically move between stations like in the normal model, they could still progress through a series of activities that are teacher-led, independent, or collaborative.

Edpuzzle can continue to be the tool you use for students' independent practice and provide you with the data you need to inform your next lesson. Meanwhile, video-conferencing platforms like Zoom can help you and your remote and in-person students connect and work together from your respective locations.

If you haven't realized it already, the station rotation model is awesome because of how flexible it is. No matter how many students you teach, what access to technology you have, or what your classroom circumstances are, this model can work for you.

So why not give it a go? Edpuzzle will be there to help you wherever and whenever you need it!

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A Complete Guide to the Station Rotation Model

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Interested in incorporating a station rotation model but don't know where to start? Check out our guide and learn how to create your first video station!

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The rotation model is one of the most common models in blended learning. In the book Blended: Using Disruptive Innovation to Improve Schools, authors Michael B. Horn and Heather Staker describe the rotation model in the following way:

The model that classroom teachers in particular gravitate toward first is the Rotation Model. This category includes any course or subject in which students rotate-either on a fixed schedule or at the teacher's discretion-among learning modalities, at least one of which is online learning. Often students rotate among online learning, small-group instruction, and pencil-and-paper assignments at their desks. Or they may rotate between online learning and some type of whole-class discussion or project. The key is that the clock or the teacher announces that the time has arrived to rotate, and everyone shifts to their next assigned activity in the course.

The idea of rotating among stations is certainly not new to education. In fact, teachers have rotated groups of students among centers for decades, predominantly at the elementary school level. The new element is that online learning is now part of the cycle.1

There are four different varieties of the rotation model: Station rotation, lab rotation, flipped classroom, and individual rotation. How do they compare?

In station rotation, students rotate through modalities within a classroom or a set of classrooms.

In part, students learn using software or other online-based coursework on classroom computers. Students can do a variety of activities, including but not limited to previewing, completing, or reviewing skill lessons, reading stories, or taking computer-administered assessments. Through these kinds of tech-based activities, students have opportunities to work independently and privately, free from concerns about how they will perform in front of their peers.

For the offline part of their learning, students receive direct instruction from a teacher, followed up by a variety of activities, which could include modeled and independent reading, workbook pages or other pencil-and-paper tasks, one-on-one tutoring, small-group work, projects, games, flash cards-the list of possibilities is nearly endless.

Lab rotation is very similar to station rotation, except that with lab rotation, students fulfill the online learning part of instruction in a computer lab rather than in the classroom. One benefit of this model is that using the lab frees up classroom space for other activities within the rotation model.

Adequate access to a computer lab is an important consideration for this model. In some schools, lab time can be restricted to certain days or time frames. Mainstream K-3 classes often have to compete with other grade levels and classes for lab time. In intervention settings, students typically have additional access to the computer lab; however, these students usually need more supervision than mainstream students, so careful planning and teacher guidance in the computer lab during online learning should factor into decision-making.

In a flipped classroom, students learn the lesson content offsite via the computer and use class time for activity-based learning rather than passive learning. For example, students can complete software lessons outside of class time and then do homework during class time, when a teacher is available for assistance. This model helps ensure that students are actively engaged in learning while in the classroom, which is one reason why it is a favorite of secondary schools.

In individual rotation, students move through a variety of different learning modalities, but rather than the rotation being prescribed by a teacher or schedule, it is customized for each student according to individual needs.

This model is adjustable, which frees students from having to move through every modality at every stage in their coursework and instead lets them work in modalities that better meet their needs at any given point. Teachers are available to clarify or expand on the information learned online and provide support.

To learn more about the various blended learning models, we encourage you to visit the Blended Learning Universe via the following link:
www.blendedlearning.org

[Notes]

1 Michael B. Horn and Heather Staker, Blended: Using Disruptive Innovation to Improve Schools (United States: Jossey-Bass, 2014), 38.

The images on this page are adaptations of graphics originally appearing in the book Blended: Using Disruptive Innovation to Improve Schools.

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The rotation model is one of the most common models in blended learning . In the book Blended: Using Disruptive Innovation to Improve Schools, authors Michael B. Horn and Heather Staker describe the rotation model in the following way: The model that classroom teachers in particular gravitate toward first is the Rotation Model.

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10 Tips for Teachers Using the Station Rotation Model - Dr. Catlin Tucker

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Teachers are already blowing up my Twitter feed with awesome photos taken during their first few station rotation lessons! It's exciting to see so many teachers trying this blended learning model and creating opportunities for small-group instruction, real-time feedback, collaboration, and differentiated learning. 1) Use your teacher-led station for a range of activities beyond differentiated [...]

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During station rotations students move to different learning centers. At these stations, students engage in activities that extend or reinforce learning objectives. Learning stations allow teachers…

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Blended Learning - Station Rotation Model

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Catlin Tucker Talks About Blended Learning with  and Station Rotation

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Blended Learning: Making it Work in Your Classroom

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This video is about English8 Two Station Rotation

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Blended Learning Videos from Catlin Tucker

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Blended Learning Videos from Catlin Tucker

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Music Theory/Literacy

Students will study and practice music theory through reading and writing music notation. They will use critical-thinking skills to analyze the manner in which music is organized.(Music Standards of Learning for Virginia Public Schools, June 2013)

Performance

Students will demonstrate mastery of musical skills and concepts at levels of increasing difficulty. They will learn to participate in music as a musician through singing, playing instruments, improvising, composing, and moving to music. Students will participate in all aspects of music performance, demonstrating appropriate use of related materials, equipment, methods, and technologies.

Introducing a Lesson:
View performances on YouTubeEDU, Discovery Education, or Interactive Music series.
Direct Instruction:
Use webcam or cel phone camera to record a video performance in class.
Independent or Group Work:
Noteflight music to practice skills / concepts.
Download and / or open Edmodo files to practice.
Watch and analyze a performance through VideoNot.es and submit through Google Drive.
Create a compilation of videos using MovieMaker or WeVideo
Record audio through Audioboo or Vocaroo

Homework:
Use webcam or cell phone camera to record a video performance at home. Submit through Edmodo.

Music History and Cultural Context

Students will understand aspects of music history and ways in which music fits into culture. They will become familiar with the distinctive musical characteristics of music that delineate major historical periods of music and will identify the compositional techniques employed in many styles of music. Students will examine the interrelationships among current events, developing technologies, and music in society.

Introducing a Lesson:
Show and discuss videos found on YouTubeEDU (utilize VideoNot.es), Discovery Education, Interactive Music.
E-books through Mackin Via and Tumblebooks.
Direct Instruction:
Interview a local musician via Google Hangout.
Songs, listening excerpts and activities in Interactive Music.
Show relationship between music and other subjects: Phil Tulga: Music Across the Curriculum.
Independent or Group Work:
Create concert etiquette PSAs using audio and video technology ( Audioboo, Vocaroo, WeVideo, MovieMaker) and share them via Edmodo.
Review and Reflection:
Google Docs for reflection, journaling, collaboration projects.
Homework:
Google Docs, Edmodo for collaboration and collection of assignments and listening excerpts

Analysis, Evaluation, and Critique

Students will listen to, respond to, reflect on, analyze, interpret, evaluate, and critique music. They will articulate objective evaluations of musical works by analyzing creative musical elements and production as a whole. Students will be guided in the development of criteria to be used for making informed artistic judgments about music as well as the other arts and for evaluating the roles of music in society. They will apply these processes when creating and evaluating their own musical works.

Introducing a Lesson:
View videos from YouTubeEDU (with extension activities using VideoNot.es), Discovery Education, and Interactive Music.

Activities from Interactive Music. Direct Instruction:
Lessons from ArtsEdge.

Activities from the follow symphony orchestra / venue websites: DSO Kids, SFS Kids, NY Philharmonic Kidzone, Independent or Group Work: Carnegie Hall, and Classics for Kids.
Create PSAs about the importance of copyright laws. Copyright Kids
Create commercials about favorite instrument or voice using audio and video technology ( Audioboo, Vocaroo, WeVideo, MovieMaker) and share them via Edmodo.

Edmodo quiz on instruments.
Google Docs for creating and collaborating on instrument projects.

Interview adults about their past musical experiences and share with class. Review and Reflection: Homework:

Aesthetics

Students will reflect on the sensory, emotional, and intellectual qualities of music. They will examine various cultural perspectives and factors that shape aesthetic responses to music. By experiencing and evaluating musical compositions and performances, students will have the opportunity to understand meaning in music and recognize the contribution music makes to the enrichment of the human experience.

Introducing a Lesson:
View videos from YouTubeEDU (with extension activities using VideoNot.es), Discovery Education, and Interactive Music.

Lesson plans for responding to music: Music Tech Teacher, Direct Instruction: Interactive Music

Activities in Music Tech Teacher, and PBS Kids
Independent or Group Work: Google Docs for creating and collaborating on writing activities.

Google Docs for creating and collaborating on writing activities.
Edmodo for discussions and collaborative projects.

Attend a musical performance and write a letter to someone describing the experience. Use Review and Reflection: Google Docs to create and share the letter. Homework:

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Music Theory/Literacy Students will study and practice music theory through reading and writing music notation. They will use critical-thinking skills to analyze the manner in which music is organized.(Music Standards of Learning for Virginia Public Schools, June 2013) Performance Students will demonstrate mastery of musical skills and concepts at levels of increasing difficulty.

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Personalized learning in the music classroom

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How to do Blended Learning in a PE Class

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Need Inspiration Designing Station Rotation Lessons for your Math, English, History, or Science Class? - Dr. Catlin Tucker

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The station rotation model is a series of stations that students rotate through with at least one online, offline, and teacher-led station.

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Learn more about the Blended Station Rotation Model by visiting the Blended Learning Universe at Blended Station Rotation Model Students rotate through three stations: teacher, technology, and collaboration station on a fixed schedule or at teacher's discretion between learning modalities. Learning at each station is aligned and there is a common thread amongst the three.

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The Why And How Of Station Rotation LINC: The Learning Innovation Catalyst

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Learning Innovation Catalyst (LINC) helps educators successfully transition to innovative and engaging teaching models so that every student excels.

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I have only used the free account.

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Nearpod: Foster a love of learning in every student

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Create active learning experiences students can’t wait to be a part of.

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Designing Group Stations for Station Rotation Model

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Designing effective learning stations for a station rotation model

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Sometimes in our careers we must take a leap of faith and work outside our comfort zone to make a positive difference. I took such a leap several years ago after 20 years, moving from a traditional teacher-centered class to a more student-centered one. As my teaching style evolved, I adapted to the changes of the 21st century and tapped into the technological world of my students.

Although I had incorporated online learning into my curriculum over the years, last year I decided to fully implement a blended learning classroom. I stepped out of my comfort zone again, and was happy to see positive outcomes with my English 12 students.

I had a culturally diverse group of students. After assessing at the beginning of year, I found that half could perform on grade level, while the others were still learning English and would not be able to access grade-level material without extensive differentiation. I believed that Catlin Tucker's blended learning approach would serve them best, so I implemented it with high hopes for me and my students.

Looking back, we characterized our year as one of tremendous growth in learning and maturity. Our reflections revealed three important outcomes-increased engagement, accountability, and adaptability-that may inspire teachers across all curriculums and across grade levels to incorporate blended learning into their student-centered classrooms.

Increased Engagement

Getting seniors to enjoy an English class in their last year of high school is always challenging. To help, I used Google Classroom for our virtual learning environment and an engagement model I learned from a Cris Tovani workshop years ago to create the foundation for student choice and student-centered learning.

I began classes with mini-lessons on concepts and instructions for work time that students used to complete research, writing assignments, presentations, and discussions on chosen topics. My students worked most of the time in small groups-learning, practicing, and applying knowledge using online apps such as EdPuzzle, Padlet, Newsela, and others. I conferenced one-on-one and moved about the room answering questions and guiding when needed.

Overall engagement increased tremendously because my students chose topics that appealed to them and online tools that worked best for them. And when necessary, I gave more direct instruction and guidance in these tools or the course content.

At the end of the year, one of my students summed up their engagement: "We were all so productive. Not only that, we had communication like no other class. I am happy I was able to have an experience like this." I was delighted to see such a positive outcome.

Increased Accountability

Teachers can also foster accountability through blended learning, even in our complicated world where many factors can interfere with students' ability to account for their learning.

Many of my students worked while taking a full course load, and I did not want life to get in the way of them getting the most out of my class. Implementing blended learning gave them more time in class to learn, practice with, and apply our course content. I found my students to be far less stressed and more engaged with their learning while in class, and if they chose, they could extend the learning beyond class time with additional practice I provided online.

Blended learning also motivated them to stay connected and continue learning even when they did not attend school due to illness, family vacation, or disciplinary action. Some students told me that blended learning created an environment where they had no excuses to avoid completing work even when absent from class.

In the learning environment I created, the students chose what they read, researched, wrote, and discussed. They also chose how they presented their work, giving them more control of the pace, place, and path of their learning. It was amazing to see them take charge and enjoy being accountable for their learning.

Increased Adaptability

Implementing blended learning creates an environment where adaptability is inevitably necessary to succeed-for both teacher and student. My English 12 course focused a great deal on oral communication, which is one of the state's standards of learning; however, some of my English language learners had difficulty speaking and writing in English even though they had tested out of the program designed for English for speakers of other languages. To adapt, we used VoiceThread and other voice apps in class that allowed them to practice, receive feedback, and build confidence speaking in English prior to their oral presentations.

One of my favorite activities was book talks using VoiceThread-students would record themselves discussing what they were reading and share their talks with the class online. They engaged in meaningful conversations with each other that enabled them to practice with speaking skills.

We were prepared for outages involving either the internet or our tools, adapting by discussing and practicing face to face in pairs and small groups. Technology is not perfect, but despite ups and downs, my students and I adapted to blended learning and saw how engaging it was. In a world where we're always online, adapting to a blended classroom become second nature.

When I embarked on this journey with my 12 graders, I thought only about making their English classes meaningful and engaging, but the result-all students reading and writing closer to grade level or above-was better than I anticipated.

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Sometimes in our careers we must take a leap of faith and work outside our comfort zone to make a positive difference. I took such a leap several years ago after 20 years, moving from a traditional teacher-centered class to a more student-centered one.

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How do I set up a station rotation model in my classroom?

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Interested in implementing stations and not sure where to start? This guide will give you tangible resources and research, with key insights and strategies around culture, space, and routines.

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We're mixing pen and paper with digital in our blended classrooms, and everything's going great. At first (for me) it was just about throwing in some digital resources. The kids love it. It's easy for me. But now that I'm getting a little more comfortable with it, I'm starting to experiment with different ways to do it.

I began my digital journey with what is closest to a flex-model. My students primarily did their work in Google Classroom at their own pace. I was there to help them individually. As they submitted assignments, I would re-mediate.

I like the flex-model. I think it benefits the students greatly. But I also like to mix things up, and I knew that there were other models out there that I wanted to integrate. So that is what I'm trying to do.

Last week, I began experimenting with the Station-Rotation Model. Station-Rotation is pretty much exactly what it sounds like-the teacher sets up several stations, at least one of which is digitally-based, and the students rotate through the stations in small groups.

This model is most commonly used in elementary schools, but I think there is a place for it in secondary. It's good that the students are moving and it offers the opportunity for flex grouping and small group instruction.

But a very practical benefit is that as schools are transitioning to 1:1, not all students have devices yet. I know at our school, our hall shares a Chromebook cart and an IPad cart. As more of us are blending, this results in epic battles over possession of the carts. With the Station-Rotation model, I can send a group to the media center to use computers, a group down the hall to another teacher's classroom (he has 8 computers and is generous enough to share), or split the Ipads or Chromebooks with another teacher.

I played with Station-Rotation last week, and I like it. I'm visual and need to keep things simple, so I made a basic visual structure for the Station-Rotation Model. I have the luxury of having 90 minute classes, but if you have shorter periods, think in terms of halving the assignments for each station.

Here Is My Simple Blended Station Rotation Model

Forgive me if I use world history as an example, but that's the course I'm experimenting with now. I think this model can apply to any subject, though.

On day one, I introduced the unit of the Middle Ages in the East (the Byzantine Empire, Early Russia, the Mongols, and Islam) with a five minute bellringer that asks the students to list reasons why they think the Eastern Roman Empire (the Byzantine Empire) prospered for a thousand years after the Western Roman Empire collapsed. We then discussed their speculations.

You can definitely have more than three stations, but I'm using three as an example for simplicity. Station 1 was the unit's vocabulary in Google Classroom. I have digital flashcards with film clip links, a cloze reading, and matching activities. You can preview the vocabulary .

Station 2 was a gallery walk with pen and paper cloze notes for the students led by me. I printed out my PowerPoint slides and hung them around the room.
1. I gave each student a copy of the cloze notes to go in their paper interactive notebooks.
2. I started by writing an important concept on the board and inviting students to the board to create a word web for that concept.
3. I used the word web to give them a brief overview of what they will be learning.
4.Then they moved around a section of the room, filling in the blanks in their notes with the information hanging on the walls.
5. When they finished, we met back briefly to discuss what they learned and to ask and answer questions.

For Station 3, I used another tech option-a primary source analysis comparing the Justinian Code to our current state law code.

For Formative Assessment, I used one of my exit tickets. I have a and a version of each, depending on computer access that day.

When we moved on to the next component of Station-Rotation, I had looked over their exit tickets and assignment progress for flex grouping.

The bellringer was a review question about the Byzantine Empire.

In Station 1, I would re-mediate, enrich, or review.
1. I had students, for example, who were struggling to complete their vocabulary, so I put them in one group and used station 1 to help them.
2. I had several students who expressed confusion about Orthodox Christianity in the Byzantine Empire on their exit tickets, so we talked about that.
3. For the smaller group that was caught up and seemed at ease, we read a snippet of a racy (but not too racy :)) primary source about the Empress Theodora (quite a character) and discussed it.

In the map for day 2 and beyond above, I call Stations 2 and 3 Re-enforcing, but world history is such a content-heavy course, that I used them to introduce more content within the unit. So Station 2 was digital notes in Google Classroom over the Rise of Islam.

Station 3, 4, 5, 6, whatever, could be anything, but since my Islam notes contain a very good film clip about the faith with a guide, I took that slide out of the notes and assigned it to station 3. It goes in the notes if you're flipping your classroom, but it makes station 2 about 30 minutes longer than it needs to be, and my students are more receptive to snippets of assignments.

Formative Assessment for this was a short quiz over the Rise of Islam.

For this unit, my class did the Day 2 model for two more days.

At this point, my students would have been working on the study guide throughout the week. I have them take a picture of their answers for me, submit it in Google Classroom, and then the evening before the test, I post my answer key in classroom so that they can check themselves. (As such, the study guide is one assignment I don't accept late.)

I enjoyed review and test day because at Station 1, I got to play a game with a small group of students. I like that a lot better than whole class review.

At Station 2, students completed a sorting assignment in Google Classroom using the study guide answer key, terms, and a "virtual sorting mat." I don't have this posted anywhere yet, but you can get a general idea of it in the preview .

Station 3 was a good old fashioned pen and paper task card review. I love for test review-they really encourage students to bring everything together.

Summative Assessment was a multiple choice/matching/short essay test (very short essay). Again, I can do this all in one day because we are on the block schedule. I would do the test the following day if I were on traditional schedule.

The Take Away?

The Station-Rotation Model takes more up-front planning than the Flex Model. Class time is very smooth and super-engaging, and it gets easier the more you do it. I will not be ditching the Flex-Model, however. The students and I will all need those days. So, it looks like I'll be blending my blended classroom.

Do you blend? Are you looking to blend? Join the conversation! Leave a question or a comment below!
Hang around and check out these posts about the digital classroom:

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The Blended Classroom: A SIMPLE Station-Rotation Model - Leah Cleary

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We're mixing pen and paper with digital in our blended classrooms, and everything's going great. At first (for me) it was just about throwing in some digital resources. The kids love it. It's easy for me. But now that I'm getting a little more comfortable with it, I'm starting to experiment with different ways to do it.

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As a blended learning coach, I spend a lot of time in classrooms where teachers are experimenting with blended learning models. The Station Rotation Model is one I see used frequently. Its popularity stems from the fact that it allows teachers to maximize limited technology and it creates a nice balance between online and offline work.

The basic design of a station rotation lesson includes three types of stations: teacher-led, online, and offline. The exact number of stations will vary based on factors like the length of the class period, the total number of students in a class, and furniture constraints.

As with any approach to lesson design, it is easy for teachers to slip into a rut when it comes to designing their stations. Too often, when I enter classrooms using the Station Rotation Model, I see the same types of activities happening at each station. Here are the classic pitfalls I see when observing teachers using this model:

Problem #1: The teacher spends the majority of the teacher-led station talking at students, and often, the teacher provides the same instruction to every group that cycles through his/her station. Teachers can use their stations for a variety of tasks beyond direct instruction. (For more ideas on how to design your teacher-led station, check out this blog.)

Problem #2: The online station is used exclusively for personalized practice using adaptive software or an online program. Although personalized online practice that meets the learner exactly where he/she is at in terms of skill is incredibly useful, students quickly become bored and disillusioned with online programs if that is the only work they do online. I also worry about the fact that using technology in this way isolates learners. I want to see more teachers use technology to encourage conversation, collaboration, and creation online.

Problem #3: The offline stations are often used for classic pen and paper practice. Essentially, students are asked to sit quietly at their desks and work on handouts or practice problems in a workbook. Instead of designing collaborative tasks that allow students social learning opportunities, they are required to practice without support or peer interaction. This isolation often results in students who are not engaged in the task and distract the work happening at the other stations.

When I work with teachers, my goal is to get them to think bigger when they design their stations. I encourage teachers to mix it up because variety is key to keeping students excited about the Station Rotation Model.

As teachers head off for summer break, I would suggest thinking about how you can mix up your stations. Begin making a list of possible station activities using the template below. If there are activities that have worked well this year, add them to the template. If you see another teacher using a great strategy, game, or activity, think about what station that might work well at and add it to your template.

Hopefully, you will find that as you populate this template with ideas it becomes easier to plan your station rotation lessons next year because you have an idea bank to draw from.

bit.ly/SRMideabank

Teachers who are interested in the Station Rotation Model should check out my laminated On Your Feet Guide (published by Corwin). It's available on Amazon!

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Station Rotation Model: Avoid Falling into a Rut

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As a blended learning coach, I spend a lot of time in classrooms where teachers are experimenting with blended learning models. The Station Rotation Model is one I see used frequently. Its popularity stems from the fact that it allows

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Station Teaching and Alternative Teaching: Two Effective Co-Teaching Instructional Models - Model Teaching

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Learn the benefits of station teaching and alternative teaching with a co-teacher. Learn to effectively plan and implement co-teaching in your classroom!

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Last week in Palm Springs, I had the pleasure of coaching a 9th-grade math teacher. It was exciting to work with a math teacher who was eager to try using the station rotation model in her math classroom.

Math instruction tends to be linear with each lesson building on the one before. This can make it challenging for teachers, who are used to using whole group teacher-led lessons, to transition to blended learning models. The station rotation model poses additional challenges since teachers have a hard time conceptualizing what will happen at the stations that are not the teacher-led station. I hope this blog post will help to provide clarity about how to think about and plan a math station rotation.

When I coach math teachers using the station rotation model, I suggest that they think about the whole week instead of focusing myopically on a single lesson. Taking a week's view of lesson planning can make planning the various stations more manageable.

It also helps to think about the stations as playing a particular role in the lesson.

The teacher-led station can build linearly over the course of the week allowing the teacher to progress through the curriculum.

The online station can be used to engage students in creative application or personalized practice.

The creative application of mathematical concepts using online tools can give students a degree of agency in the lesson.

Personalized practice can allow students who are struggling to review concepts while providing students who are ready for the next challenge to move ahead.

The offline station can then be used to spiral back to review. It is ideal if this spiral review engages students in collaborative problem-solving. This way, students can use each other as resources.

Below are some of the strategies, technology tools, and math resources I use when I am designing a station rotation lesson.

If you have another strategy, technology tool, or math resource you enjoy using, please post a comment and share it!

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Planning a Station Rotation Lesson for Your Math Classroom

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Last week in Palm Springs, I had the pleasure of coaching a 9th-grade math teacher. It was exciting to work with a math teacher who was eager to try using the station rotation model in her math classroom. Math instruction

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When a class starts a new unit, novel, or concept, we collaborate with classroom teachers to create activities for students to analyze a variety of sources and provide background information. These activities usually involve various stations that students rotate through in the library. In this new time, we are creating virtual station rotations where students continue to access and analyze resources.

First, we decide what background information is needed to proceed through the unit. Some teachers elect to do a pre-assessment to determine what students already know. Once we have the topics, we start pulling resources from our online databases, quality websites like the Library of Congress, and locate other media as well from YouTube or other sources. If we have a resource in print from a previous year's activity, we locate the source online or find something comparable.

Next, we determine what information literacy skills can be embedded into the stations. Click on the links for examples of activities that involve analyzing a photograph or completing a graphic organizer.
Archive.org's Analyze a Photograph Archive.org's Analyze a Video Archive.org's Educator Resources for More Analysis Documents Graphic Organizers in Google Drawings Format
We also utilize citation tools like Noodletools or Citation Machine to cite the sources.

All the resources are gathered into a website organized by stations. Students navigate the website to visit each station and complete the activity.

For a recent assignment, students analyzed sources from four stations using online graphic organizers. Students created an annotated bibliography using the citation generators and the details from the graphic organizers.

For more information about the Station Rotation model, click on the links below.
Blended Learning Station Rotation Model Station Rotation in an Era of Social Distancing How to Make Station Rotation Work During Hybrid Learning

Categories: Blog Topics, Student Engagement/ Teaching Models

Tags: instructional models, stations

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Station Rotations - Virtually - at the Secondary Level - Knowledge Quest

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When a class starts a new unit, novel, or concept, we collaborate with classroom teachers to create activities for students to analyze a variety of sources and provide background information. These activities usually involve various stations that students rotate through... Read More ›

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Need Inspiration Designing Station Rotation Lessons for your Math, English, History, or Science Class? - Dr. Catlin Tucker

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The station rotation model is a series of stations that students rotate through with at least one online, offline, and teacher-led station.

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A Message from Dr. Catlin Tucker

Teachers are looking for strategies to help them navigate this challenging moment in education. Some teachers are teaching students on a hybrid schedule, others are teaching exclusively online, and an increasing number are juggling the demands of the concurrent classroom. As I support teachers facing these different teaching and learning landscapes, I highlight the benefits of using the station rotation model to structure learning experiences. This model is flexible enough to work in class, online, or a blend of the two.

The station rotation model provides a clear structure for designing lessons that allow teachers to work with small groups of students to differentiate learning, encourage groups of students to communicate and collaborate in class or online, and allow for a higher degree of student agency and self-pacing.

As teachers think about using the station rotation model online or in a socially distant classroom, it is critical to think of the "stations" as learning experiences not a physical location in a classroom. Instead of physically rotating through stations in a classroom, students shift from one learning activity to another. Some of these learning activities may happen synchronously in class or video conferencing sessions, while others may happen asynchronously online.

As teachers navigate this moment, I want to encourage them to design learning experiences that allow them to connect with learners. At this moment, students need to feel seen and supported by their teachers. That is easier to accomplish in a small group setting, which is why the station rotation model is a great option!

Locate Your Guide

StudySync teachers, to find and read your new guide, search "Station Rotation Guide" in the Help Center. If you are interested in trying StudySync for the first time, start a free trial today.

The Station Rotation Guide includes:

the basics of station rotation

easy planning ideas from StudySync lesson plans

questions to consider when designing your station rotation lessons

suggestions on adapting to large class sizes

grouping strategies and benefits

best practices from Dr. Tucker

example stations using StudySync lesson elements + templates to help you design your own stations, and more!

Access the guide for practical advice to plan online and offline student lessons and activities, whether in the classroom or virtually.

For more Dr. Catlin Tucker resources, visit the Teaching StudySync Remotely section in the Help Center.

Catlin Tucker, Ed.D.

Dr. Catlin Tucker is a bestselling author, course creator, international trainer, and keynote speaker. A frequently sought after consultant for blended and online learning, Catlin earned her doctorate in learning technologies at Pepperdine University. She taught for 16 years in Sonoma County where she was named Teacher of the Year in 2010. Catlin has written a series of bestselling books on blended learning, which include Balance With Blended Learning, Blended Learning In Action, Power Up Blended Learning, and Blended Learning In Grades 4-12. She is active on Twitter @Catlin_Tucker.

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Teachers are looking for strategies to help them navigate this challenging moment in education. Some teachers are teaching students on a hybrid schedule, others are teaching exclusively online, and an increasing number are juggling the demands of the concurrent classroom.

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Whats up Phys Ed Friends!

Today I want to share with you some tips on how to teach skills by using station activities in your PE Class.

Station activities are a great strategy to allow your kids to get a lot of practice time with whatever skill you are working on. It's really a fun way to engage your class and it's easy to set up as well. I've found station activities to be one of the best ways to build the fundamental skills especially for Kindergarten and First Grade students. That's why for younger students, I set up stations really frequently so they can get a lot of practice.

So why use Station Activities as a Teaching Strategy?

Not only that your kids will have fun doing them, but it is also a great way to review the previous content that you've taught.

As a practical example, after the first four units of the year, you could plan a day when you'll just have activity stations set up. You can set up two stations for each unit. So if your first 4 units of instruction were Soccer, Basketball, Striking with Implements, and a Fitness Unit, you could have 8 stations set up with 2 station activities focused on each of the 4 units you've already taught. As your kids practice the station activities, they will get a review on how it is done and it will be a refresher.

Don't know what the next 4 units you're teaching are? Check out our post on How to Plan a Year of PE in 15 Minutes

Stations are a great tool to allow you to do assessments of your students skills. While students are rotating around to different stations, you can assess students skills at one of the stations making it much more manageable than trying to assess an entire class at once.

Don't know what the next 4 units you plan on teaching? Check out our post on How to Plan a Year of PE in 15 Minutes to get a plan squared away for the rest of the year.

Since you're spending less time with direct instruction of the class, stations allow for more one on one time for you to give feedback to students.

If you don't have enough equipment for an entire class, you can allow students to get more practice time by splitting up your classes into smaller groups and letting them each have a piece of equipment at that station. (I do this with my Spooner Boards since I only have 6 of them, also my rock wall and climbing ropes)

Most importantly, station activities give students freedom, autonomy, choice and independent practice time which is super motivating for students and will also transfer to time spent being active outside of PE class. The ultimate goal of PE is to transfer to an active lifestyle - so helping students learn to do things on their own is an important aspect of Physical Education (this is one reason why The Conflict Corner is such an important part of my program as it helps students take responsibility for their actions and helps them learn to resolve their own conflicts).

Also stations are perfect for younger students who don't have the skills or knowledge to play complex games yet. They just need to practice the skills in order to improve their abilities. Station activities allow them to challenge themselves and get lots of practice time which is perfect for K-1st students (more tips on teaching Kindergarten here).

A few recommendations for setting up your stations

The idea is for your class to rotate in different stations after practicing a skill or activity required in that station. You can set up many stations as you like and put up skills that you've previously covered in your lessons or allow students to try a skill out for the first time as a station activity.

Use good music in class. Music is a great management tool that you should use in class. The music serves a signal for the class to know when they should be moving and when it's time to rotate. When the music is playing, it means the kids should be moving or practicing skills in the station. When the music stops, it means that kids need to clean up their stations, stand by their station sign and point to their next station.

Use numbered cones. This works like a miracle. What I do is I print numbers and duct tape them to the cones. With the cones numbered, my kids can easily follow where to rotate next. It is important to know where your students are rotating to, especially in a large group. The numbers make it easier and more manageable.

Use station signs. I love placing my station signs in Station signs are illustrations of the skill with directions that are printed out on a paper. To help with organization I like to color code my station signs a different color for each unit of instruction, also laminate them if possible so they last forever. The signs are less helpful with K-1 students who struggle with reading, but for older elementary students, I've found them to be a great way to keep kids on task and help them understand what to do. dry erase slips or taping them on a wall or on a cone at each station so students will have a clear expectation of what they should be doing at that station.

Give students multiple choices. Many times I place a few different activity options at one station and allow my students to choose what activity they are most interested in. Providing student choice helps boost engagement and makes it more fun for your students. In my experience a great general rule is ...

More student choice = More engagement and less off task behavior

For automated rotating stations, you can use an app like Interval Timer Pro (which is what I also use for doing station workouts). This app allows you to program how long you want your stations to last and the break time in between to give students time to clean up and rotate.

That's it for my tips on how to use station activities when teaching Physical Education!
To get you started - you can download our Free 15 Activity Station Signs below: If you're ready to join the Station Nation and want to check out all of our more specific station signs, they are available to members inside our Membership Program or you can check out any of the links below to purchase them separately:

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Today I want to share with you some tips on how to teach skills by using station activities in your PE Class. Station activities are a great strategy to allow your kids to get a lot of practice time with whatever skill you are working on.

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Learn more about the Blended Station Rotation Model by visiting the Blended Learning Universe at Blended Station Rotation Model

Students rotate through three stations: teacher, technology, and collaboration station on a fixed schedule or at teacher's discretion between learning modalities.

Learning at each station is aligned and there is a common thread amongst the three.

www.blendedlearning.org.

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Learn more about the Blended Station Rotation Model by visiting the Blended Learning Universe at Blended Station Rotation Model Students rotate through three stations: teacher, technology, and collaboration station on a fixed schedule or at teacher's discretion between learning modalities. Learning at each station is aligned and there is a common thread amongst the three.