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I have been using padlet extensively as an activator or as a formative but am wondering how to better incorporate it as a rotation station.

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I have been using padlet extensively as an activator or as a formative but am wondering how to better incorporate it as a rotation station.

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I like the idea of using this as stations - I do that often in my in person classroom.

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I like the idea of using this as stations - I do that often in my in person classroom.

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I still need to read more about different ways to implement this in my class.

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I still need to read more about different ways to implement this in my class.

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That there are different ways to implement Padlet into my lessons - for example: Station Rotation Work.

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That there are different ways to implement Padlet into my lessons - for example: Station Rotation Work.

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Using online stations can be a good way to get students to work with each other instead of just interacting with their screens

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Using a slide deck to facilitate whole group work in a jigsaw manner can be used for all students, regardless of learning location.  This will help facilitate the grouping of students as well regardless of location.

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1- What is the best way to encourage students to work when they aren't self-starters or internally motivated? Often "asynch" time is not used by students even when they have an explicit checklist to complete.
2-Will our Microsoft applications "play nice" with Google links for Docs, Slides and others?

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1. Divide time equally between remote and in-person students

2. Use the opportunity to mix students from different modalities to work together

3. Leverage a teacher-led station to assist students in small groups or to conference with students 1:1

4. Create an offline station for students to engage in (think scavenger hunt, practice problems, independent reading)

5. Provide opportunity for student choice where possible (work independently or in breakout room, mode of learning etc)

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Using Remote Buddies and or online leaders to help facilitate group learning and Q+A Period

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Using Remote Buddies and or online leaders to help facilitate group learning and Q+A Period

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A "Parking lot" padlet would be a nice way to connect the home learners and the in person learners all in one space.

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A "Parking lot" padlet would be a nice way to connect the home learners and the in person learners all in one space.

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How will i be able to provide meaningful feedback/support to students who are in an "offline station"

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I love using stations in the classroom, it switches up the day for all. However, the idea of stations leaves me wondering how to do that while our students will not be able to move. Yes, they can click into different links...but is that just as engaging?

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I love using stations in the classroom, it switches up the day for all. However, the idea of stations leaves me wondering how to do that while our students will not be able to move. Yes, they can click into different links...but is that just as engaging?

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For mixing the groups -- what strategies have worked for others to increase participation in breakout room discussions?

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For mixing the groups -- what strategies have worked for others to increase participation in breakout room discussions?

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I'm interested in pairing work partners together who are not physically in the same space. Working in a "small group" for a teacher-led station might provide more attention to those who require it - ex: a small group of the home-learners and a small group of the in-person learners.

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I'm interested in pairing work partners together who are not physically in the same space. Working in a "small group" for a teacher-led station might provide more attention to those who require it - ex: a small group of the home-learners and a small group of the in-person learners.

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this is like music to my ears, When in person I would at frequently use stations in my classroom. It engages students, uses collaboration, and allows for multi-modal learning.

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this is like music to my ears, When in person I would at frequently use stations in my classroom. It engages students, uses collaboration, and allows for multi-modal learning.

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1. Divide time equally between remote and in-person students

2. Use the opportunity to mix students from different modalities to work together

3. Leverage a teacher-led station to assist students in small groups or to conference with students 1:1

4. Create an offline station for students to engage in (think scavenger hunt, practice problems, independent reading)

5. Provide opportunity for student choice where possible (work independently or in breakout room, mode of learning etc)

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Check out this article and the article below for station ideas and how to organize them for concurrent classes.

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Combatting the Challenges of the Concurrent Classroom with the Station Rotation Model - Dr. Catlin Tucker

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I’ve been a fan of the station rotation model for years. As I support teachers struggling to navigate the demands of the concurrent classroom, I find myself continually returning to the station rotation model as a strategy to design and facilitate learning for this challenging teaching assignment. First, I want to identify a few of […]

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Set up a template within a slide deck to provide instructions (written, video, or audio) and resources for each station. Here's another example of a great template!

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Give yourself permission to not grade everything! Stations can be simple...practice problems, small group discussion, watching a video. Think about the activities you would have students do in a class on a given day and then adjust them to fit into 3-4 stations!

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Mix groups up so that students have the opportunity to work with a variety of classmates. Strategically place students so that you can maximize small group time as needed. Check out this resource for more grouping ideas.

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How to Make Station Rotation Work During Hybrid Learning

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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.

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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Use a timer to keep students on track.

Think about what deliverables or check-ins students will have at each station to hold them accountable.

During transitions, check in on student progress both in-person and online.

Have "may-do" enrichment activities ready for those students who finish stations early.

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Create an asynchronous form of support for students to access while they are in their stations to prevent them from interrupting you! Check out this Padlet example.