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Challenge: Not sure how many times per week/month we should use classroom learning stations.

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Challenge: Not sure how many times per week/month we should use classroom learning stations.

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Possible Solution:  Use when appropriate (such as during a review before a test/once a unit with a lab)

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3:00 student dismissal next year may help.

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Time needed to explore/organize material.

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Time needed to explore/organize material.

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Set aside Professional Development (NOT class pull-out) time to work on material.

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Have a back-up plan! :)

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Close Reading; Front load the value of digging into the text for citing evidencw

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Close Reading; Front load the value of digging into the text for citing evidencw

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Always have a Plan B

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Creating and Building Learning Activities with Explicit Instructions/Directions

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Creating and Building Learning Activities with Explicit Instructions/Directions

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This does take time. However, bite the bullet and create learning activities with your students in mind. Think about how they will work through the activity. And, create and build purposefully so that the lessons can be used over and over again.

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Students may not have the level of self-motivation required 

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Students may not have the level of self-motivation required 

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Students need to be trained in the process and formative assessments are needed to insure they stay on track.

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Expert student to monitor stations

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Students need to have productive models for interacting in groups - Use the fishbowl

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Students need to have productive models for interacting in groups - Use the fishbowl

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Student accountability (wanting to go on other sites, chatting, games, etc.)

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Student accountability (wanting to go on other sites, chatting, games, etc.)

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Be careful with time limits; have set expectations; give students roles; teacher should be circulating to ensure that all students are working.

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Give students roles within groupings.  The teacher should circulate and check in with groups regularly

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Use materials provided and modify as necessary
Growth Mindset

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Absent Students:  have a running menu of assignment options.

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Making sure that clear expectations are set and reviewing/modeling these expectations often.

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Always have a "Plan B"

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Use resources and materials from ebook or colleagues

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Make sure students are getting the correct information before they get too lost in incorrect concepts

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Make sure students are getting the correct information before they get too lost in incorrect concepts

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Monitor student work; frequent comprehension checks; do the inquiry-based learning after an initial lesson introducing the topic

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Have a backup plan that does not require technology.

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Clear expectations from the teacher and assign each student a role/assignment.

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More devices/district budget
Sharing with other teachers

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If you are a very traditional "sage on the stage" teacher, start small.  Begin to add small group learning activities where students can self-direct and take ownership in their learning.  Keep integrating this type of learning and have a growth mind-set!

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Utilizing the materials that have been provided from Discovery and then modifying them.

Collaborating with colleagues to minimize planning time.

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Always have back-up material just in case

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Formative Assessments
Relevant real-life activities
Teacher Monitoring/Circulating