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Advantages and Disadvantages: One Teach, One Assist

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Advantages and Disadvantages: One Teach, One Assist

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Advantages & Disadvantages of One Teach, One Assist Model - Kathleen Whitmire | MedBridge

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One Teach, One Observe (Elementary Example)

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One Teach, One Observe (Elementary Example)

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Research on the Effects of Team Teaching in Taiwan

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Research on the Effects of Team Teaching in Taiwan

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Why Team Teaching Makes a Difference (Teaching and Teacher Education Journal)

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Why Team Teaching Makes a Difference (Teaching and Teacher Education Journal)

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Advantages & Disadvantages to Team Teaching

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Advantages & Disadvantages to Team Teaching

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Advantages, Disadvantages

Team teaching involves a group of instructors working purposefully, regularly, and cooperatively to help a group of students of any age learn. Teachers together set goals for a course, design a syllabus, prepare individual lesson plans, teach students, and evaluate the results. They share insights, argue with one another, and perhaps even challenge students to decide which approach is better.

Teams can be single-discipline, interdisciplinary, or school-within-a-school teams that meet with a common set of students over an extended period of time. New teachers may be paired with veteran teachers. Innovations are encouraged, and modifications in class size, location, and time are permitted. Different personalities, voices, values, and approaches spark interest, keep attention, and prevent boredom.

The team-teaching approach allows for more interaction between teachers and students. Faculty evaluate students on their achievement of the learning goals; students evaluate faculty members on their teaching proficiency. Emphasis is on student and faculty growth, balancing initiative and shared responsibility, specialization and broadening horizons, the clear and interesting presentation of content and student development, democratic participation and common expectations, and cognitive, affective, and behavioral outcomes. This combination of analysis, synthesis, critical thinking, and practical applications can be done on all levels of education, from kindergarten through graduate school.

Working as a team, teachers model respect for differences, interdependence, and conflict-resolution skills. Team members together set the course goals and content, select common materials such as texts and films, and develop tests and final examinations for all students. They set the sequence of topics and supplemental materials. They also give their own interpretations of the materials and use their own teaching styles. The greater the agreement on common objectives and interests, the more likely that teaching will be interdependent and coordinated.

Teaching periods can be scheduled side by side or consecutively. For example, teachers of two similar classes may team up during the same or adjacent periods so that each teacher may focus on that phase of the course that he or she can best handle. Students can sometimes meet all together, sometimes in small groups supervised by individual teachers or teaching assistants, or they can work singly or together on projects in the library, laboratory, or fieldwork. Teachers can be at different sites, linked by video-conferencing, satellites, or the Internet.

Breaking out of the taken-for-granted single-subject, single-course, single-teacher pattern encourages other innovations and experiments. For example, students can be split along or across lines of sex, age, culture, or other interests, then recombined to stimulate reflection. Remedial programs and honors sections provide other attractive opportunities to make available appropriate and effective curricula for students with special needs or interests. They can address different study skills and learning techniques. Team teaching can also offset the danger of imposing ideas, values, and mindsets on minorities or less powerful ethnic groups. Teachers of different backgrounds can culturally enrich one another and students.

Advantages

Students do not all learn at the same rate. Periods of equal length are not appropriate for all learning situations. Educators are no longer dealing primarily with top-down transmission of the tried and true by the mature and experienced teacher to the young, immature, and inexperienced pupil in the single-subject classroom. Schools are moving toward the inclusion of another whole dimension of learning: the lateral transmission to every sentient member of society of what has just been discovered, invented, created, manufactured, or marketed. For this, team members with different areas of expertise are invaluable.

Of course, team teaching is not the only answer to all problems plaguing teachers, students, and administrators. It requires planning, skilled management, willingness to risk change and even failure, humility, open-mindedness, imagination, and creativity. But the results are worth it.

Teamwork improves the quality of teaching as various experts approach the same topic from different angles: theory and practice, past and present, different genders or ethnic backgrounds. Teacher strengths are combined and weaknesses are remedied. Poor teachers can be observed, critiqued, and improved by the other team members in a nonthreatening, supportive context. The evaluation done by a team of teachers will be more insightful and balanced than the introspection and self-evaluation of an individual teacher.

Working in teams spreads responsibility, encourages creativity, deepens friendships, and builds community among teachers. Teachers complement one another. They share insights, propose new approaches, and challenge assumptions. They learn new perspectives and insights, techniques and values from watching one another. Students enter into conversations between them as they debate, disagree with premises or conclusions, raise new questions, and point out consequences. Contrasting viewpoints encourage more active class participation and independent thinking from students, especially if there is team balance for gender, race, culture, and age. Team teaching is particularly effective with older and underprepared students when it moves beyond communicating facts to tap into their life experience.

The team cuts teaching burdens and boosts morale. The presence of another teacher reduces student-teacher personality problems. In an emergency one team member can attend to the problem while the class goes on. Sharing in decision-making bolsters self-confidence. As teachers see the quality of teaching and learning improve, their self-esteem and happiness grow. This aids in recruiting and keeping faculty.

Disadvantages

Team teaching is not always successful. Some teachers are rigid personality types or may be wedded to a single method. Some simply dislike the other teachers on the team. Some do not want to risk humiliation and discouragement at possible failures. Some fear they will be expected to do more work for the same salary. Others are unwilling to share the spotlight or their pet ideas or to lose total control.

Team teaching makes more demands on time and energy. Members must arrange mutually agreeable times for planning and evaluation. Discussions can be draining and group decisions take longer. Rethinking the courses to accommodate the team-teaching method is often inconvenient.

Opposition may also come from students, parents, and administrators who may resist change of any sort. Some students flourish in a highly structured environment that favors repetition. Some are confused by conflicting opinions. Too much variety may hinder habit formation.

Salaries may have to reflect the additional responsibilities undertaken by team members. Team leaders may need some form of bonus. Such costs could be met by enlarging some class sizes. Nonprofessional staff members could take over some responsibilities.

All things being considered, team teaching so enhances the quality of learning that it is sure to spread widely in the future.

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Team Teaching - Advantages, Disadvantages

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Advantages, Disadvantages Team teaching involves a group of instructors working purposefully, regularly, and cooperatively to help a group of students of any age learn. Teachers together set goals for a course, design a syllabus, prepare individual lesson plans, teach students, and evaluate the results.

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Team Teaching: How To Improve Each Other's Game

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Team Teaching: How To Improve Each Other's Game

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Team Teaching: How to Improve Each Other's Game

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What is Parallel Teaching? How to Make it Work

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What is Parallel Teaching? How to Make it Work

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Two heads are always better than one, and when it comes to the classroom, the idiom extends to a lot more than heads. Two pairs of hands, two sets of eyes and two different personalities can join forces, collaborate, and deliver focused, well-planned lessons and present them to smaller groups than if a teacher goes at it alone.

Table of Contents

What is Parallel Teaching?

The Parallel teaching model is a collaborative approach where two teachers join forces and use their individual strengths and styles to plan a lesson. The class is split in half and taught the same material simultaneously. It comes with a multitude of benefits for both educators and students.

The benefits of Parallel Teaching:

Multiple Teaching Styles

Teachers have a unique way of planning and expressing themselves through their teaching. And children respond differently to different styles. So with two people approaching the planning and two teachers implementing it, you have double the creativity and opportunity to connect with the students.

Focused group

Smaller groups are more focused and allow the teacher to engage directly with each student more often. It also makes the teacher more aware of each student's understanding. Some teachers choose to split the class in a way that allows learners with disabilities and challenges to receive higher-level support. Whether you divide the class this way or the learners with IEPs are split across the groups, they will receive more attention and support, regardless.

Comfort-level

While the two teachers work together to plan, they still have the autonomy and comfort level that comes from working separately and is true to their style. When teachers work this way over an extended period, they develop a system that ensures that each teacher takes control of the area in which they are most comfortable. In addition, the shared load gives more time and energy for creating knock-out lessons.

Identify

When a teacher works full-time with twenty students, she is far more likely to miss out on subtle signs that indicate a child may need support. This could be due to learning difficulties, a vision or hearing problem, or emotional issues resulting from external factors. Halve the number of students in her care, and they are twice as likely to identify issues. The other benefit in this regard is that, because they will rotate and spend equal time with all the children, the two teachers can confer and bounce their concerns off each other, which is a great help.

Variety/Diversity

When you have two minds designing lessons, both teachers offer their insights into how the students will react, and both bring ideas to the table. When the lesson is being delivered, various styles and methods are offered. A student who works with one teacher on any given day can look forward to a change in style the next day. If the smaller groups are formed randomly and regularly, the students also get to engage and connect with their peers in a more intimate setting and can do this with every classmate over time.

Classroom Management

All teachers know precisely which students should not be seated near each other, paired together or even within each other's line of sight. When it comes to personal differences it is something that the teachers should help the students overcome. However, if the students are setting each other off, causing distraction and disruptions, it can make things a lot easier if the students in question are placed in different groups.

Parallel Teaching Best Practices

Co-Planning

The most significant advantage of Parallel teaching is that the teachers can come together and plan the lesson as a team. However, there is a difference between collaboration and teamwork. Teamwork implies working together towards a common goal, but collaboration means using each other's strengths to achieve the best possible outcome. So, if one of the teachers is detail orientated, with a strong understanding of the curriculum standards, but the other is exceptionally creative and has a natural affinity for individualizing and recognizing each student's needs, you have a dream team.

Coordination

Coordination is crucial to ensure that your lessons are in line with each other and that each group remains on the same page. If they get mixed up and placed in a new group, it doesn't matter which teacher they are with for the day. If they are put with the teacher they had the day before, the teacher will pick up where they left off. If they are with the other teacher this time, she will begin from the same point anyway so that the student will stay on track.

Comfort Level

Don't confuse comfort level and comfort zone. It would help if you got out of your comfort zone to thrive, but it is easier to do it at a comfortable level. So, embrace topics and methods you are unfamiliar with. You have support, so you have nothing to lose but do so in a way that will not leave you overly anxious.

Grouping students by academic profiles or behavior

Always make sure that the way you group your students serves them well. As I mentioned, there are many ways that the students can be grouped and several reasons. Many educators feel that the split should be random. However, at least in certain instances, it can benefit the students and teachers if the groups are created with a more specific agenda.

For example, when teaching a maths concept, some click and understand it the first time. Others need a bit more time. If the children are split this way, those who understand the concept quickly can engage in enrichment activities designed around the idea. They do not move on to the next concept, as both groups must be ready to do that.

However, they can engage in more advanced examples of the same concept, complete scavenger hunts, high-speed quizzes based on the concept, or any other form of enrichment. This allows the other teacher to slow down and ensure that the second group has a solid understanding of the concept before moving on.

Small Groups

Working with smaller groups is a teacher's dream - it allows you to do much more and have much more fun than when dealing with a larger group. Take full advantage. Play games, use technology, go outside, and spend one-on-one time with each child wherever possible.

Common Challenges To Overcome

Cooperation

There needs to be clear communication and understanding between the two teachers to ensure everything runs smoothly. If the teachers don't see eye to eye, even on a personal level, it can reduce the effectiveness of parallel teaching. There also needs to be cooperation from the students. Some may feel self-conscious and overwhelmed by the close attention and may withdraw.

Both teachers also need to be fully aware of what the other is doing, even if they are not physically present.

Content Competency

Both teachers need to be equally knowledgeable and confident in the content taught in each lesson. This ensures that neither group is disadvantaged by receiving instruction from someone less equipped than the presenter of the other group.

Pacing

Teachers must be well prepared and have the same expectation regarding how long it will take to complete a lesson. Extension activities are a great way to ensure that no group is left waiting for the other.

Flexible space

It can be claustrophobic and distracting if the space is too small. If the lessons are taking place in the same room, it must be big enough for both groups to be comfortable, without distracting each other.

Noise level

It's essential to keep the noise level to a minimum to avoid the groups distracting or overpowering each other.

Student expectations

Parallel teaching is only recommended for about 30 to 40% of teaching time. Some children thrive in this situation, but it can be difficult for them to cope when the class is together as a group. They may feel less confident interacting, expect more personal attention when they have questions, and struggle to become independent.

Parallel Teaching FAQ

Bonus Tips to make you a better parallel teacher

Use Humor

Always have space for a sense of humor and try not to take yourself to seriously. Instead, have fun, crack jokes and let the students see that you and your teaching partner can have fun together.

Don't be afraid to fail

It's the only way we learn how to do things better. If things don't work as planned, own it! It is an excellent opportunity to model to the students that no one is perfect, things are not always successful, and it's okay to go back to the drawing board.

Responsibilities

Ensure that you and your teaching partner clearly understand each other's responsibilities. This way, you don't infringe on each other and also don't have a situation where something hasn't been done as you were expecting the other to do it.

Student Behavior

You need to have a mutual agreement on specific issues such as what constitutes acceptable student behavior, homework expectation, how you communicate with the parents and your planning schedule. If you are both on the same page, it will ensure you can have each other back if there is an issue.

Be Humble

Be flexible and willing to learn from each other. As teachers, we often get very stuck in our ways and swear by what works for us. But observing a colleague and seeing new approaches can be liberating. Be flexible enough to try new things, share ideas, merge ideas to consider the best options, and embrace stepping out of your comfort zone.

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What Is Parallel Teaching, And How Can I Make It Work?

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Two heads are always better than one, and when it comes to the classroom, the idiom extends to a lot more than heads. Two pairs...

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Video Demonstration Middle School Science

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Video Demonstration Middle School Science

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Co-Teaching Parallel/Flip-Flop Model in MS  Science

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Station Teaching - Teacher Workload Model

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Example of Smartboard Projection

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Station Rotation Resources (Ditch that Textbook)

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Station Rotation Resources (Ditch that Textbook)

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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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10 Tips for Teachers - Stations in Middle School

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10 Tips for Teachers - Stations in Middle School

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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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Getting Started - Stations in Middle School

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Getting Started - 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 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!

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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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This is an example, not a strict requirement. This can be tailored to meet your normal requirements of lesson plans.

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The Kitchen Sink: Key Instruction (TTAC)

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The Kitchen Sink: Key Instruction (TTAC)

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TTAC HLP Vignette 5: The Kitchen Sink (e.g., key instruction HLPs beyond EI)

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The IEP is Only the Beginning of Planning (TTAC)

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The IEP is Only the Beginning of Planning (TTAC)

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TTAC HLP Series Vignette #4: The IEP is only the beginning of planning

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Improving Collaboration with Colleagues & Families (TTAC)

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Improving Collaboration with Colleagues & Families (TTAC)

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TTAC Vignette 3: Do We Collaborate, Or Do We Just Talk? Improving Collaboration with Colleagues & Families

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Classroom Management and Behavior (TTAC)

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Classroom Management and Behavior (TTAC)

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TTAC Vignette 2: Classroom Management and Behavior

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ABCs of Explicit Instruction and Effective Feedback (TTAC)

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ABCs of Explicit Instruction and Effective Feedback (TTAC)

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TTAC HLP Series Vignette 1: ABCs of Explicit Instruction and Effective Feedback