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I am a teacher of low funtioning children with  multiple disibilities and a limited repertoire of skills. These students are not independent workers for the most part, so I know that the stations need to have self explanitory review tasks.  I found a wonderful website called The Learning Accelerator.com that gives good resources around key components needed to set up flesible grouping.

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This bundle includes the PDF version of Math Stations for Middle Grades (upper elementary), EDITABLE templates in both PowerPoint and Publisher format, and all of my Just Add Task Cards games. These games are easy to customize by adding your own task cards, so you can use them over and over again throughout the year.

Math Stations for Middle Grades includes management strategies and resources to make it easy to implement math stations and math centers in your classroom. These strategies are most appropriate for grade 3 through 6, and the activities can be customized or adapted for other grade levels by modifying the templates. You can type your own math problems directly on the task cards, change fonts, add clipart, or modify the template files in any way. Math Stations includes both enrichment and review activities on a variety of levels, so the book is perfect for teachers who differentiate their math instruction.
What's Included in the Math Stations and Games Bundle
This bundle includes my Math Stations for Middle Grades ebook with templates and all of the game in my Games for Task Cards Bundle.

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Math Centers | Math Stations Games for Task Cards Bundle

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This bundle includes the PDF version of Math Stations for Middle Grades (upper elementary), EDITABLE templates in both PowerPoint and Publisher format, and all of my Just Add Task Cards games. These games are easy to customize by adding your own task cards, so you can use them over and over again th...

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ways to creative writing

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Desks grouped in quads. Chart papers labeled and posted around the room. Clear directions both posted and orally presented as well as a clear objective for why students would be traveling to different areas of the room.

As I walked into an 11th grade classroom to watch students engage in collaborative conversations about the American Dream, I was overwhelmed by the depth of their discussions and ideas about the topics as they approached the theme from different perspectives.

In preparation for this lesson and study of the upcoming text, students were asked to interview a family member about the American Dream to add some depth of understanding and context before exploring the texts. The questions they asked in their interviews were:

"What does the American Dream mean to you?"

"In your opinion, is the American Dream attainable?"

"Do you think 'class' has anything to do with whether or not a person can attain his/her dream?"

It's with this context that West Hempstead High School English teacher, Jeannette Casto decided to do this lesson. "Since we will be starting Fitzgerald's novel, The Great Gatsby, I constructed this lesson as a pre-reading, motivating activity where students had to consider the concept of the American Dream and the possible barriers one may encounter when trying to achieve his/her American Dream. In addition, I wanted them to question the idea of "class"-whether or not class plays a role in achieving one's American Dream and if class influences our destiny? These questions will be further discussed and examined while students are reading the novel."

The lesson did an excellent job of getting students to critically examine and consider various kinds of texts to internalize what the American Dream is preparation for The Great Gatsby.

Coupled with carefully planned texts, the lesson incorporated movement and music to ease transitions. And it was evident that the students were enjoying the activity.

Each station asked students to consider the theme from a different perspective. As the students went to each chart paper station, they used a unique color to show their group's thinking. The students, who had done a similar activity with Poe earlier in the year, already knew that they weren't supposed to repeat the same answers as other groups, but could elaborate or question what was already there.

Station 1: Poem analysis: "As I Grow Older" by Langston Hughes - Students had to read and annotate the poem doing a text on text read looking at five different elements associated with theme, tone and diction. Directions were placed at the top of the station so that students could ensure they were on the right track.

Station 2: Historical document: "The Declaration of Independence" - The interdisciplinary connection here worked really well as students discussed what America stood for when they claimed their independence. 11th graders in New York also study U.S. history, so the students were familiar with the document. However, this opportunity to see it through this lens in class, added considerable depth to their understanding of the ideas. Students spent a good amount of time considering the statement "All men are created equal," and the implications as during that time period, "all men" is not as inclusive as it may seem.

Station 3: Reflecti on questions: Students were given four statements that they had to strongly agree, agree, disagree or strongly disagree with and provide a rationale for why. The questions centered around the ideas of "class" and social status.

Station 4: Painting: "The American Dream" by Salvadore Dali - This station really opened up the most analysis. Students stood together looking at each of the images trying to determine what Dali was trying to say about America.

Station 5: Non-Ficti on article from the New York Times - Students were given the article ahead of time to read and annotate and then discuss ideas that were interesting, surprising or confusing.

Station 6: Creative Writing and Vocabulary - Students were able to write or draw something about the American Dream. Students drew pictures as well as wrote poems using their new vocabulary.

Each group got four minutes to spend at each station, getting through four in one lesson. Mrs. Casto played jazz music to help with transitions between each station and allowed a few extra seconds for groups to finish thoughts before they were asked to move to the next station.

As the class was coming to a close, she asked the group if they wanted to go to another station or start working on their reflections for the day. The decided to reflect and on the reflection sheets provided they were able to choose what they wanted to think about. Selecting either A or B:

A: "What is one new or interesting idea that you took away from today's lesson?"

B: "Which station do you feel generated the most discussion with your peers? Why?

Selecting either C or D:

C: "How would you improve this lesson to make it better for another class?"

D: "Which station do you think was the least thought provoking? How would you change it?"

Some student thoughts on the lesson were:

A: "That Langston Hughes didn't only incorporate racism in his poem but incorporated sounds of New York City which added a new dimension to his poem."

"That racial issues still exist today and it plays a role to attain the American Dream."

B: "The station that generated the most discussion was the painting because it could be interpreted in many ways."

C: "I would have made more opinion questions."

D: "The creative station because we mainly just looked at how good people's creations were. Go into depth about the meaning of each of the creations."

One student wrote "Station 6 was the least thought provoking because it didn't really make you think about the American Dream. It made you think more about the vocabulary. If I changed it, I would've made it more about the American dream and made that the focus." The feedback the comment received was "Can thinking about the vocabulary of the American dream be thought-provoking in any way?"

Overall, Mrs. Casto thought the lesson was thought provoking and accomplished her intended goal. "Through the exit-tickets and class discussions during and after the station activity, I believe that the students enjoyed the activity and were successful with the goals I had in mind. I will use student feedback to further my instruction."

The more we offer students learning experiences that ask them to collaborate, consider multiple texts and genres of text and then provide them opportunity to think deeply about the learning, the more connected and meaningful their learning will be.
How do you incorporate learning stations into your classes or what kinds of strategies do you use to get students moving around and collaborating? Please share.

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Station Learning Engages High School English Students

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Desks grouped in quads. Chart papers labeled and posted around the room. Clear directions both posted and orally presented as well as a clear objective for why students would be traveling to different areas of the room.

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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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"When thinking about rolling out stations, a strong culture with clear expectations and student ownership is key to implementing effectively. Designing systems for student voice and choice ensures that students are invested and engaged in their learning. As new classroom systems are rolled out, it is important that students not only understand HOW the classroom is set up, but also WHY it is set up in that manner. For example, if there is a nook reserved for independent work, it is important to explain to students that the nook is an opportunity for students to work by themselves and not a timeout area. Also, by allowing students to make even small choices about how and where they learn best, you are giving students ownership of their own learning."

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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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One that has proven very successful we call “question chips.” Each group of students is given two chips. They represent the number of questions that group is allowed to ask the teacher. Once both chips have been used, the group must rely on one another to complete the task. This strategy has kept students engaged with one another for support without relying heavily on teacher assistance. It also forces students to participate in discussions around how important a question is. They may not want to waste a chip on a frivolous question they can work through themselves.

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It's not easy to engage students in productive and meaningful discussions in math class while still using scaffolds and differentiation. While trying to create various entry points for students, teachers must also promote challenging tasks that provide students with the opportunity to engage in discourse with their classmates. This is where station teaching can help.

Our middle school has embarked on an effort to not only increase the amount of discourse taking place in our math classrooms, but to encourage students to engage in productive struggle while working through a challenging task. As a department head, I have helped to spearhead this movement by modeling and supporting teachers in the development of their station lessons.

The use of station teaching is certainly not a new practice. But within these station lessons, teachers can find ample opportunities to create discourse.

The first potential hurdle to overcome is a lack of student engagement. This can be due to disinterest in the topic, lack of confidence or lack of understanding of the material being presented. It is vital that teachers plan activities with a layered, scaffolded approach so that all students feel comfortable and driven to engage in what is happening.

That scaffolding can be accomplished in a variety of ways. I have found that providing students with a few minutes of independent think time prior to engaging in the group work at each station allows them to develop their own thoughts and strategies. It gives them an opportunity to share with their group without being "bulldozed" by the student who knows what to do as soon as the teacher says go.

Station activities themselves can be structured so that only select parts of bigger standards are being addressed at each one. These smaller fragments of more complex standards are easier for students to work with. By the end of working at each station, the students should be able to address a larger task related to the standard as a whole.

By way of example, let's look at the 8th-grade state learning standard 8.EE.A.4, which states that students can perform operations with numbers expressed in scientific notation. Students can find it confusing to work with this standard as a whole, especially with various rules existing for addition and subtraction versus multiplication and division, as well as the exponent rules that exist in these problems. A station activity can help students break this standard down into smaller, more manageable tasks.

One station may require students to explore and determine the rules for adding and subtracting numbers in scientific notation. This may include having students analyze a variety of problems that already have a solution to determine what was done to achieve that answer. After discussing their own thoughts with their group, they may then try to develop their own rule for when you are asked to add or subtract numbers in scientific notation.

A similar activity can be done for multiplication at a different station, and division at yet another. This provides students the opportunity to work with a larger standard and discover for themselves the algorithms that exist within it.

Following the work at these stations, students may be brought back as a whole group to discuss the rules they developed and then work on a larger task that requires using all of the information gathered at these stations.

The last piece of this puzzle is engaging students in meaningful discourse. Our department has used several strategies this school year to improve our students' mathematical discourse. One that has proven very successful we call "question chips." Each group of students is given two chips. They represent the number of questions that group is allowed to ask the teacher. Once both chips have been used, the group must rely on one another to complete the task. This strategy has kept students engaged with one another for support without relying heavily on teacher assistance. It also forces students to participate in discussions around how important a question is. They may not want to waste a chip on a frivolous question they can work through themselves.

By both improving the quality of the discourse in our classrooms and having students engage in more meaningfully planned station activities, we have seen a significant jump in overall student engagement, performance and scores on classroom tasks. It does take some legwork, but the benefits more than justify that extra work.
Matthew Mason is an 8th-grade math teacher and a model teacher at MS 50 in Brooklyn.

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The benefits of station teaching | United Federation of Teachers

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It's not easy to engage students in productive and meaningful discussions in math class while still using scaffolds and differentiation. While trying to create various entry points for students, teachers must also promote challenging tasks that provide students with the opportunity to engage in discourse with their classmates.

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Are you an Algebra teacher who is wanting to begin using math stations, small groups, and guided instruction with your classes?

If you are, then I'm already impressed and the students you have this year will be, too!

Here are a few basic tips for implementing guided math instruction in a secondary classroom:

1. Study your next unit of instruction and give your students a pre-assessment of these concepts. Based on the pre-assessment results and other data, identify the most difficult concepts of the unit. List the reasons why they are most difficult for the students. These are the concepts you will emphasize in teacher-guided small groups and in stations.

2. Look at your scope and sequence. How many blocks or days of instruction do you have to teach the unit? How much time is needed for building the basics of the unit? Plot this into a skeleton long-range planning guide for the unit. This Sample Tabor Rotation, Block Schedule for Algebra I is for the unit on relationships between quantities and expressions.

In the Tabor Rotation Framework this Phase is called Phase 1: Setting the stage. In a secondary class, Phase 1 may be 1-6 blocks long depending on the level of difficulty of the concepts. However, teacher-guided small groups will occur during this time to provide the best venue for students learning and mastering concepts.

3. Plan for math stations. This is Phase 2 of the Tabor Rotation Framework-Varying the Modalities in which students learn. What concepts really need to have manipulatives and concrete experience for students to truly understand the concept? An activity for this concept will go in the Manipulatives Station. An example of this is Poly Pull, MCC9-12.A.APR.1.

What concepts could be practiced and mastered by playing a game? Algebra Bingo, MCC9-12.A.SSE.1a is wonderful game to play when beginning the Algebra unit on expressions.

What concept would be best taught by you to approximately 1/4 of the class at a time? This is the content for the Teacher Time Station when you guide students in learning that most difficult concept. The use of building blocks are great manipulatives to use for Teacher Time, Interpret Expressions, MCC.A.SSE.1.

Are there any concepts that the students need to review? These would go into the Technology/Application Station. An application activity such as Operationally Speaking, MCC9-12.A.SSE.1 is a great way for students to practice the language of operations they will encounter in word problems.

3. Identify any other unit concepts that would be better taught to a small group instead of the whole group. Plan for teacher-guided small groups to occur during a block of instruction. Schedule a teacher-guided session with all levels of students. The ones who have shown mastery of the concept will be met with for a shorter amount of time and their knowledge refined and extended. The approaching-level students will have 5-10 minutes of instruction depending on their needs and their attention spans.

4. Create choice boards for the rest of the class to use while you are teaching guided groups. My blog, What is the Rest of the Class Doing? is a wonderful source for creating these differentiated and engaging tools. There are attachments, links, and lots of resources.

5. Obtain basic games that can be placed in stations and used in choice boards. The 24 Game comes in the Algebra, Integers, and Variable versions to challenge your Algebra students. I also use the 24 Game single and double digit to provide practice in basic facts.

Albert's Insomnia is another tool for composition of numbers and practice of basic facts.

I would also make sure I had the board game Equate in my classroom. It is played like Scrabble and engages the players in the creation of equations and expressions.

6. As you begin, think about why your are doing this and what your ultimate goal is for your students. Create some type of assessment tool to check for understanding and to provide for individual accountability. Passports are an excellent way to document student understanding. LEGO Logic Passport is a great example of this type of tool.

I hope this list provides you with a healthy beginning on your journey. By implementing teacher-guided instruction in your Algebra classroom, you are giving students more of the most valuable asset they can ever have- YOU!

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Getting Started with Algebra Math Stations - Glenna Tabor

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Are you an Algebra teacher who is wanting to begin using math stations, small groups, and guided instruction with your classes? If you are, then I'm already impressed and the students you have this year will be, too! Here are a few basic tips for implementing guided math instruction in a secondary classroom: 1.

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"By both improving the quality of the discourse in our classrooms and having students engage in more meaningfully planned station activities, we have seen a significant jump in overall student engagement, performance and scores on classroom tasks."

http://www.uft.org/teacher-teacher/benefits-station-teaching

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Using Stations First Day of School in Secondary

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Using Stations First Day of School in Secondary

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https://www.theliterarymaven.com/2016/06/learning-centers.html

"While students were working at stations, I was free to walk around the room and interact with groups and individual students, a much better alternative to being tied to a PowerPoint presentation at the front of the room staring out at a sea of faces."

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Tips for planning stations on a block schedule for Algebra 1 classes

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Are you an Algebra teacher who is wanting to begin using math stations, small groups, and guided instruction with your classes?

If you are, then I'm already impressed and the students you have this year will be, too!

Here are a few basic tips for implementing guided math instruction in a secondary classroom:

1. Study your next unit of instruction and give your students a pre-assessment of these concepts. Based on the pre-assessment results and other data, identify the most difficult concepts of the unit. List the reasons why they are most difficult for the students. These are the concepts you will emphasize in teacher-guided small groups and in stations.

2. Look at your scope and sequence. How many blocks or days of instruction do you have to teach the unit? How much time is needed for building the basics of the unit? Plot this into a skeleton long-range planning guide for the unit. This Sample Tabor Rotation, Block Schedule for Algebra I is for the unit on relationships between quantities and expressions.

In the Tabor Rotation Framework this Phase is called Phase 1: Setting the stage. In a secondary class, Phase 1 may be 1-6 blocks long depending on the level of difficulty of the concepts. However, teacher-guided small groups will occur during this time to provide the best venue for students learning and mastering concepts.

3. Plan for math stations. This is Phase 2 of the Tabor Rotation Framework-Varying the Modalities in which students learn. What concepts really need to have manipulatives and concrete experience for students to truly understand the concept? An activity for this concept will go in the Manipulatives Station. An example of this is Poly Pull, MCC9-12.A.APR.1.

What concepts could be practiced and mastered by playing a game? Algebra Bingo, MCC9-12.A.SSE.1a is wonderful game to play when beginning the Algebra unit on expressions.

What concept would be best taught by you to approximately 1/4 of the class at a time? This is the content for the Teacher Time Station when you guide students in learning that most difficult concept. The use of building blocks are great manipulatives to use for Teacher Time, Interpret Expressions, MCC.A.SSE.1.

Are there any concepts that the students need to review? These would go into the Technology/Application Station. An application activity such as Operationally Speaking, MCC9-12.A.SSE.1 is a great way for students to practice the language of operations they will encounter in word problems.

3. Identify any other unit concepts that would be better taught to a small group instead of the whole group. Plan for teacher-guided small groups to occur during a block of instruction. Schedule a teacher-guided session with all levels of students. The ones who have shown mastery of the concept will be met with for a shorter amount of time and their knowledge refined and extended. The approaching-level students will have 5-10 minutes of instruction depending on their needs and their attention spans.

4. Create choice boards for the rest of the class to use while you are teaching guided groups. My blog, What is the Rest of the Class Doing? is a wonderful source for creating these differentiated and engaging tools. There are attachments, links, and lots of resources.

5. Obtain basic games that can be placed in stations and used in choice boards. The 24 Game comes in the Algebra, Integers, and Variable versions to challenge your Algebra students. I also use the 24 Game single and double digit to provide practice in basic facts.

Albert's Insomnia is another tool for composition of numbers and practice of basic facts.

I would also make sure I had the board game Equate in my classroom. It is played like Scrabble and engages the players in the creation of equations and expressions.

6. As you begin, think about why your are doing this and what your ultimate goal is for your students. Create some type of assessment tool to check for understanding and to provide for individual accountability. Passports are an excellent way to document student understanding. LEGO Logic Passport is a great example of this type of tool.

I hope this list provides you with a healthy beginning on your journey. By implementing teacher-guided instruction in your Algebra classroom, you are giving students more of the most valuable asset they can ever have- YOU!

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Getting Started with Algebra Math Stations - Glenna Tabor

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Are you an Algebra teacher who is wanting to begin using math stations, small groups, and guided instruction with your classes? If you are, then I'm already impressed and the students you have this year will be, too! Here are a few basic tips for implementing guided math instruction in a secondary classroom: 1.

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"Station activities themselves can be structured so that only select parts of bigger standards are being addressed at each one. These smaller fragments of more complex standards are easier for students to work with. By the end of working at each station, the students should be able to address a larger task related to the standard as a whole."
http://www.uft.org/teacher-teacher/benefits-station-teaching

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"The first potential hurdle to overcome is a lack of student engagement."
http://www.uft.org/teacher-teacher/benefits-station-teaching

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Charlotte
1."The Station Approach is actually an adaptation of the reading groups used in elementary school classrooms. The difference, however, is that in the elementary school model students rotate only to those stations that meet their specific learning needs, while in our approach every student rotates through each station and performs all the activities. Perhaps the greatest strength of the Station Approach is that it incorporates many concepts used for differentiated instruction."

2."Two to four stations are optimum for most activities. More stations can be designed when introducing or reviewing multiple concepts or if class sizes are large. "

3."Student groups should consist of no more than four to six members. Larger groups have a tendency to become loud and disruptive to other stations."

4."Design stations so that only one requires the teacher’s continued presence. The remaining stations should be self-explanatory or require only limited instructions, which can be posted at each station."

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Charlotte
1."The Station Approach is actually an adaptation of the reading groups used in elementary school classrooms. The difference, however, is that in the elementary school model students rotate only to those stations that meet their specific learning needs, while in our approach every student rotates through each station and performs all the activities. Perhaps the greatest strength of the Station Approach is that it incorporates many concepts used for differentiated instruction."

2."Two to four stations are optimum for most activities. More stations can be designed when introducing or reviewing multiple concepts or if class sizes are large. "

3."Student groups should consist of no more than four to six members. Larger groups have a tendency to become loud and disruptive to other stations."

4."Design stations so that only one requires the teacher’s continued presence. The remaining stations should be self-explanatory or require only limited instructions, which can be posted at each station."

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https://www.nsta.org/publications/news/story.aspx?id=53323

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Template for laying out groups. Looks helpful!
https://homeshealth.info/first-grade-math-lesson-plans-free.html/adorable-first-grade-math-lesson-plans-free-with-a-day-in-first-grade-polar-express-week-math-lesson-plans-place

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4 Strategies For Implementing Learning Stations In Your Classroom
https://www.teachthought.com/pedagogy/4-strategies-implementing-learning-stations-classroom/
Beneficial read if you are starting to implement.

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I agree with Bill's post in regards to station teaching being a great way to engage students, but in addition to the obstacle of student engagement, I think another obstacle teachers have to overcome would be the prep work and planning that goes into making the station rotation an effective teaching method. I have been researching ways to create engaging learning tasks and how many stations to rotate.

The article that Jeannette shared with us during her station as well as the video and discussion we watched during the second station are great resources to set up stations and make them engaging.

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Things to consider when planning math centers:
https://mrelementarymath.com/planning-math-centers/?utm_medium=social&utm_source=pinterest&utm_campaign=tailwind_tribes&utm_content=tribes&utm_term=419884438_14189442_127220

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K Literacy Centers
http://www.esc4.net/users/0001/docs2/120-501-1106%20Kinder%20DELC%20Book.pdf

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Daily 5- A time for independent practice in ELA. Stations can be: Read to yourself (with a task at the end), Work on Writing, Read to Someone, Word Work, Listen to Reading. One center could be replaced with a teacher led station based on a skill or strategy.

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Notice and Note for Fiction reading! Use it as a independent station. Actually having students DISCUSS in groups!-- Then they can be held accountable by presenting or creating something.
Research station; creation station!
Station for review/vocabulary

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There are many different ways to design a station center.
"An open-ended activity is where all students in the group tackle the same assignment, but the end product will differ for beginner, intermediate, and advanced clusters. It’s a great technique because students will feel comfortable writing within their level."

"Learning menus, or choice boards, are varied activities that give students options on how they want to learn a concept. They often mimic a tic-tac-toe board where your classroom would pick three activities to complete (one from each row) to form a line. Differentiated instruction menus benefit all students because you can tailor each board to students’ readiness, learning style, or interest, and kids think they are a lot of fun!"

Choice boards can also be used in order to understand the skills and knowledge your students have gained throughout a lesson or unit.

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Helpful Idea:  Use Green/Yellow/Red tent cards at each students to know the level of assistance that is needed at each station.

Useful Link:
There is a link to a lot of documents towards the bottom of this page including planning sheets, signs, and videos on differentiating.

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Lately, many of the teachers I support have been expressing a desire to take risks with new and different teaching strategies. One strategy many teachers are investigating is station teaching. Over the next two weeks I will attempt to respond to their needs as best I can through group work sessions, classroom observations and modeling.

Here are some videos from Teaching Channel.com that provide examples!
Algebra Example Geometry Example
Here are the documents we used in one workshop with high school math teachers:
Norms to Post Sample Rotation/ Map 10 Principles
Signs for Stations Station Descriptions & Planning Sheets

Here are some great links to resources that may support your work:

Math Coaches Consortium Dare to Differentiate Mathematics Assessment Project

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Station Teaching - High School Math- Write Solutions

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Lately, many of the teachers I support have been expressing a desire to take risks with new and different teaching strategies. One strategy many teachers are investigating is station teaching. Over the next two weeks I will attempt to respond to their needs as best I can through group work sessions, classroom observations and modeling.

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"Much like a menu offers patrons a variety of options to satisfy their appetite, learning stations expose students to a variety of strategies and choices that address many learners’ needs." This is the main idea of what all teacher should be striving to do as much as possible. Giving students the chance and ability to learn and show what they know in different ways.

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We work in stations every day for ELA instruction.  Right now when we include a technology stations it's Smarty Ants.  I'd like to find a technology station that is appropriate for kindergarten that is more instructional. I think the greatest benefit of station teaching is the increased student contact time. This link was helpful for someones starting out.

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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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Station teaching is a good way to offer student choice in the classroom. I do question how to best support struggling students. What I found works sometimes is "inviting" a student to join the teacher-led station first so I can give that additional support before they attempt to work independently.

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Station teaching is a great way to reach all students. However, teachers have to ensure that they can overcome an obstacle that may make station teaching a failure- lack of student engagement. This can be because of lack on interest, lack of knowledge on the topic, or lack of understanding on the materials. A teacher can prevent lack of engagement by scaffolding the activities. One way to do this is to provide students with a couple minutes to think about what is expected at each station. This will allow students to feel comfortable and prepared.

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I did some research on the differences between learning stations and learning centers. Our next unit in Social Studies is European Exploration, so I found a good resource on TPT to create stations for this unit. We also follow the BOCES website, so I will use the standards and essential questions for that unit.

https://www.teachthought.com/