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My entire instructional career has been structured around 40 minute class periods and for awhile it looked the same way that it looked when I was the student in class. I do, you do, we do. Start homework. See you tomorrow. At my current school I have been fortunate to experience in-district PD where I have learned innovative strategies from my colleagues that have changed that monotonous structure. One of my favorite strategies is station teaching.
Station teaching implements multiple layers of differentiation while having students rotate through different task stations during the class period. Stations can seamlessly be crafted to differentiate content, process, product and environment. Stations can allow students to work at their level and use every moment of class in a productive way. They can also encourage movement, engagement and various forms of collaboration.
Are there any other buzz words that I forgot?
What Stations Look Like In My High School Classroom
A teacher can create as many or a few stations as they want. I have found the sweet spot to be three stations because I like to differentiate them by process and environment. My station teaching lessons typically structure around these three stations:
An Independent Station: Students work independently on a technology-based task that meets their learning level. At this station students must have immediate feedback so they can self-monitor. For this reason at this station I like to have students work on tasks like checking homework with a Google Form or screencasts; or a task on a site such as IXL, Quizizz, Quizlet, Kahoot!, Desmos, etc. Whatever task I choose has to be one where students can progress without the teacher at their station. Another key ingredient in the tasks that I create for this station is what's called the "anchor task" I never want students to finish the station, so I "anchor it" with a task that virtually never ends. For me, it's usually putting a link to IXL.com practice at the end of the assignment. This is a great way to challenge early finishers and ensure that no time is wasted!
A Paired Station: Students work in pairs (or triplets) on a collaborative activity, such as task cards. They rely on one another to complete the task, check the task and correct one another. My go-to for this station is usually task cards that have the answers on the back. I instruct students to take turns playing the role of the student and the teacher each time they pick a card. I will periodically check in with these students during the station, but I encourage them to act like I am not there. They can ask other pairs, if needed, but I like to encourage students to work independent of me at this station.
A Teacher-Led Station: This is the station I am at for 95% of the allotted time. I treat this station as small-group instruction where I can differentiate the task to challenge or provide remediation. When I create my tasks for this station I also like to craft them so that I have time to let those students work on their own, allowing me to move between the other two groups to check in and answer questions, before I return to conclude with my station.
The Purposeful Set-Up
If we are doing stations in my classroom my students know the second they come through the door. Not because they see desks in groups, but because they see the paired stations at the windows, with no chairs, ready to show their work on the windows. The independent station is facing the side whiteboard with desks spread out. The teacher-led station is in a neat group by the SmartBoard.
Every choice made here is intentional.
First, the independent station is spaced so that students are in their own "bubble" to signal that they are working independently. I provide post it notes at that station for students to write down their questions and they know I will come around to answer them when the time is right, but they do not come to interrupt me before then. Students are facing the whiteboard to view station directions, but also because that allows their Chromebook screens to be facing me so I can peek over from my station and quickly be able to assess that they are still on task.
The paired station is set up so students are standing and working on vertical non-permanent spaces, such as the windows. Students show all of their work on the window which makes it simple for me, the teacher, to view their progress as I look around the room while I am working with my station. This allows me to assess progress and to ensure students are on-task without needing to physically leave my station.
The Protocols I Use
Protocols are the foundation of my classroom management. I am very explicit with my students when I deliver my directions and expectation. I like to communicate these in a way that they can refer back to after I have presented. I've found that Google Slides works best for me.
On the Slides I briefly explain the format of the stations (independent, paired, teacher), but I leave specific directions to be read at the start of that station. This is so that no time is wasted reading, forgetting and repeating directions. At this time I also set the expectation for what that station should look like if students are being productive. I state whether a Chromebook or phone should be out. I state whether or not I should see headphones in. I state whether or not I should see conversation happening. You can make a copy of the slide above here and change it for your needs!
Timers are crucial to maintaining smooth transitions and keeping students paced. I embed a timer in my Google Slides so that students can visually check the time left in the station from anywhere in the room. I also time the transition between stations so there is no unnecessary wasted time. I don't like to interrupt stations to tell them that they have "5 minutes left...3minutes left...1minute left..." but I will give them a 30-second warning to complete their task, clean up and be ready to move or we are moving without them. If you stick to the schedule I have found that students learn to self-regulate and stay in line!
Resources to Help You Get Started!
Here are some ideas, favorite websites and tasks to help you get started!
Station Management:
Did you grab this freebie yet? It's fully editable and includes different timers to meet your needs!
Independent Station:
Google forms review similar to my homework check process
Some of my favorites from TPT are:
Google Form - Solving by Factoring
Self-Checking Pixel Art - Linear Functions & Rational v Irrational
Self-Checking Sheets - Solving Equations
Paired Station:
Task Cards!
I have some, linked here, in my store.
Some of my favorites from other stores are:
Teacher Station:
Review state test questions
Tackle challenging application problems
Engage in skill remediation
Pre-teach skills to students that would benefit from an early start
Share your questions, comments and experiences in the comments below!
Which station tip is your favorite?
What questions do you have about these tools and strategies?
What challenges or successes have you had with station teaching?
What would you like to see more of?!
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