Group 4

ST2 (Monday 1:00-200 pm)

Station Teaching
Each teacher works with a small group of children who rotate among various stations to
complete the different tasks related to the same instructional content/objective.
(http://faculty.virginia.edu/coteachUVA/5formats.html)

In this co-teaching approach, teachers divide content and students. Each teacher then
teaches the content to one group and subsequently repeats the instruction for the other
group. If appropriate, a third station could give students an opportunity to work
independently. (https://ctserc.org/component/k2/item/50-six-approaches-to-co-
teaching)

It is one great way to utilize co-teaching. Station teaching is when students are broken
up into groups and travel through different stations in the room after a set amount of
time (http://edtech21534.blogspot.com/2012/05/station-teaching.html)

Station Teaching is used when a smaller student-to-teacher ratio is desired. Each group
of students rotates through each station; however, not each group of students needs to
do the same lesson or activity when they arrive at the same station.
(https://ictmodels.wordpress.com/about/station-teaching-model/)

The co-teaching pair divides the instructional content into parts and the student into
groups. Groups spend designated time at each station. Often an independent station
will be used along with the two teacher stations. (https://coe.unm.edu/departments-
programs/teelp/co-teaching-collaborative-schools/strategies-examples.html)

Station Teaching is an efficient use of time that allows all students to experience
multiple related instructional activities. Teachers must communicate to coordinate the
tasks and timing at the different stations to support the learning objectives.
(http://faculty.virginia.edu/coteachUVA/5formats.html)

The Station Rotation model allows students to rotate through stations on a fixed
schedule, where at least one of the stations is an online learning station. This model
is most common in elementary schools because teachers are already familiar
rotating in “centers” or stations. (https://www.blendedlearning.org/models/)

The Station Approach is a method of instruction in which small groups of students move
through a series of learning centers, or stations, allowing teachers with limited resources
to differentiate instruction by incorporating students’ needs, interests, and learning
styles. (https://www.nsta.org/publications/news/story.aspx?id=53323)

How to set-up Learning Stations In Your Classrooms.

Space can mean many things: how you position your furniture, how you utilize hallways and
doors, and even where you store materials and resources for students to access. In order to set
up stations, you need to figure out how many stations you would like to set up, where they will
be, what students will be doing, and where and how students will learn.

Many classrooms start with three stations: a small group for directed instruction, an
independent workstation, and a collaboration section. Each of these areas can utilize different
materials, include tech or no tech, and give students time to learn in multiple ways.

Take each station and think of it as a common core or state standard. Make levels of difficulty
A-D of each standard for your groups and neatly organize your packets A-D. “A” being the
foundational skill and “D” being mastery.

Problems of Station Teaching

In terms of accountability, the teachers clearly explained the tasks for each station and set out

their expectation that the students should take responsibility for their own learning. However,
some students sometimes were lazy and not on task. Some boys would spend the first five
minutes just choosing a book in the “independent reading” or “reading to someone” station and
did not totally concentrate on reading at all.

Grouping of the students was a big issue, too. Some students were put in the same
group, but they refused to read to one another. Some boys had arguments with other
group members in the station

Solutions to the problems of Station Teaching

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.

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.

What are the problems of Station Teaching?

1. Low-hanging fruit. Many educators, particularly at the elementary school level, have

rotated students among centers or stations for decades. As a result, replacing one of

those stations with online learning is a low conceptual hurdle for teachers to overcome.

2. Scalability. A Station Rotation typically operates within the confines of a single

classroom and therefore can require little to no coordination with other teachers,

departments, or facilities. As a result, a Station Rotation allows educators to introduce

the benefits of online learning while preserving the traditional classroom structure,

which makes it easily scalable.

3. Differentiated instruction. A Station Rotation breaks up the class into smaller groups,
which allows teachers to work with students in small-group settings on a daily basis. In
 these settings, teachers can more easily differentiate instruction for groups of students
based on their respective needs.

4. Pockets of non-consumption. Disruptions often get their start in pockets of unmet

demand, called non-consumption. For this reason, we envisioned high schools and, to a

large extent, middle schools to be susceptible to larger scale changes because they

operate on a course-by-course basis where pockets of non-consumption, such as

students in need of advanced courses or credit recovery, are rampant. Elementary

schools, on the other hand, operate on a whole-class basis instead of course-by-course

and aren’t yet dealing with dropouts or students in need of credit recovery.

How to Scaffold Learning Through Station Teaching?

Station 1: Show me

In the first station, the teacher introduces new content. This can be a new principle in math,
concept in science, reading strategy in Language Arts, or even an extension of previous
learning. It can be done in small groups (i.e., a station), or the entire class as well through
whole class instruction.

Station 2: Watch me

In the second station, students begin to apply the previously introduced concept or skill. This
can be done in pairs within the small group, individually, or in a mixed setting where some
students are paired and some work alone, based on student ability, background knowledge, or
other need.

Station 3: Help me

In the third station, the teacher will observe the students continue to apply the concept or skill,
and do so in small enough groups where individual feedback can be given in a ‘just the right
time’ approach.

Station 4: Let me

In the final station, students rotating more slowly may never reach this center, while students
may spend the majority of their time here clarifying, reinforcing, and otherwise extend their
learning through structured and open-ended learning activities.

Importance of Station Teaching

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.

Members:

Hazel Arabe Ronalyn Doquenia

Aleeza Aspiras Emielyn Esteves

Mary Jean Bonus Mariel Lapeña

Julie Campollo

Ailla Combes