Using Station Rotation to Enhance Hybrid Learning

Station rotation is a powerful learning strategy that allows teachers to work with smaller groups of students in a more intentional way. Students can "move" or rotate between a set of stations in station rotation at pre-determined times - in groups or independently. The teacher can determine the number of stations, the size of groups, and the order based on what works best for the content area or lesson. Catlin Tucker, the guru of all things blended learning, has written extensively about different ways to implement station rotation into the classroom. I appreciate her resources because she is always presenting different models and encourages teachers to experiment to find what works best for their students. Experimenting and trying various models and groups is the key! 

As we continue in hybrid, distance, and remote learning for the spring 2021 semester, learning from her experiences and implementing station rotation elements into the classroom can make the challenges of pandemic teaching more sustainable. One of my most significant concerns about the upcoming semester is sustainability. When we spend the semester in hybrid learning, my goals are to:

1. Prioritize and foster strong relationships with my students.

2. Encourage autonomy and student-driven work.

3. Provide strong feedback and support to promote student learning and growth. 

4. Create meaningful experiences for my students.

At any given time, I will have 40% of my students in my classroom, 40% at home for the day, and 20% completely remote. Similar models have been implemented throughout the country. How do we achieve our academic goals in a classroom with three different groups? The best answer is to lean into and provide blended experiences for students. They are blended, not by choice or intention, but since this is the circumstance that we have found ourselves in, now is the time to lean in and innovate in ways that can be useful in years to come.  

Find ways to connect students in class and out of class. 

Using breakout rooms with students can allow students to connect and collaborate with one another no matter where they are located. Students in the red group want to "see" their friends at the other end of the alphabet. They want to connect and foster their relationships. Creating partnerships and connections between students in different groupings can foster relationships. Once students have been given breakout groups, they can "rotate" with these groups throughout a single period or over several days. When planning for this type of lesson, clearly establish each station's expectations and determine how students will make their learning visible. By creating opportunities for students to showcase their learning, teachers can assess student learning and determine where and when students might need additional guidance and support. Using a template with clear structure and formatting can help guide students and also hold them accountable. Setting timers in this format can help students to determine when they should rotate through the process.

 

Make yourself a station. 

When completing a whole class station rotation, teachers should establish themselves as a station. Working with small groups creates more time for one-on-one support and guidance. This time also provides the teacher with opportunities to answer questions and measure comprehension and growth. Even in a traditional classroom, my favorite part of station rotation is working with small groups. Students are more likely to answer more questions and seek support in smaller groups. We can develop stronger connections and foster relationships in this format as well. 

Be intentional with your time with your students in the classroom.

Thinking about the three groups of hybrid learning as "stations" helps with planning. Each group can be concurrently working on different assignments or engaged in learning experiences based on where students are physically learning. When students are in class, they have an opportunity to connect with their peers directly. They can collaborate (from six feet apart), communicate more freely, and ask questions. When in class, create cooperative learning experiences that encourage them to practice these interpersonal skills while also checking for understanding. While students are in class, it is essential to still engage and interact with the 60% of students who are not physically in class. Instead of completing readings, watching videos, or completing independent work, students can be more active and engaged in collaborative experiences. 

Building cooperative learning experiences for students allows them to apply course content in a group setting. I have created a weekly prompt or challenge in my speech class that will become a mini group speech. The challenge may require visual aid, research skills, or persuasive techniques, depending on the current unit. While students are drafting their speeches, I can work with other groups of students online. Finding a balance of time leads to intentional interactions between the teacher and students and students with their peers. 

Don't lose opportunities to connect with the students out of class. 

When students are not present in class, it is easier for them to disengage. Designing meaningful experiences and connections for students out of class keeps them actively involved in the learning process. I am always trying to multiple myself through the use of video and technology tools. Screencasting is a great way to provide direct instruction, even while not teaching an assignment live. When students are not in class, they can be acquiring new skills and engaging with course content. They can be reading, drafting, and writing, too. These stations can be more independent focused at times, but they don't have to be. 

I have 40 minute periods with my students, and I want to divide my time in a meaningful way. I will start my online students with an independent activity such as an EdPuzzle or reading, and then I will provide a time to come together with my online students to check-in. For example, if students are watching a 12-minute video through EdPuzzle, I can estimate that it will take 20 minutes to complete. While I prepare and check in with my in-class students, I can estimate that I can hold a discussion with my online student about halfway through the class. By connecting with them for 10-15 minutes, I will have time to bring the whole class together and reconnect with all students at the end of the period. Using this model, I will focus on timed stations to keep students on pace and track so that we can talk and collaborate and designated times. 

Create self-paced stations. 

The final station rotation element to consider is independent, self-paced stations. When students may need more direct support in the classroom, self-paced stations for students out of class can provide students more autonomy and control over their learning. Working at their own pace can allow students to be flexible with what they learn when making remote learning feel more manageable and more meaningful. Self-paced stations and asynchronous learning experiences also free the teacher up to provide feedback and remediation for students who may need additional support or more direct instruction. 

Regardless of what station rotation element one adopts into a classroom at a given time, the best part about this model of learning is that it creates flexibility no matter where students are learning. Finding ways to enhance the student experience, build connections with students, and make learning sustainable will be essential elements to consider in the spring of 2021. We can do this. It's okay if a lesson fails or a station flops. It is always okay to hit refresh any page of the lesson plan.