We've been doing station rotation in the early elementary grades for ages. Stations typically included the classroom being broken up into 3 groups. The 3 groups would rotate through 3 stations that included small group time with the teacher plus two other station that had "activities" set up for the students to complete. All students went through the same stations for the same amount of time and did the same things.
While this has been a great model for the elementary classroom for all these years, this isn't blended learning. Wait! I know, I know. I just told you that station rotation was great for blended learning and now I'm saying this isn't even blended learning. Well... station rotation in the most traditional sense is not blended learning because it is missing a few key components. Let's take a look at ways that we can tweak this long standing model to make it fit in our blended learning model.
First, we need to figure out a way to add some flexibility in pace, place, path or time.
Let's look at our blended learning graphic again to see how station rotation can add the flexibility that we are looking for. By using stations, you can easily allow for flexibility in pace for your students. You might be wondering how that is accomplished. After all don't all students go to all stations for the same exact amount of time? The answer is maybe. That's one possibility, but when we are looking at the purpose of that variation I start to wonder what is the purpose of that model. In my mind, the purpose of that model is control. The teacher is in control of everything going on in the classroom. The students are all getting the same exact learning experience for the same amount of time. That seems very equal, right? It might be equal, but is it fair? Do all students need the same exact thing for the same amount of time? Let's compare my struggling learner to my GT student. In this scenario, let's imagine a station rotation with 3 stations and one of the three is a teacher-led station. A GT student does still need some time at the "teacher station" to help clarify misconceptions and build relationships. The struggling learner also needs time at the "teacher station" but they are not just clarifying misconceptions. They may need reteach, more scaffolding and extra guided practice. Both groups should meet with the teacher, but they probably don't need to meet with the teacher for the same amount of time or to receive the same exact lesson. In this scenario, things are not equal, but they are fair because both students are getting what they need.By simply altering the amount of time spend at different stations in order to better meet the needs of students, you are offering flexibility in pace, but the students are also getting flexibility in path because now the teacher is free to alter what happens at a station based on the needs of students. I already mentioned how the teacher station could be altered to meet the needs of students, but the other stations could be altered as well. By offering some choice at the other stations, you can offer students some flexibility in path to better meet their needs. When I say offer choice, you might be thinking, "If I offer kids choices at the stations, then how can I ensure that they are learning what they need to learn." Remember, just because you offer choice doesn't mean that you are giving up all of the control. You are still in charge of coming up with the choices, so you get to make sure that each choice still contributes to the learning.
As an alternative, you could also offer choice in path by allowing students to choose what stations they will attend. Maybe instead of offering 3 stations, you offer 5 stations and the students have to go to at least 3 of the 5 stations. Students get some choice in how they learn. Maybe one station involves art and speaks more to some students while another station might involve creation on an iPad and that station might speak to other students. In this format, you can also make 1 or more of the stations mandatory. Maybe you want to have a teacher station and it is mandatory that all stations attend that station at some point. The great thing about this model is that you get to make the rules and you can make this look however you need it to look to meet the needs of your students.
Last, don't forget that their must be some use of technology to really make this blended. Make sure that when using technology, you are using it in a way to really enhance the learning or deliver things that can't be delivered any other way. For example, you could have video directions posted at each station to help the students get started. You could also have some videos posted that offer students support in the concept at a station if they need extra scaffolding. In essence, you are now able to multiple yourself. Another great way to use technology is to have students creating and/or collaborating using tools like G Suite, Flipgrid, Padlet, PicCollage, Puppet Pals, etc.
You might notice that I didn't address time and place in this post. That's not to say those aren't great ways to add flexibility to your blended learning classroom, but they don't lend themselves as well to the station rotation model.
If you are interested in trying out the station rotation model, remember to start out with baby steps and work your way up. Get students used to rotating and being independent learners at two stations before you add in a teacher station so that you can be free to guide and redirect students as needed. Once they have two stations down pat, then add a third station or even a fourth.
Do you have some great tips on implementing station rotation? Leave us a comment below and share your tips!!
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