Station Rotation Model - Middle School Math

 

Have you wondered, "How can I teach a smaller group of students versus the whole class?"

Have you wondered, "How can I get really focused on individual student needs when I have a class of 32 students?"

Do you wish that you could 'fill the gaps' with those students needing it and then also differentiate for those students who are needing to be pushed further in their learning - in the same class period?

Do you wish that you could blend technology with in person teaching?

I believe that we all have wonders - because everyone (students and teachers alike) ask questions when they are ready to ask - and this is because we are all at different places in our journey of learning.

Our site's focus this year is Universe Design for Learning (UDL).  While we are just in the infancy stages of learning, I found some interesting material in the book "UDL and Blended Learning" by Katie Novak and Catlin Tucker - by the way, I have never been so challenged in examining my own teaching practices as I read this book (well worth the time and I recommend it).
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There was an interesting part in the book on the Station Rotation Model that I brought up with the Math 8 Team that I am part of - and they embraced the challenge of implementing at least one Station Rotation Model during each Eureka module of study this year.  I am very lucky and privileged to be part of such a group of teachers (Sandra Castillo, Ylonda Keeton and Jennifer Nelson) who are willing to step out of their comfort zone to try a new teaching strategy that has the opportunity to engage students and impact student achievement.

In the Station Rotation Model we embraced, our design initially had four components to it but we quickly learned that in a 50 minute period this was not the best format for our students.  So, we have landed on a three component rotation model where one station is an online activity, another is a collaborative activity, and the last one is the teacher led station.  We have found that this design allows students enough time to engage in each activity and have success during that time.

The Station Rotation Model allows for teachers to interact with students in a smaller group setting versus the entire class.  Groups can be set up randomly or deliberately based on data - there is no right or wrong way to set up your groups.  This is an opportunity to extend students' thinking in areas they are excelling at or to fill some learning gaps so that the grade level material can be fully accessed by each student.  

In the Station Rotation Model that we just completed, our teacher led activity was for students to pair up and solve a multi-step equation by putting the steps in order and match up the vocabulary that went with each step.  This was a great opportunity to engage with students in a smaller setting to solidify how to solve equations.  

The second station allowed students to solve equations, as well, but using a computer program - Desmos.  The activity that was designed allowed students to solve equations - the activity gave students immediate feedback as to the correctness of their answers.  This allowed students to self pace through the activity without doing everything wrong and ask their table partner for assistance when needed.

The third station was designed to work on their project - #MathInMyLife - which is a real world application of solving equations.  During this station, students could collaborate on their challenging project question - which was different for every student.

The Math 8 Team has only done the Station Rotation Model three times this year and the feedback from
the students is just amazing - they appreciate the smaller group setting, they enjoy working with others, they enjoy that things are changing every 15 minutes.  We have a reflection form that allows students to reflect on each station and give feedback for the entire day - this last reflection had over 95% of the students state that they enjoyed the day for various reasons.

There is planning that is required for this type of student engagement activity and you really need to design it so that it fits your teaching style and classroom.  For example, across our Math 8 Team we implement the model slightly differently as one of us actually has students get up and move from station to station - compared to the way I implement it as students stay in their seats and the station activity moves from group to group.  Again, just like with grouping, there is no right or wrong way to implement your design.

If this sounds like an engagement strategy that you would like to see in action, then please reach out to Ms. Roni Weink at Roni.Weink@omsd.net.  The District actually videotaped this lesson and it is available for viewing.  If you have questions, then please feel free to reach out to me and I will answer them as best as I can.

I hope that you are finding various ways to engage students in your classroom and perhaps this idea will spark something new for you.

Teaching and still loving it,

 Kevin Stott                             

De Anza Middle School        

Math 8 & Integrated Math I