How to make Station Rotation Work during Hybrid Learning?

It is significantly easier to divide a teacher’s time between pupils in class and those working at home when this strategy is used.

The hybrid learning paradigm, which combines face-to-face instruction with both synchronous and asynchronous learning, is gaining traction in schools around the country. The problematic aspect is when some students are in class and the rest are at home during synchronous class time. What is the ideal way for a teacher to handle both in-class and at-home learning at the same time? “Teachers who are requested to undertake concurrent teaching (it is technically not a hybrid/blended model until classes are created virtually/asynchronously for individuals who are not present face-to-face) face an immense difficulty,” according to Dr. Kristen Turner. This is a scenario for which no one has been prepared.”

Let’s start by going over the fundamentals of the reverse design. We can only make judgments on the class schedule and variety of activities when we know the lesson goals and assessments, including who is doing what at what time, whether in person or at home.

Station rotation is one of the seven blended learning approaches that stands out for its ease of use. The station rotation approach “allows students to cycle among stations on a predetermined timetable, where at least one of the stations is an online learning station,” according to the Blended Learning Universe website. The model’s inner workings enable teachers to connect several activities to the learning objective before breaking the class into small groups to closely assess students’ progress while they actively participate in the topic.

Students who are in person are organized in squares to precisely replicate the station rotation method in our era of social distance so that all peers are just six feet apart and may quickly turn to each other to converse. Students should be gathered together at home so that the instructor can quickly transition to asynchronous education as the teacher determines how the students will divide their time between stations.

Small groups are used for teacher-led teaching, online learning, collaborative activities, and offline learning in a station rotation system. This is a sample station rotation lesson plan template; it’s a fantastic place to start mapping out your stations. Here’s a wonderful template to use for preparing your rotation and sharing it with students when you’re ready to go live.

TEACHERS WILL HAVE MORE FLEXIBILITY WITH THESE 4 STATIONS.

1. An online learning station where students can practice on their own. The use of an online learning station aids in the delivery of instant data-driven training. Investing in a web-based learning platform that gives learners and teachers with standards-aligned quick feedback maximizes the online station. Teachers can leverage learning by focusing on important instructional topics.

Several low-cost or free applications provide teachers an efficient option to allow students to practice grade-level content while receiving quick feedback on their progress toward the standards. In-person students go on to the next station at the end of the online learning station period, while students at home may join a virtual, small-group station.

2. A real-time feedback station led by a teacher. The learning goal is the starting point for the teacher-led station. The STEPS Small Group Lesson Plan Form may be used across curriculum areas to efficiently teach towards the learning objective while staying within the time constraint. Students practice what they’ve learned, and the teacher observes them while offering real-time feedback in the classroom.

The teacher-led station is a widely sought-after learning opportunity. It’s at this point that instructors begin to make connections and have a better understanding of how children learn to better prepare for and support their development.

3. A no-tech station for self-practice. In a virtual demanding setting, an offline station is essential to avoid screen fatigue. Books, notebooks, manipulatives, and other materials should be handed to students at the beginning of the marking period or semester and kept by them for the remainder of the marking period or semester. Students could be writing in a marble composition notebook, reading a book, or making a visual organizer test their understanding of the material.

The first table in this article contains questions that may be used in a journal entry to help students comprehend planning, monitoring, and assessing their work. The independent practice should ideally be used as a time for routine, written reflection.

4. A station for collaborative learning with peers as partners. This station can be presented by a small group of people who are both at home and in person. It might also be a virtual meeting between an in-person group of four students in their square and an only-at-home group. When just one group is present at a time, ideally one in person or one virtually, the instructor might check for understanding by pausing from their teacher-led station for a little while.

Students also learn to rely on one another in group activities, which helps them develop connections, confidence, and trust. Here’s a resource for forming formal, cooperative-learning groups, as well as research that backs up the requirement for socializing during student learning to improve comprehension.

INVITE A BRAIN BREAK BEFORE STATIONS ROTATE.

Every 15 to 20 minutes, or the normal duration of one station activity, students benefit from mental rest and physical mobility. End the station by allowing all kids, whether at school or home, to stand tall, stretch their arms out, and circle them forth and backward while marching in place before transferring to the next station. Students return to their seats after 30 to 60 seconds to begin their next station.

Simply said, station rotation is a time-management planning method that allows the instructor to split up learning tasks and think about how to make the most of his or her time. As a suggestion, instead of trying to squeeze all rotations into one block of time, teachers can think of station rotation as a plan that can be spread out over a few days or class meetings. Once you’ve mastered the station rotation concept, you can quickly adapt it to any type of learning environment, including virtual, in-person, hybrid, and concurrent.

About the article

It is significantly easier to divide a teacher’s time between pupils in class and those working at home when this strategy is used. In this article, we discussed How to Make Station Rotation Work During Hybrid Learning.

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