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Transcript of Learning Stations
Ice-breaker: Four corners
About Learning Stations
An example: Music Stations
to demonstrate a learning/ teaching strategy
to help teachers improve student learning
What Are Learning Stations?
hands-on interactive activities
places with materials provided on a particular topic where a small group can go to engage in activities
Bloom’s three domains of learning
students work cooperatively and learn effective work methods (CCC)
stations should develop some or all key features of ESL competencies
they can expand upon and review more challenging content or processes (vocabulary station)
more opportunities for all students to interact orally
Why use them?
They appeal to Bloom's three domains of learning
they are a good way to introduce a topic
social interactions help us internalize meaning
they provide more immediate feedback
opportunity for informal social interaction, collaboration and peer-to-peer teaching
offer choices (either within or through the different types)
opportunity for students to verbalize their thoughts while learning in a socially interactive environment;
“On-task interaction with peers is more conducive to actualization of learning potential than on-task interaction with adults, because the presence of peers is more effective in motivating search and discovery, exchange of ideas, and feedback.” (Ben-Ari & Kedem-Friedrich, 2000)
provide some physical movement
use varied materials in various formats
what they produce can be kinaesthetic in nature
How do they develop competencies?
How to plan stations
Plan for a variety of stations that include some hands-on activities
Keep certain station themes consistent but change the content and activities within
audio books; teacher-recorded material; song lyrics
internet sites, software, webquests
create a children’s picture book, write an opinion text about a controversial topic, assume the role of a famous person and write a speech when winning an actual or pretend award
assignments that are suited for individual work
How to set them up
A large classroom with tables and chairs is ideal
Set up the stations with media equipment and place the rest in baskets or plastic bags
Place all materials for a station in a basket or large plastic bag and place all the material in a central location. Students pick up the basket for their assigned station and find a place to work (on the floor; moving desks together; out in the hall)
How should students be grouped
Consider learning goals, social considerations, behaviour concerns and language needs.
Try self-selected groups:
allow students to sign up for a group
use sequence cards (handout provided)
How do I assess and evaluate students?
Create anecdotal record folders to record observations and student needs
Establish a spot where students will always turn in papers
Include the rubric in station material or share with students beforehand
What is the
work in stations?
How will students react to working in stations?
Don't forget ...
Self-evaluation: during and at the end (see Logbook p. 20)
Post and review station rules (see handout)
How to signal a station change
Use a CoolTimer or other time keeping device
Try a brain break or "sprinkle" between stations
Last words of advice
At first, planning and organizing may be time-consuming.
Glitches will occur along the way.
Station work is rewarding and energizing.
Students benefit academically and socially.
Once students understand the expectations and routines of station time:
1. Join in a station or create a station where the teacher plays a role
2. Use station time to meet with small groups or individuals for mini-lessons.
At the beginning …
among students, engage in brief conversations
positive behaviours and progress
Assume role of the
and occasionally the
student behaviour and progress at stations
For the mini-lesson:
1. Use observations from your notes to determine what mini-lessons are needed and for whom
2. Keep the lessons brief (5 to 9 minutes) and focused and specific
They will love it!
Students become more adept at working through social problems without the involvement of the teacher.
One-on-one opportunities provided by learning stations can minimize attention-seeking behaviours.
All students get one-on-one time with the teacher for a few minutes during stations.
This song reminds me … I would play this song when I ….
The title of this song could be …. This song makes me feel …
9 Music Stations
A: Music and Me F: Writing to Music
B: Music Talk! G: Hit List
C: Songs for a Cause H: Message in a Song
D: Songs of Our Lives
I: Artists Who Died too Soon
E: Music in Pictures
Kolodziej, N. (2010). Learning Station Models for Middle Grades. National Middle School Association.
How to Do Learning Centers for Middle Schools | eHow.com http://www.ehow.com/how_8195503_do-learning-centers-middle-schools.html#ixzz1xaw4dLS9
Opitz, M. (1994). Learning Centers: Getting Them Started, Keeping Them Going