Basics of Stations

This isn't a specific strategy, but more of a post that summarizes my thoughts on the use of stations instructionally.

First off, there is a distinct difference between centers that remain throughout a unit, and stations that are used for one to three classes. Stations are an easy way to get students engaged and talking but there is also a fine line to them: students easily get "station fatigue" if too many teachers are doing stations in the same week or so.

How many stations?

This depends on the purpose of your stations, the number of students you have, and how long you want to spend on this lesson. A good starting number is five stations for a particular topic.

How many kids at a station?

This depends again on the purpose of the activity. I honestly only like 2 or 3 at stations because it gets too chaotic otherwise. But I have done review activities with four students at a table. Less kids per station means more stations and overall more time spent

on the activity, unless you use two tracks of stations.

How can I shorten the time used/ break up my larger class into stations?

With my classes of 25+ kids, I usually put students into pairs or triads, and create two tracks of stations. Here is a picture of the board when I am setting up two-track stations:

With tracks, there are only five (or four, or three) stations I need to create. But I double them, so A=1, B=2, C=3, etc. That way students are doing the same things on different tracks. This makes differentiation possible without being obvious or embarassing. I usually change up activities on one of the tracks (review instead of enrichment, small group instruction with me, binder organization at a station instead of the activity, etc.).

Using two tracks also allows me to finish a station activity in a day or two because all

students are getting the activities.

How much time per station?

This again depends on the activity itself. Come up with a general idea of time per station-- too little and students get frustrated and lose focus. Too much time, and they get off task easily. By the second station they'll talk first and work later.

With timing, a few things with timing to always use: first, when you start, list the number of stations on the board and map out the times for each station (with a minute in between for set up). It's amazing how easily you can get off track of time working in small groups or monitoring behavior at stations. Before you know it the period is over, your room's a mess and the kids are gone! Make a timetable and "try" to stick to it.

I like to use a countdown on my smartboard projector. That way kids know how much time is left to prioritize their work.

Another way is to assign a "time keeper", who is in charge of ringing a bell or doing

something to tell the class time is up. This is good for some reluctant, yet trustworthy, learners.

Still to add to this post:

-links to stations tips

-credits