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STRATEGY: STATIONS
Zona Karoliussen
Opening Quote
As Hattie (2009) reminds us, its not a particular
instructional method or script that will make a
difference in student learning, its getting more
precise about how students are progressing in their
learning and then using that information to
personalize learning. Its about choosing the strategy
that will work best for a given learner at a given
time. (as cited in Tomlinson, 2014, p. 102)
Differentiation Strategy: Stations
Stations are different spots in the classroom
where students work on various tasks simultaneously.
They can be used with students of every age and in
all subjects. They can be a frequent or occasional
part of the learning process. They can be formal or
informal. They can be distinguished by signs, symbols,
or colors, or the teacher simply can ask groups of
students to move to particular parts of the room.
(Tomlinson, 2014, p. 103-104)
Stations look like this
You are about to watch a 5-minute teaching video. Please consider the following
questions while watching the video.
1. What preparations and directions did the teacher give to his students to ensure
clearing understanding of the activity?
2. What did the teacher do to support different types of learners in this activity?
4. Write down the types of student disabilities that will need accommodations from
this teacher. Also, write down possible solutions for each type of disability.
Analyze Stations activity using Stations
Directions:
1. Your presenter will divide you and your colleagues into four groups using a
method of his/her choice.
3. Group 1 will begin in Station 1, Group 2 will begin in Station 2 and so on.
4. Each initial group will have 5 minutes to discuss each station questions and write
down the discussion results on the paper at each station.
5. Each subsequent group will also have 5 minutes to discuss and add on
information to each station paper.
6. The presenter will signal each group to rotation after each time is up. The rotation
will end once all groups rotate back to their initial stations.
Sharing Time
One member from each group will share what has been written
on their station paper.
Wrap-up
Please share any feedback, questions or concerns
about Stations at this time.
References
Tomlinson, C. A. (2014). Instructional strategies that
support differentiation. In The differentiated
classroom: Responding to the needs of all learners
(pp. 102-121). Alexandria, VA :ASCD.