Students visit various stations or centers during the allotted time for a specific subject. Stations may be assigned by
3 Station Rotation: Independent or peer-to-peer, targeted small group, and digital content station
BENEFITS: • Stations can address different levels of depth with students • Teachers can work with smaller groups of students to provide targeted instruction • Students have opportunities for collaborative and self-led learning • Students have multiple opportunities to reflect their learning in different ways
CONSIDERATIONS: • What digital content and tools are available to support offline instruction? • How do you ensure content is differentiated across stations for individual students? • How are students being grouped? • What routines and procedures do you have in place to support a blended station rotation?
Monday: Whole Group Lesson 30 min; Check for Understanding 10 min
Tuesday + Wednesday: 3 Station Rotation: Highest Need First Based on Check for Understanding 3x25 mins (75 mins). 3 Station Rotation: Independent or peer-to-peer, targeted small group, and digital content station
Thursday: Independent work time (most students) *could include digital content, independent, peer-to-peer; Target small group (a few students)
Friday: Whole group opening 5 min, creation station, targeted small group (a few students)
41 mins x 5 days = 205 mins
Students work through customized and flexible playlists of learning objectives and activities within a lesson, unit, or full course. The teacher provides
TARGETED SMALL GROUP, DIGITAL CONTENT ASSIGNMENT, INDEPENDENT WORK, PEER-TO-PEER OR SMALL GROUP CHECK-IN, CREATION + CHECK FOR UNDERSTANDING
BENEFITS: • Students are able to choose how they learn and when they learn. • Students are able to receive more one-on-one support from the teacher. • Students are able to supplement their learning with material online and offline. • Students are able to experience targeted instruction, group projects, and individual instruction.
CONSIDERATIONS: • What routines and procedures do you have in place to support a flex model? • How do students take control of their learning? • What decisions does the teacher have to make to differentiate the learning for individual students? • What digital content and tools are available to support instruction during a flex model?
(Whole group hook + Check for understanding)
Flexible Playlist 1: TARGETED SMALL GROUP, DIGITAL CONTENT ASSIGNMENT, INDEPENDENT WORK, PEER-TO-PEER OR SMALL GROUP CHECK-IN, CREATION + CHECK FOR UNDERSTANDING
Flexible Playlist 2: INDEPENDENT WORK, PEER-TO-PEER, TARGETED SMALL GROUP, CREATION + SMALL GROUP CHECK-INS, CHECK FOR UNDERSTANDING
Students receive first exposure instruction individually (i.e. through a screencast, video, reading, etc.) and use time in class to apply concepts and go deeper with teacher guidance and support.
Whole Group Hook --> Small Group, Digital Content, Collaboration
BENEFITS: • Students can engage with direct instruction at their own pace • Class time can be used to engage in deeper learning opportunities, collaboratively or independently, and also with teacher guidance. • Classroom materials are accessible for students and parents anytime and anywhere.
CONSIDERATIONS: • What platform will be used to host resources? • What structures will be in place for students that do not complete work outside of class? • How will teacher find time to curate and create resources ahead of lessons? • How can teacher ensure that all students have access to resources (wifi, devices) outside of class?
Tuesday: Flipped first exposure + check for understanding & Whole group hook (address misses and use opportunities to accelerate kids understanding)
Students complete based on need: Peer-to-peer, targeted small group pull-out, independent work time, flipped exposure & check for understanding, and digital content
Thursday: Whole group hook (address misses and use opportunities to accelerate kids understanding)
Students complete one (20min): targeted small group, digital content station, independent station
Then, creation to targeted small group
Email: info@edelements.com
Phone: (650) 440-7860
Twitter: @edelements
