Chapter 9 Station Rotation Model

What learning should look like is up to perception. Learning shouldn’t be the same for every student, in every school, everywhere. Learning, at the end of the day, is knowing and benefiting from knowledge you are given; the ways in how you receive that knowledge are endless.

—Anaya Akpalu, 7th Grade

What Is the Station Rotation Model?

The Station Rotation Model is a subcategory of the Rotation Model, which is defined as “a course or subject in which students rotate on a fixed schedule or at the teacher’s discretion between learning modalities, at least one of which is online learning” (Clayton Christensen Institute, 2015, p. 1). The Station Rotation Model does exactly what the name suggests—students rotate through learning stations in the classroom. At least one of the stations must be an online learning station for this to be considered a blended learning model. However, teachers with ample access to technology can design multiple learning stations using technology.

The Station Rotation Model offers a clear avenue for traditional schools and teachers to integrate online learning into the classroom setting, even if they have limited access to technology. Teachers can use this model to create small learning communities within the larger class setting, design differentiated tasks to challenge various skill levels, and spend more time working individually with students.

Instead of one-size-fits-all instruction where students move lockstep through a lesson, a teacher can use the Station Rotation Model to design dynamic learning station activities that employ different learning modalities and allow for more differentiation and individualization to improve comprehension, retention, and the students’ ability to apply information.

This chapter

  • highlights the benefits of the Station Rotation Model;
  • presents creative solutions to meet the challenges of using the Station Rotation Model;
  • provides strategies for designing Station Rotation lessons;
  • shares example lessons to help teachers conceptualize a Station Rotation Lesson;
  • identifies logistical concerns teachers should consider; and
  • discusses grouping strategies.

Schools can look to implement the Station Rotation Model in either Phase 1 or Phase 2 of the Blended Learning Roadmap, depending on its similarity to the current teaching model. The Station Rotation Model may provide a more incremental Phase 1 option for many elementary classrooms already familiar with learning centers, while it may make sense in Phase 2 for middle and high school teachers who do not currently use learning centers.

What Are the Benefits of the Station Rotation Model?

In a Station Rotation Model, students have more opportunities to take ownership of their learning. They ask questions, engage in discussion, and participate in a smaller group dynamic. This effectively places students at the center of learning because they are responsible for driving the learning at each station. In turn, the teacher has more opportunities to lead small group instruction, assess student understanding, and provide individualized support and feedback.

The three main benefits of using a Station Rotation Model instead of the traditional approach to teaching are that it

  1. creates smaller learning communities within the larger class;
  2. employs a variety of tasks and activities to increase engagement and allow students to engage with information in different ways; and
  3. makes it possible for teachers to spend more time working directly with individual students to improve learning outcomes and individualize their teaching.

Figure 9.1 identifies specific benefits of using the Station Rotation within the context of these three larger advantages.

Valerie Strauss wrote an article in The Washington Post about Howard Gardner, the John H. and Elisabeth A. Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education and author of Frames of Mind: The Theory of Multiple Intelligences. In her review, she recommends that educators “learn as much as you can about each student and teach each person in ways that they find comfortable and learn effectively” and cites Gardner as pointing out that “this is easier to accomplish with smaller classes” (Strauss, 2013, para. 12). To find out what works best for each student and individualize their teaching, teachers without the luxury of small classes can use the Station Rotation Model to create smaller learning communities within the larger class. Add technology’s ability to personalize learning, and students have a better chance of being successful academically.

In addition to encouraging teachers to individualize their teaching, Gardner encourages teachers to teach “important materials in several different ways, not just one”; he suggests teaching important material via stories, music, art, role play, diagrams, etc. to “reach students who learn in different ways” (Strauss, 2013, para. 13). Gardner calls this pluralizing teaching. Teachers using the Station Rotation Model can use a variety of strategies to cover material in the various learning stations to ensure that students have more than one way to engage with important concepts and information.

Station Rotation Model Can Take Many Forms

The Station Rotation Model can take many forms depending on the teacher’s approach. Figure 9.2 depicts an example of a Station Rotation lesson composed of four separate stations: teacher-led, collaborative student-centered work, individual practice with adaptive software, and makerspace.

In trainings, teachers often ask “Is this right? Am I doing this correctly?” It’s important that educators feel free to adapt this model to best meet the needs of their specific student population. It must also work within the confines of their school structure and schedule, so it’s vital to emphasize the flexibility of this model. There is no perfect number of stations or single way to implement the Station Rotation Model. Depending on the school schedule and the amount of time each teacher has with his or her class, students may move through a series of stations in one class or over several classes. The structure is pliable, allowing for many variations.

Figure 9.2 Example of a Station Rotation

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The main difference between traditional learning stations and the Station Rotation Model is that at least one station must be an online learning station. The online component can take many forms ranging from students using dynamic creation tools, to researching topics, to utilizing adaptive software. The focus of the online station depends on the objectives of the lesson. The addition of an online component requires that teachers have access to technology in some form or another to execute the Station Rotation Model in their classrooms. However, teachers in low-tech classrooms with only a few computers or devices can successfully use this model by creating one station with the devices available.

Links to Leadership: Access to Technology

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Leaders in leadership positions must anticipate and plan for the logistical challenges of shifting to the Station Rotation Model. For example, teachers need access to devices and the internet to ensure at least one of their learning stations is an online learning station. Here are some questions to consider when thinking about technology:

  • Does the school have a budget for hardware? If so, how many devices will each teacher have access to in his or her room?
  • What type of devices do the teachers want? How can you survey teachers to find out the technology best suited for their students and subject area?
  • Do students need additional equipment, like headphones, to work online? Is there an ongoing budget for maintaining devices, equipment, and purchasing apps?
  • Is there a budget for purchasing adaptive software to support personalized practice?
  • Does your school allow students to bring their own devices or technology (BYOD or BYOT)? If so, can your school’s infrastructure support the devices students are bringing to school if teachers want to encourage students to use their devices for learning?
  • How can teachers and students easily access technology? What are the necessary check-in and check-out procedures? How can you facilitate equity of use?

Planning a Station Rotation Lesson

Learning stations are not a new concept in education, especially at the elementary level, so the Station Rotation Model is a natural extension for teachers who are already using learning stations. However, teachers who rely primarily on lecture or whole group instruction may find the shift from whole group to small group learning activities challenging to plan and implement. Not only does the teacher’s approach to lesson design change, but the role of the teacher during the lesson also changes.

When planning a Station Rotation lesson, some teachers opt to begin as a whole class to outline the activities in each station, review expectations, articulate the goals for the day, and distribute any necessary materials to the whole group. However, teachers who are short on time and do not want to spend five to ten minutes frontloading the lesson can print out instructions for each station, create viewable Google Documents with links and resources, or record short video tutorials for students to watch at each station that explain what students need to do at that station.

Stations in this model can be composed of a variety of different activities. Here are some examples of the types of stations a teacher might use in the Small Group Rotation Model:

  • Teacher-led small group instruction
  • Collaborative small group work
  • Makerspace
  • Computer time with adaptive software
  • Project-based learning time
  • Online research
  • Design and create (presentations, infographics, storybooks, etc.) with web tools
  • Individual work or one-on-one tutoring with the teacher
  • Virtual fieldtrips
  • Role playing and/or performance
  • Play review games on or offline
  • Guided peer practice
  • Small group discussions
  • Review/practice activities

Figure 9.3 depicts a general Station Rotation Model. In this example, the groups rotate through each of the four learning stations: a teacher-led station, a collaborative group work station, a project-based group work station, and an online learning station. These stations do not build on one another, so the order of the rotation is not important.

Although Figure 9.3 shows four stations, the number of stations can vary depending on the lesson. There isn’t a perfect number of stations. Some teachers design three stations, while others prefer six. Teachers may decide on a specific number of stations because that’s how many individual activities they have prepared, or they may make the decision based on how much time they have.

Station Rotation Lesson Template

Figure 9.4 pictures a basic lesson template teachers can use when designing stations. It’s helpful to lay the various stations out visually because the order of the stations is important to consider when designing a lesson. Students don’t visit the stations in the same order so the work at one station cannot build on the previous station. However, teachers can design Station Rotation lessons that span a series of days with one station building on the previous day’s work.

Teachers also want to consider their student population when deciding how groups progress through a series of stations. Some students may benefit from beginning with small group instruction before moving onto practice. While other students, who are accelerated learners or tactile, may learn better by starting with a practice activity where they get to explore and practice before they receive direct instruction. The teacher-led station for accelerated students may shift from instruction to a question-and-answer session with the teacher.

Links to Leadership: Helping Teachers to Meet and Overcome Challenges

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A teacher shifting from a traditional teaching model to the Station Rotation Model needs support from both teacher trailblazers and leaders. This model requires organized stations with clear learning objectives, classroom management strategies, and a plan for quickly and efficiently moving students around the room.

A teacher new to the Station Rotation Model benefits greatly from working with teacher trailblazers who are already comfortable planning and implementing this model in their classrooms. These teacher trailblazers can offer teachers who are just getting started with blended learning the opportunity to observe their classrooms to see what the Station Rotation Model looks like in action. Observing a lesson where students move to various learning stations helps teachers to conceptualize how lessons are designed and executed, as well as how the classroom is laid out to support this blended approach.

Building Capacity

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Leaders can support teachers by arranging for professional development focused on supporting them in implementing the Station Rotation Model. Once teachers on the school site are using this model, it’s beneficial to provide teachers time during the school schedule to observe the teacher trailblazers on their school site employing this blended learning model. This requires that leaders do the following:

  • Arrange for substitutes and substitute pay to allow teachers to observe the teacher trailblazers on their campus.

  • Organize a schedule for classroom visits and communicate clear expectations for these visits.

    • Will teachers meet ahead of time and/or debrief after the observation?
    • Will the teachers who are observing be asked to reflect on the experience?
    • Will the teacher trailblazers be asked to observe the teachers just getting started with blended learning to provide mentorship, coaching, co-teaching, and/or feedback?

Additional Staffing or Parent Volunteers

One last challenge that leaders should consider is whether or not there is funding for teacher aides or assistants to support the Station Rotation Model. This model requires that students move from one station to another. The teacher may choose to provide small group instruction at one station, which limits his or her ability to assist students working in other stations. A part-time teacher aide or assistant can help facilitate an additional learning station, or answer questions as they float around the room, or provide support. This is particularly helpful at the elementary level because younger students need more support and supervision.

Hiring additional personnel can be a significant expense that may not be realistic for your district, so school leaders may want to initiate a parent volunteer program or establish a volunteer requirement per family at the school (i.e., ten hours per child per year) to encourage parents and grandparents to donate time to the classroom as teaching assistants to achieve small learning communities.

Tip for Designing a Station Rotation: Go Horizontal With Your Traditional Agenda

Teachers planning a Station Rotation can approach lesson design in a couple of different ways. For teachers just beginning to blend, we recommend “going horizontal” with your agenda to conceptualize how a Station Rotation can replace a traditional lesson. At first, it is easier to take a traditional whole group lesson and break it into parts that can be used to design the individual stations.

For example, in an early elementary class a traditional lesson might include these activities:

  • welcome and sing songs;
  • review a math problem as a class then students complete practice problems;
  • read a story and answer questions about the characters and events in the story;
  • draw a picture and write a few sentences describing the picture or tell a story about the picture; and
  • complete an art project where students color, cut, and paste.

The transformation of this traditional agenda into a Station Rotation Model is illustrated in Figure 9.5.

Figure 9.5 Station Rotation Lesson

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Many elementary teachers use stations on a regular basis, like the one pictured in Figure 9.5, so the challenge may not be in designing a lesson, but rather deciding how to leverage technology to transform one station into an online learning station. The key is to make sure that the addition of technology enhances and improves the activity because it allows students to pace their own learning, differentiates instruction, or personalizes practice. Teachers should never use technology for technology’s sake. If it doesn’t improve the activity or lesson, teachers should not add technology to a station.

It’s often at the secondary level where teachers have a harder time transitioning from a traditional lesson to a Station Rotation Model. In part this may be due to the fact that more middle schools and high schools spend time delivering direct instruction. Often the teacher is lecturing and students are taking notes. Unfortunately, this approach to teaching relegates students to the role of passive receivers of information. The Station Rotation has the potential to shift students into active and engaged learners.

In my high school English class, which is a ninety-minute block period, a traditional agenda might look like this:

  • Mini-lesson: How to write an argumentative paragraph
  • Begin a draft of an argumentative paragraph
  • Discuss Chapter 5 in Of Mice and Men
  • Read and annotate an informational text related to migrant workers

To transform this traditional agenda into a Station Rotation, it looks like the image in Figure 9.6 (p. 121).

Vignette: Paloma Velasquez, 10th Grade Student at Windsor High School

All students, regardless of age, can relate to the traditional classroom routine of listening to a teacher lecture followed by some sort of whole class “engaging activity.” For the students, this translates into a lot of time spent focusing on a single activity, which stretches our attention spans to the point of boredom. However, walking into Mrs. Tucker’s class as a bright-eyed freshman, I realized this was not the only way to teach. Mrs. Tucker implemented something that I had never experienced before: the Station Rotation Model.

At first, I had to adjust to the expected speed to accomplish each activity, but it was nothing unreasonable as it merely required that we remain on task the whole time to complete the activity in a given station. Even my mind, which is constantly teeming with activity, remained concentrated on each task because the station times are simply not long enough for me to get bored. The tasks were also very different. One station might be focused on an online activity, such as researching a topic and crowdsourcing information, completing a grammar review on NoRedInk, (an online tool for teaching grammar), or exploring collections in the Google Art Project. The other stations might require that we work together as a group, participate in a discussion, or work directly with Mrs. Tucker. That variety is key.

Furthermore, there is an element of collaboration that results from this model since it is student-directed activity that depends on students in each group reading directions and coming to a consensus as to what they have to do at that station. Each time we participate in a Station Rotation, there is an opportunity for a different student to take a leadership role in reading directions and guiding their group of peers.

I also feel this is an excellent way to design a class because it maximizes the little time we have together in the classroom. The transitions are more efficient than transitions in my other classes where the whole class moves to the same activity together and four lessons are taught in the span of a single hour. I have grown as a student as a result of participating in this model, not only in the knowledge gained in each station, but also in my time management skills and applied leadership techniques.

Figure 9.6 Redesigned English Lesson in Station Rotation Model

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Design a Station Rotation to Target a Specific Skill

For teachers who are frustrated by large class sizes composed of various skill levels, this approach creates smaller communities within the larger class and allows for more opportunities for differentiation. Stations can be set up to challenge specific ability levels, which is why it can be helpful to consider designing a Station Rotation lesson that targets specific skill levels. The progression pictured in Figure 9.7 helps guide a teacher through the process of identifying a skill, selecting a grouping strategy, designing learning activities, and incorporating technology to personalize learning.

Begin by identifying the target skill and learning objectives for the Station Rotation lesson. Once you know what skill or skills you want to target, then you can decide on a grouping strategy that makes sense given your class population and the objective of the lesson. (For more on grouping strategies, see page 125.) Some activities may benefit from a mix of skill levels or learning modalities, while others may work better if groups are composed of students at similar skill levels or learning styles.

It’s also important to think about how many stations students will visit in a day or class period. This depends on the target size of each group. Teachers may want to limit groups to four or five students, which may require that they design more stations to keep the group sizes small. If teachers design more than four stations, it may be helpful to break the lesson up over the course of two days to avoid trying to cover too much in a single day or class period.

Figure 9.7 Designing a Station Rotation Lesson to Target Specific Skills

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After identifying the target skill, selecting a grouping strategy, and deciding on the number of stations, you can design the learning activities and begin to think about how technology can be used in at least one unit to engage students, differentiate instruction, and/or personalize learning.

Laying out the stations visually is a helpful exercise when lesson planning for a small group rotation.

Vignette: Catlin Tucker, @Catlin_Tucker

The more I use the Station Rotation Model, the more I realize and appreciate how flexible it is. Instead of always approaching a Station Rotation lesson in the same way, I enjoy playing with this model to ensure it makes sense given the goals of the lesson.

I frequently use a variation of this model that I call Free Form Station Rotation. Students begin in one of three or four stations. When they are done with the task in that station, they are welcome to move on to the next station. I caution them to transition without disrupting those students still at work. I decided on this approach because I knew some students do not need as long as others to complete a given task. Instead, I want them to have the flexibility to work at their own pace and move when they are ready. It stunned me how focused and productive they were in each of the stations.

I’ve also experimented with what I call a One Stop Differentiated Station Rotation. In this lesson, students only visit one of the three or four stations, which have been set up with their ability level in mind. This strategy works well with reading because I have each station set up with reading materials aligned to that group’s reading level. I also use this approach for writing stations where one group might need a lot of teacher support while the other stations require increasingly more independent work. The task at each station is geared toward the students in that particular station and there are necessary support materials available to aid students at different levels of mastery.

Right before finals this year, I designed Inspiration Stations. I could tell my students were totally fried from studying and needed to do something creative and fun. I designed three stations, each with a creative task, and allowed my students to select the station they wanted to visit. One group composed a song, while another group wrote a project proposal for a Donors Choose project they wanted funded. It was a fun way to approach stations that prioritized student choice and creativity.

Experimenting with the models is so much fun for me and adds some variety for the students. It’s important that teachers not view the models as an endpoint, but rather a beginning with limitless opportunities.

Logistical Concerns

The following are questions to consider when designing a Station Rotation Model lesson:

  • How should you group your students?
  • How can you make sure students know the objectives of the activity?
  • What do you do with students who finish a task before it’s time to rotate?
  • How do students know when and where to move around the room?
  • What is the teacher’s role during a Station Rotation lesson?

Grouping Strategies

Teachers can group students in a variety of different ways depending on the learning goals or intended outcomes of a lesson. Figure 9.9 highlights some examples of grouping strategies and the reasons to select that strategy for a given activity. As teachers become more proficient in their blended practice, groupings of students can become a truly dynamic process—where on a weekly or even daily basis, teachers adjust groupings based on goals and needs.

How to Make Sure Students Know the Objectives of the Activity?

Many teachers are tempted to frontload a Station Rotation lesson by explaining the activity and objectives of each station to the entire class. Unfortunately, this sucks up valuable class time and as soon as students go to their first station, most will immediately ask, “What are we supposed to do?” This is incredibly frustrating for teachers, so it’s worth exploring other strategies for outlining the tasks and objectives at each station. These strategies can save time and encourage students to take responsibility for their learning.

Teachers can

  • print typed explanations and objectives for each of the stations that do not require technology. Then students can read through the directions and clarify questions as a group before they begin working. It may be helpful to add boxes for students to check as they progress through a multistep activity. The act of checking boxes as they complete tasks minimizes the chance that groups they skip important steps;
  • create a Google Document with directions, images, screenshots, and links for each of the stations that require technology. These interactive multimedia documents are easy to share with students and connect them with all of the online resources they need to complete the task;
  • record a video explanation of the instructions and objectives. Students can scan a quick response (QR) code that takes them to an online video tutorial, or teachers can share a video via Google Drive for students to access. Elementary teachers with access to devices like iPads can put one device at each station with the video explanation. This allows even young students with limited reading skills to complete tasks without the teacher present at the station; and finally
  • use the Flipped Classroom Model to frontload a lesson. The night before a Station Rotation lesson, ask students to watch and take notes on a short video introducing the instructions and objectives for each station. This approach is better for older students and saves time if class periods are short. If teachers use this strategy, students should take notes on the video and those then serve as directions in the classroom.

How Do Students Know When and Where to Move Around the Room?

Transitioning from station to station can be time consuming. It’s crucial that teachers employ a consistent “cue” that lets students know when to move from one station to the next. Teachers may want to use a visual cue or an auditory cue depending on the activities taking place in the classroom.

Visual Cue

Visual cues are best if students are working on a computer with headphones, and therefore may not hear the auditory cue. Teachers can cue a station change by turning the lights on and off a set number of times. Teachers can also project a timer with a countdown on the board so students can keep track of how much time they have to accomplish a task.

Auditory Cue

If students are not wearing headphones, teachers can cue a station change with a chime, bell, or music.

Consistency is the most important aspect of using a cue. Students must know exactly what to do when they encounter the cue. There should be clear expectations for wrapping up work and moving to the next station when students see or hear the cue. The more accustomed students are to the routine, the more efficiently they will move around the room.

What Is the Teacher’s Role During a Station Rotation Lesson?

Although it’s tempting to use the time students are on computers to lesson plan or grade, it’s important that teachers stay engaged with their students and the lesson. One of the biggest benefits to using this model is the time it creates for teachers to work individually or with small groups of students to provide more personalized instruction, feedback, and support.

The job of the teacher during a Station Rotation varies. If the teacher is leading a station, then they are engaging with that group explaining concepts, modeling processes, and providing feedback. If the teacher is not leading a station, then he or she should circulate around the room to make sure groups understand the tasks, answer questions, work with groups that are struggling, or work one-on-one with students who need additional support. As the teacher circulates, he or she can also make some informal assessments to gauge understanding and identify students who are struggling. As a result, teachers will have a better sense of where each student is on his or her journey toward mastering particular skills. When students move lockstep through a uniform lesson, it is harder to identify which students are thriving and which students need additional scaffolding and support.

Wrapping It Up

In the Station Rotation Model, students rotate through learning stations with at least one station dedicated to online learning.

The Station Rotation Model creates smaller learning communities within the larger classroom; allows for more individualized and personalized instruction, affords opportunities to work with web tools and adaptive software that customizes to each individual learner; and offers exposure to a variety of activities that appeal to different learning modalities.

Despite the benefits of using this model, teachers shifting from a traditional teaching model to a Station Rotation Model need support from both teacher trailblazers and school leaders. Teacher trailblazers can use their expertise to model strong blended lessons and provide coaching and feedback to teachers just getting started; leaders can arrange for professional development, facilitate peer mentoring on campus, and ensure teachers have the technology necessary to employ this model.