Learning Stations


Learning Centers

 

Centers are different from stations in that centers are distinct while stations work in concert with each other.  A learning center is a classroom area that contains a collection of activities or materials designed to teach, reinforce, or extend a particular skill or concept.  An interest center is designed to motivate student’s exploration of topics in which they have a particular interest.  In general, centers should:


 

Learning Stations:

 

Stations refer to spots where students work on different tasks simultaneous in a classroom and then rotate through them to learn content/skills related to a topic. Students might skip stations if they know the material or some stations might have tasks designed for advanced students only.

strategy is based on the work of Carol Ann Tomlinson. She differentiates between centers and stations. Centers are areas in the classroom where students refine a skill or extend a concept. Stations are different places in the classroom where students work on tasks simultaneously, and whose activities are linked.


Math Learning Stations  

 

During Math stations students do not rotate round-robin style; instead, the teacher carefully plans which students will visit which stations, and when. In this way, the station tasks will support meeting the instructional needs of individual students.

The Teaching Station

Students receive direct instruction from the teacher. Students work at the board or in pairs on the floor or at the table on focus lessons, guided practice, or reteaching opportunities.

Proof Place

Students use concrete or pictorial representations to explain and defend their work. They may work individually or with a partner. When the task is completed, students may fill out “audit cards” to document their work.

Practice Plaza

Students practice with concepts on which they need additional experience. They check their work with a calculator or answer key. Students complete a self-evaluation and leave signed and dated work at the station.

The Shop

Students work with math applications. Mr. Fuddle, who always seems to need help, runs the shop. Items in the shop vary from time to time, as do the tasks. Students leave notes for Mr. Fuddle explaining the problem he has and what he should do to solve it or what he should do next time to avoid the problem. The notes are left in Mr. Fuddle’s mailbox.

Management

What would a math block look like?

  • Whole-class warm-up
     
  • Review station assignments made based on pre-assessment
     
  • Pull a group to the teacher’s station for a structured focus lesson.
     
  • Other students work at their stations. You move around to monitor their progress when students at the teacher’s station are working in pairs or independently.
     
  • Whole-class closure activity.
  • Whole-class warm-up
     
  • On-grade-level focus lesson for most of the class
     
  • Above-grade-level students work on an anchor
     
  • After focus lesson, students refine their understanding at a specific station or through an anchor activity
     
  • Above-grade-level students receive their focus lesson at the teacher’s station.
     
  • Whole-class closure activity.

Source:  http://www.montgomeryschoolsmd.org/curriculum/enriched/giftedprograms/mathstations.shtm

Subject  Grade  Example  Technology 
Math, Science