KLEIN's
GUIDE TO
SCIENCE EDUCATION
PHOTO CREDIT: Nadene Klein at Tuolumne Meadows Yosemite National Park
All teachers have heard of if not used station rotation in their classrooms. This is effective even at the secondary level. Students travel from one station to another every few minutes around the room engaging in various learning activities. Perhaps each station offers a different modality or a different subtopic. Students benefit from physical movement, time limits to accomplish tasks, and the opportunity to collaborate in their group. Teachers benefit from efficient use of time, having students productively multi-task, and only needing one set of supplies/equipment for the whole class rather than per group. When station rotation like this is being implemented you see a seemingly harmonious flow around the room.
I've utilized this method many times in my science classes. Recently I decided to try a twist to it. My physics students were struggling to complete their most recent lab reports. For some it was an issue of time management and for others it was uncertainty in what or how they should be writing. On day one, students worked in their chosen (rather than assigned) seats. I circulated through the room checking in on all students and offering support as needed. Oddly, little progress was made. On day two, I put a simple tent sign on each of the three table groups in the room. Once students settled in, I explained the new signage to the. The could select to move to the table marked Teacher Time where I would be seated the whole class time if they wanted my direct help. If they felt that they needed to collaborate with the members of their lab group, they could move to the table labeled Grouping. Their third option was to put in their earbuds and work silently and independently at the table with the sign, Ssh...Solo. Before I let students relocate, I gave them this last bit of instruction...Once you fulfill your needs at the station you chose, you can fluidly move to one of the other stations without asking. For example, if a student started in Grouping and no longer needed the group's help, they could move to Ssh...Solo. If a student started working with me at Teacher time but now need to confirm data to make their graph, they could shift over to the Grouping table...and so on. Some students sat in the same place all class period while others hopped around from table to table. Almost everyone finished their lab reports. Those that didn't finish made significant progress and indicated more confidence in finishing on their own. On day three, I asked for feedback. I wanted to know if students found this set up helpful. I wanted to know what they liked and what they didn't like. I was genuinely shocked when there was not one piece of constructive criticism. This group of students doesn't hold back. They stated that they like having choice; they liked knowing where I was and not having to wait for me to get to them; they liked being able to move as their needs changed rather then based on a time limit; and they unanimously want me to use this strategy again in the future.
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AuthorNadene Klein, M.Ed. has been an educator for over 25 years. She brings a passion and love for science to the classroom and through this blog to you. Archives
March 2024
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