Last week in Palm Springs, I had the pleasure of coaching a 9th-grade math teacher. It was exciting to work with a math teacher who was eager to try using the station rotation model in her math classroom.
Math instruction tends to be linear with each lesson building on the one before. This can make it challenging for teachers, who are used to using whole group teacher-led lessons, to transition to blended learning models. The station rotation model poses additional challenges since teachers have a hard time conceptualizing what will happen at the stations that are not the teacher-led station. I hope this blog post will help to provide clarity about how to think about and plan a math station rotation.
When I coach math teachers using the station rotation model, I suggest that they think about the whole week instead of focusing myopically on a single lesson. Taking a week’s view of lesson planning can make planning the various stations more manageable.
It also helps to think about the stations as playing a particular role in the lesson.
- The teacher-led station can build linearly over the course of the week allowing the teacher to progress through the curriculum.
- The online station can be used to engage students in creative application or personalized practice.
- The creative application of mathematical concepts using online tools can give students a degree of agency in the lesson.
- Personalized practice can allow students who are struggling to review concepts while providing students who are ready for the next challenge to move ahead.
- The offline station can then be used to spiral back to review. It is ideal if this spiral review engages students in collaborative problem-solving. This way, students can use each other as resources.
Below are some of the strategies, technology tools, and math resources I use when I am designing a station rotation lesson.
If you have another strategy, technology tool, or math resource you enjoy using, please post a comment and share it!