My first project for Summer was to redo my station board for back to school. I really love how it turned out just need to keep it safe (which is hard in this wild house I live in) until I can get it to a laminator. It already had tomato juice dropped on it which will bother me forever and no one else will probably ever notice....
How I use this board in my classroom:
I teach 3 rotations of math so I needed something that I could easily use to organize my students for all of my classes without taking up too much space. My 4th grade team and I gave each rotation a color since we do not switch by homeroom but by mixing the students up as needed. Those are the colors you see at the top. Green is my first class that comes in, then blue, then red.
Within each rotation I do 2 groups for centers/small group instruction. Those are indicated by the lighter and darker colors and the 1/2. Group 1 comes to small group for the first 30 minute rotation while group 2 starts in stations then they switch. I put all of my students names on the board with white board marker (I change them as needed usually once a week). Wherever there name is on the board that is where they start stations. I usually have 23-30 students per class and try to evenly split them for each group so in each station I have 2-4 students max. This has been the key to successful stations in that they are small enough groups that the students are quiet and stay on task.
The bottom row with the colored boxes is where I write the objective or task for each station. I go over the stations but having the tasks written out allows the students to see what they need to get done without having to remember everything. They can go to the board if they forget or were maybe distracted when I explained things.
I do not think it is necessary for students to write down and turn in all of their work but it is good to have something that you can check periodically to make sure. For the most part the students do what is expected in stations. There may be only certain students who have to use the sheet until they can prove they get their work done. I know I will never be able to check the station work every day for all 80 students but checking weekly or randomly keeps the students on their toes and getting things done.
I have created a short blog entry to explain each station and have given an example of what it looks like. I am going to add pictures and more info. as the year goes on.
Behavior:
The most important thing in implementing stations is establishing clear norms and expectations from the beginning. The first week of school we practice each station as a whole class and we create norms together. What things do we need to do in the station? What do others need to do so that it goes well? How do we use the materials and tools?
The most important thing in implementing stations is establishing clear norms and expectations from the beginning. The first week of school we practice each station as a whole class and we create norms together. What things do we need to do in the station? What do others need to do so that it goes well? How do we use the materials and tools?
Once we have created all the norms students get a copy for their math notebooks and I post a large copy next to our station rotation poster. The students LOVE stations and I use that to my advantage. I give and take away class points ("smilies") for class behavior and we have a competition each week. The class that gets the most earns the title "Classy Class" and they get a reward like extra recess, dance party, pick their seats etc. Any class that fails to earn points or loses a lot of points will lose stations for the week. They hate this! Many times when a class loses stations they come back with a bang and earn that Classy Class title right away.
Accountability:
A lot of people ask me how I know the students are completing the tasks at the stations and that they are getting them done correctly. I have had students turn in their station work or keep it in their binder. I created a station tracking and reflection sheet for students to use. It allows me to quickly see if they got their work done and that they understood the tasks. I made some aligned to each Engage lesson but I also made a general one that could be used for any lesson. You can grab your own copy HERE.
A lot of people ask me how I know the students are completing the tasks at the stations and that they are getting them done correctly. I have had students turn in their station work or keep it in their binder. I created a station tracking and reflection sheet for students to use. It allows me to quickly see if they got their work done and that they understood the tasks. I made some aligned to each Engage lesson but I also made a general one that could be used for any lesson. You can grab your own copy HERE.
I have created a short blog entry to explain each station and have given an example of what it looks like. I am going to add pictures and more info. as the year goes on.
H - Hands-On
S - Self Study
Great information! I am teaching a 5/6 combo this coming year and I plan on trying small group math as I have done in the past with split classes.
ReplyDeleteHow many stations do students complete each day? 20 - 30 minutes seems like enough time for one.
Hi Erik! I LOVE that you are bringing small groups to a 5/6 class. When I talk to teachers about my stations they are so open to them unless they teach the big kids. I think the big kids want these kinds of learning opportunities even more that the littles.
ReplyDeleteThe goal for stations is that students rotate through all each day. I have them set up so that my faster students who I know will get to it start at the H station. S is only if students have finished everything which a lot do. I do not time the movement but I tell them they should spend about 5-6 minutes per station. In the beginning of the year we set stamina goals and try and build up to meeting this 5 minute station goal.
T is by far the longest station when I have an interactive notebook page. Students must learn to cut and glue faster. They are lazy and slow here so I spend a lot of time training them on how to get their notebooks ready. For A station I am only giving them 1 or 2 problems. In the Engage lessons Exit Tickets usually have a 3-5 minute allotted time so I feel comfortable giving them the same. In the beginning students move slow but they get in a grove of it. I can tell what groups are not going to finish and they lose points.
If we are doing something special in stations like a quiz, special game, computer video, or bigger notebook activity I sometimes combine stations. Students have 2 tasks for the day instead of 4.
I have read a lot on guided math and stations in math. Everyone does it a little differently. I have tried it many ways and this has worked really well in my classroom.
I wrote an earlier blog about stations that may give you more details in how I do things. This one was more of an update to that and the individual station posts are for me to add more details over time. That first blog is here - http://ahhteaching.blogspot.com/2014/10/engage-ny-and-small-groups.html
Hope this was helpful. Let me know what you think!
Hi! You said you meet with each group for about 30 minutes. What aspects of the lesson do you cover during this part? I know that the lessons usually take about 50 minute so I'm just wondering what you include!
ReplyDeleteI do the concept development within small group time. The students get the fluency(sometimes the application problem too) and exit ticket during stations and the problem set after. The engage lessons are mostly tiered in that the first problems are easier and the final one advanced. I use this to my advantage in my groups. My gifted group can generally jump in to the advanced problem while my low kiddos spend more time on the first two problems.
DeleteCasino Finder (iOS) - Mapyro
ReplyDeleteWelcome to Casino Finder 충청남도 출장안마 (iOS) with 이천 출장안마 free 김해 출장마사지 app access! Explore 1411 CASINO RESTAURANTS AND 대구광역 출장마사지 ENTERTAINMENT RATE & CREDITS 서울특별 출장샵 FOR DATE.