Focus Areas:

• • Standard 2C: Compare and order whole numbers to 1,000,000,000 using >, <, or =

  • Standard 4C: Represent the product of 2 two-digit numbers using arrays, area models, or equations

Class Structure:

• • Total Class Time: 50 minutes

    • Introduction/Whole Group Instruction: 10 minutes

    • Station Rotations: 32 minutes (8 minutes per station)

    • Conclusion/Wrap-Up: 8 minutes

🔢Station 1: Number Comparison Challenge

Objective: Students will compare and order whole numbers up to 1,000,000,000 using >, <, or = symbols.

Activity:

• • Number Cards: Provide cards with large numbers up to 1,000,000,000.

  • Comparison Game: Students draw cards and use comparison symbols to create true statements.

Materials:

• • Number cards (with numbers up to 1,000,000,000)

  • Comparison symbol cards (>, <, =)

  • Worksheet for recording comparisons

  • Pencils

Instructions:

1. 1. In pairs, draw two number cards.

   2. Compare the numbers and choose the correct symbol (>, <, or =) to create a true statement.

   3. Write the complete comparison on your worksheet.

   4. Repeat for at least 5 comparisons.

   5. Challenge: Try to order 3 or more numbers from least to greatest.

🔢Station 2: Place Value Puzzles

Objective: Students will deepen their understanding of large numbers through place value activities.

Activity:

• • Place Value Chart: Use a large place value chart to represent numbers.

  • Number Building: Students create the largest and smallest possible numbers with given digits.

Materials:

• • Large place value charts (up to billions)

  • Digit cards (0-9)

  • Worksheet for recording numbers

  • Pencils

Instructions:

1. 1. Draw 9 digit cards.

   2. Using these digits, create the largest possible 9-digit number on your place value chart.

   3. Record this number on your worksheet.

   4. Now, create the smallest possible 9-digit number using the same digits.

   5. Record this number and compare it to your largest number using >, <, or =.

   6. Repeat with new digit cards if time allows.

🔢Station 3: Array Adventures

Objective: Students will represent the product of two two-digit numbers using arrays.

Activity:

• • Array Creation: Students use manipulatives to create arrays representing two-digit by two-digit multiplication.

  • Array Drawing: Students draw their arrays on grid paper and write the corresponding equation.

Materials:

• • Counters or small cubes for creating arrays

  • Grid paper

  • Colored pencils

  • Two-digit number cards

  • Worksheet for recording equations

Instructions:

1. 1. Draw two number cards to get a two-digit by two-digit multiplication problem.

   2. Use counters to create an array representing this multiplication.

   3. Draw your array on grid paper, using different colors for tens and ones.

   4. Write the equation represented by your array.

   5. Repeat with new number cards if time allows.

🔢Station 4: Area Model Multiplication

Objective: Students will use area models to represent the product of two two-digit numbers.

Activity:

• • Area Model Creation: Students use pre-drawn area models to solve two-digit by two-digit multiplication problems.

  • Problem Solving: Students create their own area models for given multiplication problems.

Materials:

• • Worksheets with blank area models

  • Two-digit number cards

  • Colored pencils

  • Calculator for checking answers

Instructions:

1. 1. Draw two number cards to get a two-digit by two-digit multiplication problem.

   2. Use the blank area model to solve the problem: a. Break each number into tens and ones. b. Fill in each section of the area model. c. Add up all sections to get the final product.

   3. Write the complete equation.

   4. Check your answer with a calculator.

   5. If time allows, create your own area model for a new multiplication problem.

Focus Area:

Standard 7.3A: Describe the chain of events that led to the Texas Revolution, including the Fredonian Rebellion, the Mier y Terán Report, the Law of April 6, 1830, the Turtle Bayou Resolutions, and the arrest of Stephen F. Austin.

Class Structure:

• • Total Class Time: 50 minutes

    • Introduction/Whole Group Instruction: 10 minutes

    • Station Rotations: 30 minutes (approximately 7-8 minutes per station)

    • Conclusion/Wrap-Up: 10 minutes

🧭Station 1: Timeline Assembly

Objective: Students will sequence key events to understand the progression toward the Texas Revolution.

Activity:

• • Event Cards: Provide cards detailing the key events leading up to the revolution.

  • Timeline Creation: Students work together to place events in chronological order on a blank timeline.

  • Discussion: Once the timeline is assembled, students discuss how each event contributed to rising tensions.

Materials:

• • Pre-printed event cards

  • Large blank timeline sheets

  • Adhesive (tape or glue sticks)

  • Markers or pens

Instructions:

1. 1. Arrange Events: Students read each event card and determine its chronological order.

   2. Create Timeline: Affix the event cards onto the timeline sheet accordingly.

   3. Analyze Impact: For each event, write a brief note on its significance.

🧭Station 2: Primary Source Exploration

Objective: Analyze primary source documents to gain insights into historical perspectives.

Activity:

• • Documents Provided:

    1. Excerpt from the Law of April 6, 1830

    2. Excerpt from the Turtle Bayou Resolutions

  • Guided Analysis: Students answer questions about the documents to understand their content and significance.

Materials:

• • Copies of document excerpts

  • Analysis worksheets with guided questions

  • Highlighters and pens

Instructions:

1. 1. Read Excerpts: Individually or in pairs, students read the provided documents.

   2. Highlight Key Points: Use highlighters to mark important information.

   3. Answer Questions: Complete the worksheet, discussing:

      • The main purpose of the document

      • Reactions of different groups to the document

      • How the document influenced events leading to the revolution

🧭Station 3: Role-Playing Perspectives

Objective: Understand the viewpoints of significant individuals by preparing and performing short monologues.

Activity:

• • Assigned Figures: Each student assumes the role of a historical figure (e.g., Stephen F. Austin, Antonio López de Santa Anna, a Texan settler).

  • Monologue Preparation: Students write a brief speech expressing their character's perspective on the unfolding events.

Materials:

• • Character profile sheets with background information

  • Paper and writing utensils

Instructions:

1. 1. Review Profiles: Students read about their assigned figure to understand their motivations and actions.

   2. Write Monologue: Craft a 1-2 minute speech from the character's viewpoint.

   3. Practice Delivery: Rehearse the monologue for clarity and expression.

🧭Station 4: Cause and Effect Matching

Objective: Identify and connect the causes and effects of key pre-revolution events.

Activity:

• • Matching Game: Students match cause cards with their corresponding effect cards related to events like the Fredonian Rebellion and the arrest of Stephen F. Austin.

  • Reflection: Choose one matched pair and write a short explanation of how the cause led to the effect.

Materials:

• • Sets of cause and effect cards

  • Reflection sheets

  • Pens or pencils

Instructions:

1. 1. Match Cards: Work as a group to pair all cause cards with the correct effect cards.

   2. Verify Matches: Discuss and confirm the accuracy of each match.

   3. Reflect in Writing: Individually select one pair and explain the connection.

Focus Area:

Standard 5B: Compare and contrast prokaryotic and eukaryotic cells, including their complexity, and compare and contrast scientific explanations for cellular complexity.

Class Structure:

• • Total Class Time: 50 minutes

    • Introduction/Whole Group Instruction: 10 minutes

    • Station Rotations: 32 minutes (8 minutes per station)

    • Conclusion/Wrap-Up: 8 minutes

🧬Station 1: Cell Structure Comparison

Objective: Students will identify and compare the structures of prokaryotic and eukaryotic cells.

Activity:

• • Cell Models: Provide 3D models or large diagrams of prokaryotic and eukaryotic cells.

  • Structure Identification: Students label key structures on both cell types.

  • Comparison Chart: Fill out a Venn diagram to compare and contrast the cells.

Materials:

• • 3D cell models or large cell diagrams

  • Blank labels or sticky notes

  • Venn diagram worksheets

  • Pens or markers

Instructions:

1. 1. Examine both cell models/diagrams carefully.

   2. Label all visible structures on each cell type.

   3. Complete the Venn diagram, noting similarities and differences.

   4. Discuss findings with group members, focusing on structural complexity.

🧬Station 2: Microscope Observation

Objective: Observe real-life examples of prokaryotic and eukaryotic cells to compare their complexity.

Activity:

• • Microscope Setup: Provide prepared slides of bacterial cells (prokaryotic) and plant/animal cells (eukaryotic).

  • Observation: Students observe and sketch both cell types.

  • Complexity Analysis: Write a brief comparison of the observed complexities.

Materials:

• • Microscopes

  • Prepared slides (bacterial, plant, and animal cells)

  • Observation worksheets

  • Pencils for sketching

Instructions:

1. 1. Carefully operate the microscope to observe each slide.

   2. Sketch what you see for each cell type on the worksheet.

   3. Write a paragraph comparing the complexity of the observed cells.

   4. Discuss observations with your group, noting key differences in structure and organization.

🧬Station 3: Cellular Functions Role-Play

Objective: Understand how the structures of prokaryotic and eukaryotic cells relate to their functions.

Activity:

• • Role Assignment: Each student is assigned a cellular component or process (e.g., DNA replication, protein synthesis, energy production).

  • Function Enactment: Students create a short skit demonstrating how their assigned component/process works in each cell type.

  • Complexity Comparison: Discuss how the presence or absence of certain structures affects cellular functions.

Materials:

• • Role cards with cellular components/processes

  • Props (optional) to represent cellular structures

  • Whiteboard and markers for planning skits

Instructions:

1. 1. Read your assigned role card and research its function in both cell types.

   2. Collaborate with your group to create two brief skits showing how your component/process works in prokaryotic and eukaryotic cells.

   3. Perform your skits for the group.

   4. Discuss how the structural differences between the cell types affect the complexity of cellular functions.

🧬Station 4: Scientific Explanations Analysis

Objective: Evaluate and compare scientific explanations for cellular complexity.

Activity:

• • Text Analysis: Provide excerpts from scientific papers or textbooks explaining cellular complexity in prokaryotes and eukaryotes.

  • Explanation Comparison: Students read and summarize the main points of each explanation.

  • Evidence Evaluation: Identify the evidence used to support each explanation.

Materials:

• • Printed excerpts from scientific sources

  • Analysis worksheets

  • Highlighters and pens

Instructions:

1. 1. Read the provided scientific explanations for cellular complexity in both cell types.

   2. Highlight key points and evidence in each text.

   3. Complete the analysis worksheet, summarizing and comparing the explanations.

   4. Discuss with your group: Which explanation do you find more convincing and why?

Focus Areas:

• • Standard 3: Self-sustained reading

  • Standard 4B: Generating questions about text

  • Standard 4E: Making connections to personal experiences, other texts, and society

  • Standard 8D: Analyzing author's use of language for specific purposes

Class Structure:

• • Total Class Time: 50 minutes

    • Introduction/Whole Group Instruction: 10 minutes

    • Station Rotations: 32 minutes (8 minutes per station)

    • Conclusion/Wrap-Up: 8 minutes

📚Station 1: Independent Reading and Question Generation

Objective: Students will engage in self-sustained reading and generate questions about the text.

Activity:

• • Independent Reading: Students read a pre-assigned section of "The Crucible" independently.

  • Question Generation: As they read, students create questions about the text using provided question stems.

Materials:

• • Copies of "The Crucible"

  • Question generation worksheet with stems (e.g., "Why does [character]...?", "What might happen if...?", "How does this relate to...?")

  • Sticky notes

  • Pens or pencils

Instructions:

1. 1. Read the assigned section of "The Crucible" independently.

   2. As you read, generate at least 3 questions using the provided question stems.

   3. Write each question on a sticky note and place it on the relevant page of the text.

   4. Be prepared to share one of your questions with the class later.

📚Station 2: Character Connections

Objective: Students will make connections between characters in "The Crucible" and their personal experiences or society.

Activity:

• • Character Analysis: Students choose a character from the play to analyze.

  • Connection Web: Create a web diagram showing connections between the character, personal experiences, and modern society.

Materials:

• • Character list from "The Crucible"

  • Large paper for web diagrams

  • Colored markers

  • Prompt cards with questions like "How is this character similar to someone you know?", "What modern issues reflect this character's struggles?"

Instructions:

1. 1. Select a character from "The Crucible" to focus on.

   2. In the center of your paper, write the character's name.

   3. Create a web diagram connecting the character to your personal experiences and modern society.

   4. Use the prompt cards to help generate ideas for connections.

   5. Be prepared to explain one significant connection you've made.

📚Station 3: Language Analysis

Objective: Students will analyze Miller's use of language and its purpose in specific scenes.

Activity:

• • Close Reading: Provide excerpts from key scenes in "The Crucible".

  • Language Analysis: Students identify and analyze specific language techniques and their effects.

Materials:

• • Printed excerpts from "The Crucible"

  • Language analysis worksheet (focusing on techniques like metaphor, irony, repetition, etc.)

  • Highlighters

  • Pens or pencils

Instructions:

1. 1. Read the provided excerpt carefully.

   2. Highlight examples of powerful or unusual language use.

   3. For each highlighted section, identify the language technique used.

   4. On the worksheet, explain how each technique contributes to Miller's purpose in the scene.

   5. Discuss your findings with others at your station.

📚Station 4: Thematic Connections Across Texts

Objective: Students will connect themes in "The Crucible" to other texts and historical events.

Activity:

• • Theme Identification: Students identify key themes in "The Crucible".

  • Cross-Text Connections: Make connections between these themes and other literary works or historical events.

Materials:

• • Theme cards (e.g., "Mass Hysteria", "Power and Authority", "Reputation")

  • Connection cards with brief descriptions of other literary works or historical events

  • Large poster paper

  • Glue sticks

  • Markers

Instructions:

1. 1. As a group, select a theme from "The Crucible" to focus on.

   2. On the poster, write the theme in the center.

   3. Read through the connection cards and discuss which ones relate to your chosen theme.

   4. Glue relevant connection cards around the theme, drawing lines to show relationships.

   5. For each connection, write a brief explanation of how it relates to "The Crucible".

Experience with Stations

Participants shared their experiences using stations:

• In middle school math and science

• Elementary school centers

• Reading intervention and math (grades 3-5)

• With students and teachers

• In high school social studies

• PLC meetings to model strategies for teachers

• Adult training and professional development

• Primary education, now supporting stations in high school

• All content areas, all grades, including STEAM classes

Benefits and Considerations of Stations

• Opportunities for student collaboration and feedback

• Student choice and voice

• Stations should be meaningful and relevant to classroom content

• Instructional playlists or menus as examples of flexible rotations

Questions and Answers

1. Optimal number of stations for choice-based rotations:

   • Suggestions ranged from 4-6 stations

   • Depends on class size, time frame, and complexity of tasks

2. Grouping strategies:

   • Consider homogeneous vs. heterogeneous grouping

   • Group size may depend on classroom layout and space

3. Timing challenges:

   • Some groups may spend more time than others on tasks

   • Consider using checklists and student exemplars for each task

4. Monitoring students during teacher-led sessions:

   • Implement task completion accountability for each station

   • Use digital tools (e.g., Nearpod, Google Forms) for submission and monitoring

   • Assign roles within each station

   • Use Padlet for accountability and reflection

   • Investigate Catlin Tucker's playlist model

Tips for Implementing Stations

1. Plan and prepare thoroughly

2. Start simple with a few easy stations

3. Practice procedures consistently, providing feedback and praise

4. Introduce one station at a time

5. Use explicit instructions and expectations

6. Plan meaningful extension activities for early finishers

7. Ensure each station has similar rigor and time requirements

8. Use stations for differentiation and student engagement

9. Ensure students can independently complete tasks

10. Frontload information and over-plan

Resources

• Presentation link: https://ly.tcea.org/stations

• Catlin Tucker's playlist model:

  • https://catlintucker.com/2018/05/playlists/

  • https://catlintucker.com/2023/01/self-pacing-playlists/

Upcoming Event

Next Lunch and Learn: "Beyond Candy Corn: Unwrapping Tech Treats"

• Date: October 23, 2024

• Description: Halloween-themed session with tips and tools for students and staff

• Registration: https://membership.tcea.org/integratedEvents/register/LUNCH-AND-LEARN-BEYOND-CANDY-CORN-UNWRAPPING-TECH-TREATS

11:39:40 From Jessica, TCEA to Waiting room participants:

Thank you for joining us! We'll let everyone in from the waiting room shortly before the 11:45am Central start time.

11:42:22 From read.ai meeting notes to Everyone:

11:43:41 From Susan Burbank to Everyone:

In Indiana; it was 39 degrees here this morning.

11:43:48 From m4wilson to Everyone:

Lower 40s here in central Alabama this morning!

11:43:51 From kpgarrison to Everyone:

It snowed in higher elevations of SC!

11:44:00 From Nicole Parker to Everyone:

Cold in Ohio today too. 40s right now. It's practically winter!

11:44:18 From kpgarrison to Everyone:

You survived! That's a blessing, praying for WNC

11:47:02 From Danita Cobble to Everyone:

Loved using stations in middle school math and science!

11:47:11 From Tikera Phillips-Witter to Everyone:

I have used stations/centers in elementary school.

11:47:13 From kpgarrison to Everyone:

Daily, for reading intervention, but also did as a math teacher 3-5

11:47:17 From Ruth Nicole Sanders, ESC-20 to Everyone:

I did as a teacher and I supportes campuses using stations.

11:47:19 From Valerie R. Burton to Everyone:

I do with students and teachers.

11:47:24 From Sarah McDavid to Everyone:

My reading intervention teachers use stations

11:47:24 From Abigail Cumbie to Everyone:

I am our District Director of ML Programs. All my teachers use centers.

11:47:24 From Christopher Davis to Everyone:

I used them in the elementary and middle school classroom.

11:47:26 From Cynthia Capers to Everyone:

Sometimes when I taught high school social studies

11:47:31 From Suzonna McFarlain to Everyone:

We use them in our PLC meetings to model strategies for teachers

11:47:34 From April Sebesta to Everyone:

I used stations in my classroom and still use them as an adult trainer.

11:47:39 From Susan F. Reeves, ESC*20 (she, her) to Everyone:

We are using in PD internally and with teachers to model strategies.

11:47:41 From Adrian Macias, ESC-20 to Everyone:

Howdy from TX! Have used "stations" heavily in primary, now supporting with stations in HS!

11:47:41 From Nicole Parker to Everyone:

I have used stations for a full day staff PD.

11:47:53 From m4wilson to Everyone:

Our elementary schools make use of stations regularly. However, we are pushing more use of stations at the secondary level. We have a cohort of teachers spearheading station rotations at the 6-12 level

11:48:04 From m4wilson to Everyone:

Shelby County, Alabama!

11:48:12 From joyce.arthur to Everyone:

Middle and high school classrooms are periodically use workstations within instructional routines.  Students typically are highly engaged when station activities are implemented.

11:48:25 From Sarah to Everyone:

I haven’t used them in the library but want to.

11:48:43 From Dianna Jones to Everyone:

All content, all grades, even STEAM class and in PD training with teachers

11:48:44 From Adrian Macias, ESC-20 to Everyone:

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11:48:50 From Jessica to Everyone:

Reacted to "We use them in our P..." with 👍

11:49:59 From Adrian Macias, ESC-20 to Everyone:

Reacted to "All content, all gra..." with 🎉

11:50:10 From Ruth Nicole Sanders, ESC-20 to Everyone:

opportunities for student collaboration and feedback

11:50:21 From Tikera Phillips-Witter to Everyone:

Student choice and voice

11:50:22 From Amy.Frishman to Everyone:

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11:50:31 From Amy.Frishman to Everyone:

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11:51:37 From Abigail Cumbie to Everyone:

I have a precaution. I ask our teachers to make sure the stations are meaningful and relevant to what we have done in the classroom. It can not be a waste of time!

11:51:48 From Peggy Reimers (she/her) to Everyone:

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11:53:01 From Amy.Frishman to Everyone:

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11:54:39 From kelci meadows to Everyone:

instructional playlists are a good example of flexible rotations

11:54:50 From kelci meadows to Everyone:

or instructional menus

11:55:46 From Danita Cobble to Everyone:

Reacted to "or instructional men..." with ❤️

11:57:43 From joyce.arthur to Everyone:

What might be an optimum number of  stations  for choice-based rotations?

11:59:12 From Abigail Cumbie to Everyone:

I like to have no more than 6

11:59:31 From shaden’s iPhone to Everyone:

I have tried them before but the difficult thing is the timing because some groups spend more time than the other doing the tasks. Sometimes the class will end with not ever group having the chance to visit the teacher's group.

11:59:38 From Devin Hewer to Everyone:

Depends on the class size

11:59:42 From joyce.arthur to Everyone:

Student self-management of behavior, class size, student level of performance

11:59:57 From Susan F. Reeves, ESC*20 (she, her) to Everyone:

I think it depends on the time frame, is it a stations choice for a unit of study?  a week?  a day?

12:00:04 From shaden’s iPhone to Everyone:

Also, should we group them according to similar level or should we differentiate?

12:00:26 From Adrian Macias, ESC-20 to Everyone:

Considerations:

age/grade level

complexity of tasks

homogenous vs heterogeneous grouping

12:00:33 From Sarah McDavid to Everyone:

I think it depends on the task and learning objective. I have done stations with editing and revising as flexible/choice based rotations and have had more than 6.

12:01:07 From kelci meadows to Everyone:

the size of the groups may also depend on size/layout of the classroom or space they are using- I like to keep it at 4 if I have the space for that many groups

12:01:08 From Stephanie Franks to Everyone:

4 students (even numbers), 20 minute with clean up. Task driven (first), but also allows choice after task is complete, but students have must do tasks with checklists and student exemplars for each task.

12:02:17 From shaden’s iPhone to Everyone:

What is the best number of learning stations?

12:03:09 From kelci meadows to Everyone:

Students can also be stationary in their groups and the activites can rotate

12:05:51 From Devin Hewer to Everyone:

Number 4

12:06:21 From joyce.arthur to Everyone:

#4

12:06:42 From Devin Hewer to Everyone:

It is nice if you can record yourself giving instructions with a QR or link in the LMS

12:06:43 From Stephanie Franks to Everyone:

Plan and prepare first!, Start Simple, then #3: Practice the procedures first, and consistently, providing feedback and praise.

12:07:09 From kelci meadows to Everyone:

Reacted to "It is nice if you ..." with ❤️

12:07:13 From Susan F. Reeves, ESC*20 (she, her) to Everyone:

The routines and expectations and practicing transitions is so important. Sometimes teachers of older students want to zoom by this step, but it is critical for long-term success in station rotation model.

12:08:13 From Devin Hewer to Everyone:

Offering feedback is key as well. I like when one center has some kind of self-checking system so they are not reinforcing the wrong skills

12:11:05 From Allison Stetar to Everyone:

I work at a high school, and the biggest push back I get for doing stations is that if the teacher is using a teacher-led session, what are the best ways to monitor the rest of the students and ensure they are completing the task at that station, rather than just being off task.  Any strategies?

12:12:24 From kelci meadows to Everyone:

chunking assignments into smaller, easier to monitor, bites is helpful for keeping students on track

12:12:30 From James Herwig to Everyone:

Implement some type of task completion accountability with each station?

12:12:41 From Devin Hewer to Everyone:

When I taught secondary I provided something they had to submit, either paper or digitally or sometimes both. Example: student-paced Nearpod where I can see reports, or a google form to follow up the task, etc

12:12:49 From joyce.arthur to Everyone:

Ensure that tasks are graded activities; stations require students who can self-monitor

12:13:13 From Sarah McDavid to Everyone:

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12:13:14 From Cynthia Capers to Everyone:

depends on what the teacher is doing. but the instructional coach could co-teach that day and help monitor

12:13:18 From Adrian Macias, ESC-20 to Everyone:

Assigned roles within each station.

12:13:31 From Christi Abshire to Everyone:

Reacted to "depends on what the ..." with 👍

12:13:57 From Susan F. Reeves, ESC*20 (she, her) to Everyone:

Love using Padlet for accountability piece. There can be a reflection for each station, plus they can upload/attach links to docs, provide written or video/audio reflection. So the Padlet becomes a one-stop accountability place for teachers to access student work, and addresses metacognition.

Edited to add, set it up in the column format with a column for each task.

12:14:40 From Peggy Reimers (she/her) to Everyone:

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12:14:42 From Peggy Reimers (she/her) to Everyone:

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12:15:21 From Miguel Guhlin (he/him/his) to Everyone:

Investigate Catlin Tucker's playlist model...Playlists provide a structured, self-paced learning path for students, which can help keep them focused even when you're leading a teacher-led station. While using playlists and stations, set up line of sight to other groups, use a stoplight system so students can indicate their understanding level. Also use digital tools (e.g. online quizzes, formative assessments) to track progress in real time. Set up task manager role within the group, and establish culture that governs behavior and getting work done.

12:15:50 From Adrian Macias, ESC-20 to Everyone:

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12:16:06 From Miguel Guhlin (he/him/his) to Everyone:

Replying to "Investigate Catlin T..."

https://catlintucker.com/2018/05/playlists/

12:16:13 From Jessica, TCEA to Everyone:

Here is the link to today's presentation, Lunch and Learn: From Planning to Practice: Effective Station Rotation Models

https://ly.tcea.org/stations

12:16:15 From Miguel Guhlin (he/him/his) to Everyone:

Replying to "Investigate Catlin T..."

https://catlintucker.com/2023/01/self-pacing-playlists/

12:16:20 From Susan F. Reeves, ESC*20 (she, her) to Everyone:

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12:17:08 From Allison Stetar to Everyone:

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12:17:13 From Peggy Reimers (she/her) to Everyone:

Great resource for station rotation on different subject and grade levels.

12:17:17 From Susan Burbank to Everyone:

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12:17:31 From Donna Wood to Everyone:

Replying to "Investigate Catlin T..."

👍🏻

12:17:33 From kelci meadows to Everyone:

AI will be a great source for helping come up with ideas for stations based on standards and expecte4d output

12:17:41 From Allison Stetar to Everyone:

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12:17:43 From Miguel Guhlin (he/him/his) to Everyone:

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12:17:54 From Diana Ortiz to Everyone:

introduce one station at a time

12:18:26 From m4wilson to Everyone:

Start small, keep it simple, and leave it to students to create (show what they know!)

12:18:28 From Nicole Parker to Everyone:

Plan meaningful extension activities for students who finish a station early.

12:18:32 From Donna Wood to Everyone:

Explicit instructions on expectations

12:18:36 From Stephanie Franks to Everyone:

I would suggest: Plan & Prep, Start Simple Tasks, and Practice, Practice, Practice

12:18:42 From Peggy Reimers (she/her) to Everyone:

My tip - do a couple of stations NOT 6!

12:18:48 From Amy.Frishman to Everyone:

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12:18:49 From Dana Kickler to Everyone:

Practice, model, practice, model, practice, model.....

12:18:51 From Amy.Frishman to Everyone:

Reacted to "Start small, keep it..." with ❤️

12:18:53 From Susan Burbank to Everyone:

I know I have to start with a few easy stations so students understand expectations before we get into our semesters.

12:18:54 From Allison Stetar to Everyone:

Start small....  Have the stations be very short so that they don't have much time to get off task so that they can practice expectations.

12:18:57 From Amy.Frishman to Everyone:

Reacted to "Plan meaningful exte..." with ❤️

12:19:02 From Amy.Frishman to Everyone:

Reacted to "Explicit instruction..." with ❤️

12:19:02 From Cynthia Capers to Everyone:

if doing fixed-time stations, be sure each station has the same rigor and time needed for completion. Better to repeat a station to move students through than create one station without enough structure.

12:19:06 From Amy.Frishman to Everyone:

Reacted to "I would suggest: Pla..." with ❤️

12:19:08 From Darin Johnson to Everyone:

Start small. Try one station at first, then add additional stations as students become more proficient with the process.

12:19:11 From Christopher Davis to Everyone:

I would recommend using stations to create differention and student engagement. Hopefully, student engagement will result in fewer behaviorial issues.

12:19:12 From Amy.Frishman to Everyone:

Reacted to "My tip - do a couple..." with ❤️

12:19:12 From joyce.arthur to Everyone:

Ensure students can independently complete the tasks.  Students should have had an opportunity to complete similar tasks prior to sending them to  stations.

12:19:35 From Donniea Garrett to Everyone:

Frontloading is a must and keep it simple

12:19:40 From janell.chavis to Everyone:

Start with timed stations and over plan

12:19:51 From Jessica, TCEA to Everyone:

The Lunch and Learn and presentation link will be posted later this afternoon in the Recordings and Resources group in the Community: https://tcea.mobilize.io/main/groups/43241/lounge

12:20:03 From Jessica, TCEA to Everyone:

Our next Lunch and Learn will be on October 23, 2024: Beyond Candy Corn: Unwrapping Tech Treats

Ready to ditch the tricks and score some treats when it comes to some Halloween fun? Join our annual spine-tingling session for some wickedly awesome tips and tools that will have your students and staff shrieking with delight. Dont be a scaredy-cat; this hauntingly informative webinar is a graveyard smash!

Register here: https://membership.tcea.org/integratedEvents/register/LUNCH-AND-LEARN-BEYOND-CANDY-CORN-UNWRAPPING-TECH-TREATS

12:20:07 From Peggy Reimers (she/her) to Everyone:

WAHOO! That’s mine!

12:20:16 From Jessica, TCEA to Everyone:

Our next Lunch and Learn will be on October 23, 2024: Beyond Candy Corn: Unwrapping Tech Treats

Ready to ditch the tricks and score some treats when it comes to some Halloween fun? Join our annual spine-tingling session for some wickedly awesome tips and tools that will have your students and staff shrieking with delight. Dont be a scaredy-cat; this hauntingly informative webinar is a graveyard smash!

Register here: https://membership.tcea.org/integratedEvents/register/LUNCH-AND-LEARN-BEYOND-CANDY-CORN-UNWRAPPING-TECH-TREATS

12:20:18 From Peggy Reimers (she/her) to Everyone:

The Lunch and Learn, that is!

12:20:22 From Snežana Kalamković to Everyone:

Thanks

12:20:40 From Valerie R. Burton to Everyone:

Thanks

12:20:44 From Cynthia Capers to Everyone:

Thanks

12:20:45 From Allison Stetar to Everyone:

Thank you!

12:20:47 From James Herwig to Everyone:

Thank you!

12:20:49 From Tikera Phillips-Witter to Everyone:

Thank you!

12:20:55 From Suzonna McFarlain to Everyone:

thx

12:20:55 From Christopher Davis to Everyone:

Sgi! Thank you in Cherokee

12:20:56 From Christi Abshire to Everyone:

Thanks!

12:20:56 From Peggy Reimers (she/her) to Everyone:

Great info, Bruce!

12:20:58 From Diana Ortiz to Everyone:

Thank you

12:21:04 From joyce.arthur to Everyone:

Thanks...

12:21:04 From shaden’s iPhone to Everyone:

Thank you

12:21:12 From Amy.Frishman to Everyone:

Thank you!