Step 3: Review

When initially starting the station rotation process, you want to introduce, model, and practice. If your students are just beginning to use the station rotation model, you might want to make sure one co-teacher is not actively facilitating a group. Then, they can rotate around the room to troubleshoot and answer questions until students adjust to the process. To introduce a new station, make sure to follow this same format: introduce the directions, model expectations, and practice as a class before bringing in the new activity.

There are several ways to group students: readiness level, interests, learning preferences, or randomized

• Readiness Level: Students are grouped based on their readiness to tackle different skills. For example, if I'm working on stations related to thesis statements, I might have a few different readiness levels. Some students might be ready to use a formula to generate a thesis (claim + three reasons). Some students might be ready for examining different thesis statements from opinion pieces and using these mentor examples to compose their own statements. Students would be grouped based on what they are ready to achieve.

• Interests: Students might be grouped based on interests. For example, if a history teacher wanted to cover different aspects of a historical event, they might ask students what aspect they'd like to investigate further. Then, students could learn that content when they get to the teacher-led station.

• Learning Preferences: Students are grouped based on learning preferences, so the teacher conducting the new skill station can provide instruction in the group's preferred format. For example, a teacher might use hands-on manipulatives in the mini-lesson if that's something the group prefers to use.

• Randomized: Place students into random groups (using something like a Random Wheel Generator)

Do not keep students in the same pair for two weeks in a row. I like to mix up my groups so students get to work with others in their class. I may have some repeated pairings, but I try to avoid it back-to-back. You do not want to create a feeling of "high, medium, low," so it's good to mix up your groups.

In synchronous stations, students all rotate at the same time. In asynchronous stations, students move at their own pace. In asynchronous stations, the co-teachers still have their own station activity. However, instead of waiting for a group to get to them, the co-teachers are able to pull students from their independent activities to join together as a group. When they're finished, the students return to their independent task and the teacher pulls another group.