Station Rotation Progression

​The Station Rotation Progression is a tool that identifies the necessary steps to take when implementing a blended station rotation.
Blended Station Rotation Model
  • Students rotate through three stations: teacher, technology, and collaboration station on a fixed schedule or at teacher’s discretion between learning modalities.
  • Learning at each station is aligned and there is a common thread amongst the three.

Learn more about the Station Rotation Model by visiting the Blended Learning Universe at www.blendedlearning.org. 
A progression is a pathway a learner might take to reach the end goal or learning target. This tool is carefully sequenced across three phases of implementation:
 Identifies the sequence of teacher and student actions that must be mastered in order to establish the foundation and readiness for an effective station rotation. 
Identifies the sequence of teacher and student actions that enables differentiation in an effective station rotation.
Builds on the Foundation and Differentiated phases to identify the sequence of teacher and student actions that meet the need and interest of every learner. ​
Foundation Phase
​Identifies the sequence of teacher and student actions that must be mastered in order to establish the foundation and readiness for an effective station rotation. 

Planning Before Lesson

 
1. Teacher has planned two differentiated small group lessons.
Varied Learning Experiences +  Differentiated Learning Objectives, Data Driven Instruction​
Next Move: Review student data to identify two groups of students who need different small group lessons.
 
2. Teacher creates and shares an agenda for rotations that includes student groups, expectations, and transitions.
​Routines + Procedures +  Collaborative Grouping
Next Move:  Post schedule for rotations and use a timer. Set and practice transition expectations.
 

Teacher Station 

3. Teacher holds students accountable for set expectations for rotations and transitions.
Routines + Procedures
Next Move: Reset expectations to ensure they are specific, concrete, sequential and observable.
 
4. Teacher uses small group time to complete one of the three: direct teach, reteach, or address misconceptions based on the trends in data identified in planning.
Data Driven Instruction + Differentiated Learning Objectives
Next Move: Plan two small group lessons that align to the learning objective at the collaboration, and technology station (one standard for all three stations).
 
5. Teacher checks for understanding and sometimes gives general feedback.
Student Feedback + Rapport with Students
Next Move: Create a check for understanding to measure student mastery and give feedback to the group.
 

Collaboration Station

6. Students have clear, on-demand, sequential directions for task(s).
Routines + Procedures
Next Moves: 
  1. Create a task card with explicit directions (written, pictorial, or video) at the station.
  2. Establish routines and procedures for using the task card.
7. Students independently complete tasks aligned to daily class learning objective.
Varied Learning Experiences
Next Move: Plan one activity that aligns to the learning objective at the teacher and technology station (one standard for all three stations).
 
8. Students access on-demand feedback on their own.
Student Feedback
Next Move: Create a system for students to access an example or provide an answer key to check their work.
 

Technology Station 
Software makes instructional decisions/Software dominant

9. Students exercise routines and procedures that minimize disruptions.
Routines + Procedures
Next Move: Explicitly teach, practice and post routines for accessing devices and software.
10. Students troubleshoot and access the online task.
Routines + Procedures
Next Move: Create and post a procedure for students to follow when devices  aren’t working.
11. Students track progress on software only using metrics of time or lessons completed.
Data Driven Instruction
Next Move: Create a student-facing document to track minutes completed oor lessons completed on software.
Differentiated Phase​
Identifies the sequence of teacher and student actions that enables differentiation in an effective station rotation. 

Teacher Station

1. Teacher has at least three differentiated small group lessons (i.e., mastery, interest, etc.).
Data Driven Instruction + Differentiated Learning Objectives
Next Move: Review student data to identify three groups of students who need different small group lessons.
2. Teacher completes a check for understanding that is specific to the student group.
Personalized Learning Pathways
Next Move: Create a differentiated check for understanding to measure student mastery and give feedback specific to each group.
3. Teacher provides individual, specific feedback (i.e., aggressive monitoring).
Student Feedback
Next Move: Provide students individual feedback on formative assessment and then use a class roster to record the feedback you provide to individual students.

Collaboration Station

4. Students complete tasks that are differentiated |i.e., product, mastery, directions, etc.] and could be completed independently.
Differentiated Learning Objectives + Personalized Learning Pathways
Next Move: Use academic and/or non-academic data when planning to create a differentiated task.
5. Students explain why they’re in a particular group and/or why they are working towards a specific learning objective. 
Differentiated Learning Objectives
Next Move: 
  1. Implement a routine for students to reflect on their data or learning goals. 
  2. Post learning objectives or learning goals for each task. Ask students to explain why they’re working on a task.
6. Students work in partners or groups but not necessarily to create or complete the task.
Varied Learning Experiences
Next Move: Teach and practice expectations for students to work together. (e.g. sentence starters, question prompts, or accountable talk).

Technology Station
Teacher makes instructional decisions/Teacher dominant

7. Students track progress on software or a task based on mastery.
Data Driven Instruction 
Next Move: Create a student-facing document to track progress towards mastery on software programs.
8. Students work on a differentiated tech-based task assigned by the teacher.
Personalized Learning Pathways
Next Move: 
  1. If using an adaptive software program, review student data and assign lessons based on need. 
  2. If teacher created, create a digital data-driven set of tasks or activities completed at their own pace that is differentiated for each identified group of students.
9. Students’ progress and misconceptions are monitored by the teacher in real time.
Data Driven Instruction
Next Move: 
  1. If using a software program, keep the teacher dashboard up to monitor progress from your table.
  2. If teacher created, embed virtual checks for understanding you can monitor |i.e Google Forms in real time.
Personalized Phase​
Builds on the Foundation and Differentiated phases to identify the sequence of teacher and student actions that meet the need and interest of every learner. 

Teacher Station

1. Teacher creates and adjusts groups in real-time based on student learning needs.
Data Driven Instruction + Collaborative Grouping
Next Move: 
  1. Plan three lessons that address three possible misconceptions.
  2. Start class with a check for understanding or use an exit ticket from the day before that provides data to group students, based on lessons you have pre-planned.
2. Teacher aligns small group instruction to a common standard with differentiated learning objectives for the individual student.
Personalized Learning Pathways
Next Move: Review individual student work and/or data to create a learning objective aligned to the student’s misconception of the standard.
3. Teacher checks for understanding through a formative assessment that is varied, authentic, relevant, and rigorous.
Authentic Assessment
Next Move: Close out the teacher station by using differentiated formative assessments to measure student mastery.

Collaboration Station

4. Students have roles that promote accountability and encourage collaboration.
Peer Accountability
Next Move: Assign and support students in learning the different roles he or she might play in authentic group collaboration.
5. Students co-create products that are authentic and meaningful.
Authentic Assessment
Next Move: Create collaborative activities that simulate real-life situations and issues that connect to students’ communities.
6. Students reflect on their role in group collaboration.
Self-Direction + Collaborative Grouping ​
Next Move: Provide a tool (i.e. rubric) for students to reflect on group performance, learning, and how their role and actions contributed to the success of the group.

Technology Station
Student makes instructional decisions/Student dominant

7. Students use individual data to determine tasks to complete.
Self-Direction + Opportunities for Input
Next Move: Teach students how to review their own data and make purposeful decisions about what to practice or which task to complete.
8. Students showcase learning through digital products.
Authentic Assessment
Next Move: Assign task(s) that require students to show deep understanding through the creation of a final product that connects to the real world.
9. Students interact digitally to provide feedback and make adjustments to products.
Data Driven Instruction + Self-Direction
Next Move: Teach or model protocols for students to collaborate and provide feedback to peers when working online to create a joint product.
Station Rotation Progression | Foundation Phase
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