Maximizing Time with Data and Evidence-Enhanced Rotations at All Grade Levels

One of the most significant challenges educators face is time. While the focus is typically on getting more of it, the emphasis should be maximizing what is already available.  When it comes to student learning and success, how time is used when students are in class is pivotal. While sound instruction will always be needed in some form, meeting the needs of learners relies on other pedagogical pathways that veer away from all students consistently doing the same thing, at the same time, the same way. Personalization, where all students get what they need, and when and where they need it to learn, is the solution. 

Another challenge educators face is meeting diverse needs and preferences during the same lesson, especially when the curriculum demands so much content to be covered in an unreasonable period.  First, identify the priority standards that need to be covered and facilitate a short mini-lesson. Once completed, transition from inputs (what the adult does) to outputs (what the students do to demonstrate understanding). The opportunity now presents itself to personalize by ability grouping and a differentiated process. Here is where station rotation can be an invaluable asset as a data-enhanced teaching strategy to close learning gaps by maximizing the time available in class. 

Nicki Slaugh and I shared the following in Personalize:

With station rotation–or centers, as they are often referred to at the elementary level–the overarching goal is to use valuable class time more effectively. Following a short period of direct instruction with the entire class, the teacher breaks students into groups using data and the class engages in a series of activities during a set period. Each learner will visit all the stations, and a timer is used to let them know how long they have to engage in the activity. 

Data or evidence is essential when using rotations.  The ability to group students based on need provided the teacher with the time needed to target and differentiate instruction in a much more manageable and realistic way.  In my opinion, this is the most effective way to address learning gaps while pushing students who are already at or beyond the standard(s) further. Look at it from the lens that you are creating smaller class sizes.  Beyond targeted instruction, other stations could include independent work, collaborative tasks, and the use of technology in the form of adaptive tools. 

Here are some tips to structure and get the most out of stations:

• Develop a template and share it on-screen and in LMS with context.
• Provide clear instructions and materials at each station.
• Leverage a timer for pacing and to aid in self-regulation.
• Use data to group, regroup, target instruction, and differentiate (you can establish rotations where you don’t meet with all students during a block). If data is not readily available, use evidence such as student work.
• Integrate an adaptive learning tool to collect usable data and set students on an appropriate path.
• Keep rotations between 3-4.
• Use an exit ticket (3 scaffolded questions/problems) at the end of the block for accountability using tech when appropriate.

Below is a visual that can help effectively establish station rotation in your classroom or school.

Always remember that the right way is your way. Don't feel like you must include an adaptive learning tool in a rotation, especially if you don't have access to these at the secondary level. At Nicki's school, Quest Academy Jr. High, I observed her teachers incorporating flipped videos and interactive choice boards, alongside utilizing apps like Nearpod, CurioPod, and Edpuzzle. These tools can effectively create learning opportunities where students can engage either independently or collaboratively. This approach allows teachers to focus on meeting individual student needs through targeted instruction based on collected data and creating a more student centered classroom. You can also include scaffolded worksheets, independent reading, and cooperative activities where students use interactive whiteboards (IWB's) or screens to collaboratively engage in tasks. 

Now I know what some of you are thinking. Everything listed above works great in theory, but from a practical standpoint, it just can’t be done because the periods are too short, there are no adaptive tools for the content (secondary level), or you don’t have the flexible seating needed and room space to set up multiple rotations.  Fair enough, but for every problem, there are solutions. When it comes to a growth mindset, we need to focus more on the “what ifs” instead of the “yeah buts” as these inhibit progress.  If you have short periods, one practical tweak is to facilitate a tier 1 lesson one day and then implement station rotation during a whole period the following day.  If the physical space and a lack of adaptive tools are the issue, or if you just can’t fathom multiple rotations, a modified approach can be taken, which Nicki and I shared in Personalize. Take a look at the image below.

By offering diverse activities, rotational models cater to different learning preferences and paces, allowing students to grasp concepts in ways that resonate with them. It also provides opportunities for small group instruction, fostering deeper understanding and individualized support from the teacher. This variety keeps students actively involved, transforming the classroom into a dynamic environment that sparks curiosity and a love for learning.

Effective classroom time allocation is critical to improving learning and reducing achievement gaps. This involves using data to dynamically group students, strategically using adaptive learning tools, providing challenging and relevant independent work, and fostering active collaboration. Educators can only control the time they have with students. Using station rotation strategically, teachers can differentiate instruction while developing essential skills like time management and self-regulation. This approach benefits students at all levels.

Take a deep dive into personalized learning by grabbing your copy of Personalize: Meeting the Needs of All Learners on Amazon. 

Beyond the Comfort Zone: Why Calculated Risks are the Key to Unlocking Student Potential

Taking a leap of faith can be daunting, but it is often needed to grow. Stagnation is the enemy of progress. In education, sticking solely to what's comfortable hinders growth. Calculated risk-taking becomes crucial for improving practice. Sticking to the familiar routine feels safe, even if it means being perpetually stuck in neutral. Self-doubt creeps in, making us question our capabilities to navigate the unknown. The worry of being judged by others adds another layer of hesitation. In education, there is often an emphasis on stability and avoiding mistakes, further discouraging risk-taking. Despite these hurdles, carefully calculated risks are essential for professional growth, opening doors to new ideas, resulting in innovation, and building resilience.

Nicki Slaugh and I shared the following in Personalize:

To be a trailblazer in reshaping the educational experience, one must embark on an expedition that involves a willingness to take risks, challenge the status quo, and innovate with a purpose. Transformation requires visionary educators who understand that the path to progress is often paved with bold decisions and calculated risks.  Risk-taking in education is not about recklessness; instead, it is about having the courage to question established norms and explore uncharted territories in pursuit of a better learning environment. Ask yourself, are you naturally curious? Do you ask “Why?” or “How?” about various aspects of life, systems, or ideas? Are you open-minded? If so, we encourage you to try something new that will uncover a world of possibilities. 

Stepping outside your comfort zone can lead to innovative learning. Trying new approaches, like a novel marketing strategy or a different teaching method, pushes you to learn new skills and adapt. This experimentation can lead to breakthroughs you wouldn't have achieved by playing it safe.

Risk-taking fuels creativity and innovation. By embracing the unknown, you open yourself to fresh ideas and solutions. This is especially valuable in today's fast-paced environment, where staying ahead of the curve is essential. Imagine a doctor hesitant to explore new treatment options – their patients might miss out on the latest advancements.

Taking risks builds resilience. Only some new ideas and strategies will succeed at first, but even failures offer valuable lessons. By analyzing what went wrong, you gain valuable insights and develop the ability to bounce back stronger. This resilience is key to navigating the inevitable challenges that come with implementing changes to practice that impact your classroom, school, or district.

Risk-taking sets you apart. If we continue to do what we have always done, we will often continue to get what we have always gotten. In a dynamic world, those willing to venture beyond established norms are more likely to be noticed. This can lead to new opportunities, media coverage, being invited to present at local or national events, and recognition for your efforts. 

The key is to take calculated risks. Analyze potential consequences, have a plan B, and learn from both successes and failures. By embracing this approach, you unlock a world of professional growth and position yourself to thrive as both an educator and learner.

Personalized learning is a risk worth taking. While it might seem like a risky shift from traditional methods, the potential benefits students make it a worthwhile endeavor. Imagine an environment where all students get what they need when and where they need it to learn.  In this culture, they can progress at their own pace, tackling challenges that genuinely engage them. Personalized learning allows educators to cater to individual needs and learning preferences, leading to a deeper understanding and boosting motivation. This can result in improved academic achievement and a more fulfilling learning experience. 

When it comes to risk-taking, the potential to ignite a passion for learning in students is a reward worth striving for. 

Take a deep dive into personalized learning by grabbing your copy of Personalize: Meeting the Needs of All Learners on Amazon. 

Small Steps, Big Shifts: How Consistency and Continuity Unlock Lasting Change

We all have that nagging voice, whispering about what we "should" be doing. Maybe it's a call to eat healthier, exercise more, or finally tackle that neglected hobby. But how often does that voice translate into sustained action? The truth is that achieving lasting change is rarely about grand gestures or dramatic overhauls. It's about the power of consistency and continuity – small, steady shifts that build momentum and pave the way for a transformed you.

Nicki Slaugh and I shared the following in Chapter 1 of Personalize:

Is there such a thing as a “small” win? We challenge this notion because the overall impact is in the eye of the beholder. Small victories can carry equal or even greater significance than their larger counterparts, and there are two primary reasons for this phenomenon. Without these minor triumphs, attaining significant accomplishments becomes doubtful; we tend to surrender in disappointment and frustration before reaching a grand victory. 

Small shifts to practice implemented consistently have the greatest impact. To innovate and improve, you don’t need to swing for the fences or radically change your current work. 

The Illusion of the Instant Fix

Our culture thrives on instant gratification. We're bombarded with messages promising quick fixes and overnight transformations. The rub, though, is that these purported shortcuts often backfire. Crash diets leave us depleted, intense workout routines lead to burnout, and abandoning our passions feels like failure. Education is no different. All one has to do is look at the slew of books, social media posts, speakers, and podcasts boasting claims that their big ideas will transform practice over time. There is no silver bullet. The key to lasting change lies not in drastic measures but in consistent, incremental steps. 

The Magic of Consistency

Imagine yourself trying to chip away at a large rock. A single, forceful blow might make a small dent, but it's unlikely to break the rock. However, with consistent taps from a smaller hammer, the rock will eventually crack over time. Consistency is the steady application of effort, the daily practice that builds upon itself. It's the difference between sporadic bursts of motivation and a sustainable approach to change. Look to identify parts of your practice that are either absent or need to be implemented more consistently. From a teacher's perspective, this could be lesson components such as hooks, scaffolding questions, or closure. For leaders, this could be learning walks, ensuring data is analyzed in professional learning communities, or timely feedback to staff. 

The Power of Continuity

Let's say you decide to start running. You lace up your shoes, head out the door, and complete a fantastic 5k. Feeling empowered, you envision yourself as a marathoner. But life gets busy, and your next run isn't for a week. Then, another week passes. Continuity is about maintaining momentum. It's the missed run you reschedule for the next day, the short walk you take when you're short on time. Continuity bridges the gaps between your consistent efforts, ensuring progress doesn't stall. For small shifts to practice to impact the great culture, there needs to be continuity across grade levels, classrooms, and schools in relation to the shared vision, goals, and focus areas.

Small Shifts, Big Impact

Change doesn't have to be overwhelming or more work. Here's how to harness the power of consistency and continuity through small, achievable shifts:

• Start Incredibly Small: Don't try to overhaul your entire practice overnight. Begin with a tiny, manageable step. Maybe it's implementing lesson closure or conducting three learning walks a day. 
• Focus on Progress, Not Perfection: There will be setbacks. A new teaching method might not click with your students at first, or a new school routine might take some time to get used to. Don't beat yourself up if you fail to stick to your plan. Acknowledge the slip-up, recommit to your goals, and move forward. As I shared in Disruptive Thinking, chase growth, not perfection. 
• Make it Enjoyable: Choose changes that resonate with your education philosophy and align with your students' (or staff’s) needs and interests. If you're passionate about technology, explore ways to integrate it into your lessons meaningfully. If your students struggle with reading comprehension, incorporate more engaging texts and activities into your reading block.
• Celebrate Milestones: Acknowledge and celebrate your progress, no matter how small. Did your students become more comfortable participating in class discussions after a month of implementing a new technique? Take a moment to recognize their growth. Did you stick to your plan to give more frequent, formative assessments? Reward yourself with a well-deserved break.

Change in education isn't about dramatic leaps; it's about the steady climb, something I discuss in detail in Digital Leadership. By embracing consistency and continuity, focusing on small shifts, and celebrating your progress, you'll be amazed at the transformations you can achieve. Remember, it's not about overnight success; it's about taking one small step at a time, building momentum, and creating a new, sustainable you. So, lace up your shoes, metaphorically speaking, and start walking. The journey to a transformed classroom, school, or district begins with a single step, and with consistent effort, you'll get there.

Personalize Your Strategic Plan: Meet the Needs of All Learners Through a Personalized Strategic Vision

The following is a guest post by Dr. Richard Schroeder.

Many sayings show how important it is for an organization to have a strategic plan. 

Without a strategy, a goal is only a wish. 

A map is only useful if you know where you are.

Without a strategic vision in place, a strategic plan is useless. 

All roads lead nowhere if you do not know where you are heading.

Some argue that alignment within their organization is one of the most significant obstacles school and district administrators face. The daily struggle is evident in the school systems across the nation, where a multitude of supports, staff, solutions, and professional development options are implemented without sufficient consideration for their overall fit and impact. Leaders are now more obligated than ever to establish a strategic plan based on an instructional vision that serves as a roadmap for the organization's future.

A strategic plan always aligns with vision and mission.

When developing a strategic strategy, leaders have a plethora of alternatives. Numerous individuals initiate their leadership voyage by "continuing" the plan established by their predecessors. Several districts have agreements with one of the larger consulting firms that implement an "out of the box" planning template that disregards the instructional vision of the leader and the district's unique requirements. Others employ a consulting firm that "dictates" a planning process predicated on the consultant's or company's vision (e.g., an equity-based framework) rather than supporting the district/community based on their requirements.

When conducting strategic planning with a district team, I have consistently pondered the following question: If a personalized approach is optimal for pupils, why should the strategic planning process not be personalized for each district? Ultimately, shouldn't each educational institution accommodate learners' diverse learning requirements and preferences? This is where the power of diverging from methods that concentrate on a single approach is found. In their book Personalize, Eric Sheninger and Nicki Slaugh disclose the following: 

Personalized learning compromises an array of strategies where all students get what they need when and where they need it to learn. It’s not about more work. On the contrary, it is about maximizing the time with students and prioritizing their needs, resulting in better work.

The same approach to personalization should be implemented when formulating a strategic plan for your organization.  I've learned to honor the organization's demands by guiding the planning process through three separate phases rather than a preplanned template.  There are the following:

• Collaborative Learning: Using data analysis and examination in a group setting to formulate questions and establish priorities.
• Facilitated Collaborative Planning: Facilitating a group's vision, mission, values, and top priorities.
• Stakeholder Test Drive and Implementation: Sending the plan's findings or draft to relevant stakeholder groups for comments or adjustments.

Below is an example of the finished product from a post project where I helped a district with this process.

Consider your possibilities while developing the strategy to propel the organization forward and the road map to lead the way. For students, customization works best, and any organization thinking about the future should agree.

Dr. Richard Schroeder is the Chief Education Officer of the Ronald Reagan Presidential Foundation and Institute.   He previously served as a partner in an education leadership consulting group, a multi-national k-12 publishing company, and various district and school leadership positions.  He can be reached at:  rschroeder112@me.com

If you would like to learn more about strategic planning services through Aspire Change EDU reach out at AspireChangeEDU@gmail.com