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. 

11 Ideas for Primary Math Stations

A few weeks back, I shared ideas on ELA stations for primary students after this was brought up during a coaching cycle with one of my schools.  Upon reflection, I decided to do the same with math. 

Creating math stations for primary students can be a fun and effective way to introduce them to basic math concepts through hands-on activities. These stations can help develop their understanding of numbers, shapes, patterns, and measurements in an interactive and engaging manner. 

Here are some ideas for math stations suitable for students in PreK – 1st grade:

Counting: Practice counting and number recognition by having students use items like beads, blocks, or buttons for children to count. Include number cards so they match the quantity to the correct number.

Shape Sorting: Provide a variety of geometric shapes in different colors and sizes to identify and sort. Have children sort them by shape, size, or color into designated bins or onto labeled mats.

Pattern Making: Recognize and create patterns where students use colored beads, blocks, or stickers to create simple patterns. Encourage children to continue the patterns or create their own.

Measurement: Explore concepts of size and measurement by offering various items to measure with non-standard units, such as paper clips, blocks, or hands. Include activities like comparing the height of plants or the length of objects.

Simple Addition and Subtraction: Introduce essential addition and subtraction using visual aids like number lines, counting bears, or finger puppets to help children understand adding and taking away.

Number Writing: Practice writing numbers by providing dotted numbers for tracing, blank paper for free writing, and activities that involve writing numbers related to counting objects.

Math Storybooks: Combine literacy with math by selecting storybooks incorporating math concepts (e.g., counting, shapes). After reading, children can engage in related math activities or crafts.

Geometry Block Building: Understand spatial relationships and geometry by offering blocks of different shapes and sizes for accessible building. Challenge students with specific building tasks that require using certain shapes.

Graphing: Introduce data collection and representation by using simple graphing activities, such as graphing favorite fruits or the color of socks children are wearing. Provide stickers or stamps for children to fill in their answers on a chart.

Time Telling: Familiarize students with time using teaching clocks to show different times. Include puzzles that match times to daily activities (e.g., lunchtime, nap time).

Technology: This is a great way to integrate tech purposefully and acquire data using adaptive tools when appropriate. Use tablets or computers with ed-tech tools focused on math concepts, such as counting, simple addition/subtraction, measurement, shape sorting/identification, and patterns. 

Each station can be adjusted to match the children's developmental level. It should be supervised to ensure that students grasp the concepts and to provide help as needed. Rotating the stations every few weeks can keep the activities fresh and engaging for the students. As with all station tasks, ensure that a sound pedagogical design is in place and that there is a targeted instruction or support rotation. 

#EDvice: Closing Learning Gaps with Rotational Models

Education is still reeling from the impacts of COVID-19. The rapid shift to virtual learning was a necessity and, like always, educators rose to the occasion like they always do even though training in this area didn’t really exist at scale.  A few years later, we are beginning to get an idea of the most pressing issue at hand, which is learning recovery. During coaching visits across the country, educators share the difficulty of having classrooms of students where the majority are at different grade levels. So how do we begin to address this issue? 

Knowing where kids are and then developing strategies to meet their respective needs is one of the most effective ways to close learning gaps post-pandemic. While the challenge is real, rotational models can stem the tide. In this piece of #EDvice I unpack this strategy and how it can be easily implemented in K-12 classrooms.

Success using rotational models relies on maximizing available class time, understanding sound pedagogy, and leveraging actionable data.  Below are some resources I created to help educators with effective implementation.  

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At the International Center for Leadership in Education (ICLE), we have developed research and evidence-based professional learning solutions to scale personalized strategies that are integral for learner success in a post-pandemic world. If you are interested in learning more, drop your email in the comments section. 

Four Practical Ways to Blend

When it comes to blended learning, it is essential first to have an underlying understanding as to why this pedagogical strategy is valuable in the classroom. Let’s take a step back before diving into the nuts and bolts. Over the years, I have written a great deal about personalization, which is basically a shift from “what” to “who” as a means for students to demonstrate more ownership over their learning.  What is taught or on the test has little value if the diverse needs of learners aren’t addressed. The same could be said if all kids are learning the same thing at the same time in the same way.  

The path to equity begins with a vision where all learners get what they need when and where they need it, regardless of the learning environment.  This is the essence of personalization. While there are many strategies to personalize, blended pedagogies represent the most practical means.  While you don’t need technology to personalize, it is required to blend. Here is my definition shared in Disruptive Thinking in Our Classrooms that makes a distinction between instruction:

Blended instruction is what the teacher does with technology. Blended learning is where students use tech to have control over path, place, and pace.

Over time through my extensive work with schools, I have identified the four most practical ways to personalize through blended learning.  These include station rotation, choice activities, playlists, and the flipped approach. While each has unique benefits, they all help move teaching and learning from a state of equality to equity. The image below is my attempt to capture these significant changes.

I realized that I have separate posts and images on all four of these blended learning strategies and thought it might be a good idea to curate this information that educators have found valuable to create a resource. Below I have briefly summarized each approach and encourage you to click on the link for more detailed information.  

Station Rotation 

Students are grouped based on data and move through a variety of set activities typically consisting of targeted instruction with the teacher, collaborative exercises, independent work, and online tasks that are personalized for individual learners. The teacher establishes a block of time for each station, and students visit each one during a class period followed by some sort of forma¬tive assessment.

Choice Activities 

These allow students to select a set number of activities to complete from numerous options. Typically, they are arranged in a choice board or must-do/may-do format. Often a teacher will differentiate by having different versions. Students do not complete all of the activities.

Playlists 

A series of individualized assignments that students work through at their own pace while following the path of their choice. As students complete a task, they either color in the corre¬sponding box on a digital sheet next to their name or check off each box on a paper worksheet. Unlike choice activities, all tasks are completed. 

Flipped Approach

Students watch a short, direct instruction video or consume other forms of content outside of school at their own pace while communicating with peers and teachers using online tools. While in school, students work to actively apply what they have learned through concept engagement and empowering learning activities with assistance from the teacher.

All the blended learning strategies listed above allow educators to better use their time with students while opening the door to more significant equity through personalization.  It is important to remember that instruction still plays an important role, especially in terms of setting up the blended pathway of choice. It is up to the teacher to determine when and the extent to which each strategy is implemented.

Blending with the Station Rotation Model

Blended learning is something that is near and dear to my heart. For me, the journey began back in 2011 when we first introduced the flipped approach at New Milford High School, where I was principal, with resounding success. As I transitioned from the principalship to supporting districts and schools, I learned that blended learning was a powerful pedagogical strategy that could unleash students' potential while meeting their diverse needs.  Over the course of many years, my work with Wells Elementary School provided a foundation that I pull from to this very day. It's one thing to talk about blended learning, but another to actually illustrate the many ways it can be implemented effectively and at scale. Wells did the latter exceptionally well.

Technology is a significant component, but not every activity has to incorporate some type of tool. The key is to find strategic ways to use it as a means to improve learning, something that is emphasized in Disruptive Thinking in Our Classrooms. There are many ways to blend, but it is vital to have a firm understanding of the underlying premise of this strategy. Hence, the definition I created a few years back:

Blended instruction is what the teacher does with technology. Blended learning is where students use tech to have control over path, place, and pace. 

In the past, I have penned detailed posts on choice boards, playlists, and the flipped classroom while only touching on the station rotation model. Thus, I thought it might be appropriate to dedicate a post just to this strategy.  With station rotation or centers as it is often referred to at the elementary level, the overreaching 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 where the class engages in a series of activities during a set period of time.  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.  Typical stations include the following:

• Targeted instruction or support
• Collaborative experience
• Personalization through the use of adaptive tools
• Independent work

There is no set number of activities that a teacher can develop for this model.  However, I most commonly see three or four.  A modified two-station model could be used at the secondary level, where half the class works with the teacher while the other completes independent work using technology.  We need to get past the perception that this is just an "elementary" strategy. To assist in setting up station rotation, I have created a pedagogical framework, which you can view below.  What you will see are traditional elements of effective instruction at the front and back end.  It is essential to use a good data source for groupings so the learners get the most out of the targeted instruction or support rotation.  It is here where achievement gaps are closed, and the kids who are already at or beyond standard attainment can be pushed. 

The image above can be adapted based on the length of the class period. In addition to the use of data for groupings, a timer for pacing is also essential as it aids in self-regulation and time management.  An important aspect is to build in activities that promote collaboration. Here is where an interactive whiteboard (IWB) can be used to unlock its true potential.  Below you will see two examples from Corinth Elementary School that meet all the requirements for an effective station rotation.

Keep in mind that there are many ways to set up this model.  Overall efficacy relies on data being used to continuously group and re-group students, strategic use of adaptive learning tools, independent work that is rigorous and relevant, and the opportunity to collaborate actively. There is only one thing educators can control: the time with students in the classroom.  Station rotation, when used strategically, can be used to differentiate while also building essential competencies such as time management and self-regulation. It's a win-win at any level.  

Adapting Ideas to Drive Real Change

One of the joys and challenges of blogging regularly is trying to come up with original content that has substance. I can tell you firsthand that this is no easy feat as it seems like virtually everything has been written about in some form or another.  In many cases, content and ideas are remixed into something that is or seems, new. My angle has always been to use coaching experiences in classrooms and schools to illustrate how specific strategies are successfully integrated resulting in changes to practice.  Without these opportunities of working side by side with educators, I would have run out of things to write about years ago.  However, this doesn’t imply that it is still easy to come up with blog ideas. 

With the onset of the pandemic, new ideas began to percolate as remote and hybrid learning quickly became the norm.  These were foreign areas for most of us, especially in relation to PreK-12 education.  Thus, since March 2020, almost all of my posts have been dedicated to this topic because, quite frankly, there weren’t really any applicable content or practical strategies out there.  While I have focused on sound pedagogical techniques that have just as much value now as they did before COVID-19, I explored emerging aspects of personalization to provide a relevant angle that could help educators implement remote and hybrid learning with fidelity. In particular, one post addressed the challenge of managing face-to-face and remote learners at the same time.  As a result of my work with a school, I developed a template for educators to use or adapt as they see fit.  Below is what I created.

It has been fantastic to hear how the above image is being used in classrooms around the world.  The other day I received a message from Kate Tinguely on Twitter, which led to a conversation on how she adapted it for a recent lesson. Here is her take:

This year has been so full of change, adjustment, and anticipation of the unknown due to COVID-19. As a specialist, I have had to completely change the way I approach my lesson planning due to the frequency of times the classes come to me, the arrangement of my space & materials (for social distancing), being new to the school, and keeping in mind how I can foster connections with my students.  Your template and ideas were so helpful and inspired me to act on what I was hoping would be a change for the better. 

I was humbled, to say the least, by what Kate shared, so I asked for a visual as to how she tweaked the template.  You can see what she created below:

Here is how the lesson was structured in her words:

• Beginning Connection: I always begin class with a question to help connect with my students, give them a chance to share, and learn all of their names. The question was to name one animal they know that hibernates in the winter (first grade). They can answer or say pass.
• Then I read Bear Snores On (with the Novel Effects app)
• Station one: Seesaw activity (Animals in the Winter)
• Station two: Polar Bear Arctic Virtual Field Trip    
• Wrap up: Think-Pair-Share one fun fact they learned about winter animals or polar bears.
• The lesson the day before was all about algorithms and coding, so the stations had to do with those concepts involving Kodable and a Seesaw Activity.

It is great to see how educators like Kate are innovating their practice during these difficult times.  Information was used to construct new knowledge and then actively apply it to practice. Since this is what we want from our learners, it is critical that adults model this as well.  On a personal note, her message about why and how the template was used provided validation for why I blog consistently in an attempt to share valuable information.  The lesson learned here is that ideas are great, but it’s what we do with them aligned to effective strategies that truly matters.