So let's talk about Learning Stations and how that works in a SPED setting. Sometimes the idea of using Learning Stations seems overwhelming. I know, I've experienced that anxiety myself.
There are five general aspects I like to make sure I am mindful of when starting Learning Stations in my classroom: Prep, Levels, Model, Transitions, and Rewards. I teach SPED and GenEd elementary grades K-5 and I have used this concept in both settings.
First, preparation is the key to success. If you are not completely prepared and understand what you are asking your students to do, then its going to turn into a hot mess! Trust me on this. Finding activities and lesson are sometimes overwhelming, but using tools like Teacher Pay Teacher or Pinterest to give you free ideas, or even a small investment for pre-made activities is a good idea. Using your school's scope and sequence guide, take a few concepts for that grading period to support your daily lesson plans to incorporate into your Learning Stations. Don't try to overdo yourself. As I will explain further, you are not allocating extensive time to this supplemental concept. It will be okay!
Next, let's consider what level your students are learning on. For generic purposes, I will model the group as an elementary self-contained, structured learning, resource class with students with mid to higher functioning abilities. This absolutely can be used in all types of classrooms! Collecting academic data on your students and digging a bit deeper into learning styles will help determine grouping. Grouping can be done in many ways: by using color coded groups, ability level, shapes, numbers, or random selection (using a random selector for the day or week).
In general, my classroom sizes averaged about 20 students. I try not to have more than 4 students per group. If your class has more or less, you can modify the groups. For group types, here are some ideas:
- Technology: iPad, classroom computers or Chromebooks, etc.
- Fact Fluency: Flash Cards for Math or Reading
- Independent Work: to complete a worksheet or activity (or listening station)
- Manipulatives and/or Writing Station: Fine Motor Skills
- Work with Teacher (small group instruction)
Once you have your groups set and your stations ready then its time to model the procedures. To be effective and not turn into total chaos in your classroom, its necessary to practice, practice, practice these routines! I always like to have my stations ready for a few days to get the anticipation going for the students. During this time, you will also use your whole group instruction to model the activities in the stations. Teaching what to do, when to do it, and how to complete the set will create independent learning, smooth transitions and engagement from your students.
Transitions. In my experience, I prefer to rotate my stations every 14 minutes with a 3 minute clean up time, limited to 2 transitions per day. That averages about 40 minutes for the entire process, give or take a few minutes. It's my goal to promote positive independent learning from my students. Prompt dependency is often common with our SPED population and to provide opportunities to incorporate independence is key to life long success. Using the template, transitions are easy, once taught. In the beginning, there will be hiccups, but I just use it as learning opportunities. The slides are displayed on the board or screen and rotate automatically at 14 minutes. Next, a "Clean Up" screen is automatically displayed, prompting the groups to clean up and prepare to transition. After 3 minutes, the next rotation screen is displayed for 14 min, and then finally ending the rotation with a second clean up screen.
The process is all automatic and allows you as the teacher to remain at your small group table during the transition time. Students will be responsible for their own transitions and you will feel more focused at your station!
Finally, let's talk about rewards. It's common knowledge that no one does anything for free. There is always, always a payback. Whether it is verbal praise, something tangible or self-gratification, rewards are necessary for maintaining longevity in any task. So, using rewards are often a major part of your day, especially for kids on the Spectrum. Reward intervals are based on the need for the student. Some kids need more, others fewer, and that is perfectly okay. You will learn how to incorporate appropriate rewards to help maintain a focused classroom. In my classroom, I teach my students to receive their reward during the "clean up" slide after they have helped clean up the station. If it's a verbal reward, then I monitor that, however if its tangible item such as a token or a sticker, then they must bring me their token board during transition. For the self-gratification rewards, I allow squishy balls, fidget spinners, etc while transitioning.
A few "housekeeping" points to consider: The rotation schedule is in order from week to week. In a 6 week span, all students should have been able to participate in each center. I also usually prefer to use Learning Stations on Thursdays, because it allows me time to teach the concepts for the week, provide enough independent strategies for the students to grasp and it helps with aggressive monitoring for data collection before assessments on Fridays. Students look forward to Thursdays as a "brain break" from other traditional types of learning in the beginning of the week.
I hope this information is helpful! Please follow this link to the members only section to see a template for the rotation and some additional videos of the process in action! Keep up the GREAT work!
If you do it, do it on purpose!
Jennifer
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