Another Station Blog: A Clear Purpose for Stations

As you know it takes a lot of work to design effective stations.  Not only do you need to pull together the instructional resources to make stations relevant, effective, and enriching, but you also need to write clear directions to ensure students can work independently.

To help determine if the time you invest is worth the outcome, ask yourself these questions:

1. Do students need the opportunity to collaborate in small groups for a specific purpose?
2. Do I need to divide resources (i.e., computers or any other limited instructional material)?
3. Do I need to conference with small groups of students on a specific topic?

One of these questions should be a yes in order to validate your time and keep the use of stations a fresh learning experience for kids.

In the below stations, students needed to both conference with their teacher and have access to limited resources.  Check them out...

Students are writing a review of their novel.

Students are watching a video and practicing their use of ellipses...

Students are watching a presentation to help them begin the writing process.

Students are practicing the answering questions online from the SBAC site, providing feedback on the process.

Students are conferencing with their teacher and setting personalized writing goals based on the rubric.

In this next series of pictures, students have specific collaborative roles as they review primary documents.

Students are either the fact finder or write from the perspective of those in favor or against internment.

Primary resources are analyzed based on the student's role.

Students take notes and share their findings with the group.

When discussing, they learn about the various perspectives of history.

There's more than one way to skin a cat

I spend time in our classrooms, I'm continually impressed with the lesson design that engages kids and demonstrates our collaborative spirit.  In the below pictures, you see 2 different teachers who have co-designed a station activity to build understanding and application of pronoun usage.  Notice, however, that despite the same stations, the implementation is unique to each teacher and all of the methods engage students in learning this necessary skill.

Classroom One:  teacher facilitates students to identify pronouns in their current book.

Classroom One:  Students apply their knowledge of pronouns with Post-It notes.

Classroom Two:  With the teacher, students read sections of the book and break down pronouns in each sentence, predicting before getting the answers.

Classroom One:  Students roll the dice to find out which pronouns to use.  One student creates a sentence while the group evaluates it.

Classroom Two:  Each student writes sentences before they each share and evaluate.

Classroom One:  Students divide pronouns and sort them based on their usage.

Classroom Two:  Students sort the pronouns and time themselves to build fluency of skill.

Both Classrooms:  Send an email with online links to practice pronoun use.

Both Classrooms:  Finding alternative resources.

CSI: Truman Middle School

What? The Marvin the Martian painting is missing?

Who did it?  Students in 6th grade science must investigate to learn who stole this valuable painting.  Below you see them collecting fingerprints, blood types, and alibis from staff who are suspected of this horrific crime.

Some students get creative, designing their own search warrant to draw out the culprit.

Some suspects deflect blame, trying to frame others.

In the end, despite all the fun and playfulness of this learning activity, students are working hard to deduce information to determine their key suspects.  Check out how they work together in this authentic scientific experience.

Tomorrow, students will spend classtime doing blood type analysis (with Koolaid) and fingerprint analysis to rule out "who done it."

Interventions at Work!

It's a long list of supports we provide to students:
Power Lunch
Homework Recovery
Additional School Instruction (ASI)
Reading Strategies
Writing Lab
Math Lab
Academic Lab
Learning Lab

This isn't just a list, though; it's the difference between good and great!  Meeting kids at their level and providing interventions pushes them to reach their potential, so check out some of these great interventions in practice.

Conferencing with students on their persuasive writing - giving detailed feedback for ongoing growth

Getting kids to acknowledge how they think about reading, before, during and after reading = Metacognition

One on one support that builds fluency and comprehension

Online supports that match skills with lessons on ALEKS

Building motivation for improvement over time

"It make me nervous...I feel like I'm not doing anything!"

When we give control of learning to students, it can be very uncomfortable.  Sometimes, we may even feel a little bored when students are doing the work and we are facilitating it.  But, that's okay!  When the students need us less, they are actually learning more!  Consider this question, when you are doing all of the work in teaching, are the students bored?


"I'm walking around impressed by everybody!" a teacher recently shared as she tried a Jigsaw teaching activity.

Students in the above pictures are working in small groups, teaching one another about aspects of the Civil War.  Here's the recipe:

1)  Students choose a teacher approved topic that fits with the essential unit outcomes.

2)  Students research their topic, using the guided note sheet.

3)  Students organize/prepare how to share the information with others.

4)  Students work in small groups learning from one another.  When not presenting their topic, they ask questions and take notes on the new information.

5)  Students who have presented quiz their small group members to ensure understanding.

6)  Students in the first group then join with students from each of the other groups to share what they learned.

7)  The new learning is applied as the teacher builds understanding throughout the remainder of the unit.

In this way, students are building background knowledge to further their understanding and apply it to the big ideas of the rest of the unit.

A plane is safe in its hanger, but that's not what a plane is for

It's coming up on February.  Know what that means?  It's time to "take a risk" month, a time to try new instructional practices.  Whether you are the type to ease out of the hanger, smoothly progressing down the runway or one to burst out ready for take-off, taking risks should be a part of your educational repetoire.  ASCD's "Education Update" shares that taking purposeful risks "elevates teacher innovation and student engagement."

Risk-taking is something we ask students to do each day, requiring them to try new things and explore new ideas.  As educators we must model this same "growth mindset," avoiding the pit of doing things because it's the way it's always been done and modeling that failure leads to reward and a sense of pride in our accomplishments.

I'm about to admit something here....I've failed a lot.  I won't list all my failures (some are huge, and some were "imperfect" outcomes), but here are a few from different points in my life:  1) I tried to jump off the slide when I was 3 and failed, breaking my ankle; 2)  I tried out for 3 cheerleading squads in high school before finally making one; 3) In college, I got cut from a lot of sororities during rush week; 3) I tried literature circles as a teacher and struggled to make them fit within my teaching style; 4) As an administrator, I've had too many fails to list...but each time, I learn to be a little better (I hope!).

Now, that I've shared the "True Confessions of Tara Sparks," I challenge you to consider your failures and appreciate them.  It's bouncing back from those failures that helps us realize that it's okay to take risks.  As we approach February, be ready to share some instructional risks you've taken, and please invite Mike and me in to witness them - risk-taking for the sake of student learning is the sign of a dedicated, innovative, and reflective teacher!

Here are some classroom learning examples to spark risk-taking ideas...

These students are taking a risk to figure out complex equations, with a high probability of error.

Using the new student response cards to engage students in content and dialogue is a risk.

Having 6th graders create babies (based on a set of traits when studying genes) is a risk.

Looking at technology in a new light is a risk - this student is reading on his iPod. (Okay, he might be risking his eyes!)

Using interdisciplinary skills shows a risk - kids in this modern language class solve math problems in their newly acquired language.

Giving students time to evaluate their own learning is a risk, one that creates a growth mindset.

I encourage you to look through this blog to find fresh ideas that inspire you to take a risk!  Keep in mind that your risk is unique to you - push yourself outside of your comfort zone, try something new, and as long as it has a purpose for learning, I applaud your growth mindset!

"What's the Most Important Word in the Pledge of Allegiance?"

Recently, I read an article in Educational Leadership entitled "Talking to Learn:  Why are student-driven discussions worth the effort?  Three reasons:  learning, freedom, and fun" by Elizabeth A. City, and it highlighted how much we learn through dialogue.

We shouldn't teach dialogue because the CCSS says so, but we should teach it because students learn through conversations (the person doing the talking is doing the thinking!).  Think of the powerful topics and concepts that can come from a discussion of the words in the Pledge of Allegiance:  symbolism, US history, government structures, and so much more.  Plus, students practice the valuable skill of providing support for their "central idea."

Check out these great conversations students at TMS have had...

Students in this math class, begin talking about how to use the substitution rule to solve for x and y, discussing what makes it difficult in this particular problem.

A third partner joins them as they struggle through figuring in on their own; one more perspective equals success!

Students in social studies preview school subjects and decide what's most important, determining what to continue in their fictional educational system and what to drop.

Students then discuss and come to a consensus about what subjects will remain in their fictional schools, dialoguing about the value of various subjects in relationship to culture.

Students use their "student response cards" to write thesis statements before sharing them in group discussion.  Students can then dialogue about what makes a strong thesis statement.

Students work together on problem-solving and communication skills, one partner creates and articulates their design to another student who must replicate it without seeing it.  Getting kids to process through what worked and didn't in their communication systems is a great use of authentic dialogue.

Now, here are some steps you can take to increase dialogue in your classroom:

1)  Pair Share - get kids engaged in the content by having them discuss the topic of instruction.
2)  Arrange your Classroom - by having tables, circles, and u-shapes, face-to-face interactions result.
3)  Use Text to Start the Conversation - text can be print or non-print to spark conversation about your learning target.
4)  Develop Discussion Protocols - kids don't automatically know how to "dialogue," but a few simple rules from you can make all the difference.  Here are a few examples:

• Last Word:  When reading a text, each student chooses 1 sentence to highlight as important, reading it and explaining why it's important.  Students in the small group, then have 1 minute to comment.  The student who highlighted the sentence then gets 2-3 minutes to have the "last word" before the next student shares their ideas.
• Four As:  Students study a "text" with 4 questions in mind: What do you Agree with in the text?  What Assumptions does the author of the text hold?  What do you want to Argue with in the text? and What parts of the text do you Aspire to?  Students then discuss their 4 As as a group.