WHY STATIONS?

 Hit a variety of skills and activities in a single class
 Movement to generate energy
 Short concentration on one skill/item at a time
 Minimal access to technology/computers in class – you only need 1 computer for 5
students
 Reconfirmation of how to review/study – this serves to underscore the idea that
effective study (short/concentrated) can be more useful than a longer period where
people are easily distracted.
 Reconfirmation of how to help someone understand – without asking them to do so I
saw a lot of partners not giving the answer but actually miming, acting out or giving
hints rather than just tell the answer. This confirmed to me that my message of how to
assist someone who doesn’t understand has been received.
 Partners helping each other in a relaxed way – there was high energy and lots of
laughter – two great things to see during an activity that could have been a boring
run through previously seen material


Merci, Gracias and Thank You – my experiments with using stations comes as the direct result
of the sharing of great #langchat colleagues. My tips here are gathered from my
experience and their collective wisdom.
Catherine Ousselin (@CatherineKU72 )
Candida Gould (@candidagould)
Sara-Elizabeth Cottrell (@secottrell)
Kristy Placido (@placido)



MATERIALS/SUPPLIES THAT FACILITATE STATIONS

DESK SETUP – 4’s – I arrange my desks in pods of 4 – so that there are two ‘pairs’ working at
each station (more than that could become more distracting than useful)

PREMADE TABLE SIGNS -Bright yellow card-stock – regular 8 1/2″ x 11″, folded in half, that can
stand independently in the middle of the 4 desk pod. They are clipped together and hung
them from a push-pin beside my white board.
Set 1 - My first set is simply a set of numbers. I have 7 ‘pods’ in my room so they are
numbered 1-8. 8? With students away, or a different focus for activities I find that I can need
more than 7 groupings – and so I always have an extra ready to go if needed. I have used
these for review stations, for seating charts for kids to ‘find their table’ and for groupings for
everything from review to pre-activity planning.
Set 2 - says “I think so…” on one side, and “I don’t think so..” on the other. I’ve used
them for discussions for readings, debate practice and anything where students can express
an opinion on a point of view/topic. Last week they were used for the Yr3 “recycling is/isn’t
important” debate as students moved table to table practicing arguing for either side with
different partners.
Set 3 - used for my ‘split’ class that I teach. I see my IDS (Independent Directed Study)
Group – a post-Yr4 class - in class every 2nd week. As I’m often changing how I set up for
any given activity – the signs set out where they will be sitting in the room.
Set 4 – is just “A”, “B” and “C”. I have 3 of each – which allows several tables to be
part of the same group. These allow me various grouping options. For example, it can let me
easily set my students into groups for those I know “get” a concept (and can move into an
activity) with those that may require some review prior to moving on.
HEADPHONE SPLITTERS/SPARE HEADPHONES - plugs into the headphone jack allowing 5
students to plug into 1 computer

ONLINE TIMER – computer or mobile phone
Find an online timer and bookmark it or use your mobile phone to time. For the computer I
use online-stopwatch.com
Review in 7 - Grade 9 Station Day Activity Using Eng/TL terms (from Quizlet)

What
 Vocabulary/key sentence review using ‘matching’ of TL/English ‘cards’ (I printed out
Quizlet vocabulary using the ‘small’ mode – cut up and put into envelopes)

How Many Stations?
 For a class of 30 students – 65 minutes I set up 8 stations – you could do more – that the
students would rotate through.
 4 desks in a square for a station with room for 4 students (2 pairs) at each station

What Goes on the Table?
 Flashcards (2 sets – 1 per pair): I use flashcards a lot in class. Often they are a set
consisting of a Japanese word and a picture. They are used many ways – from
concentration matching to fun ‘who can name the object first’ competitions with their
partner. I had flashcards for 1/2 the stations already ready. But for the first few units I
was missing them – until I thought to use my Quizlet files. All of the unit information is
loaded into them for study opportunities for students. So I printed out the early
chapters in the large size – copied them onto paper/cut out the cards and I had
‘English-Japanese’ ones.
 “I can statements” (2 pages – 1 per pair) – I have a set of “I can..” statements for each
chapter – I also printed up a list of these and put them at the table. If students finished
their cards early they could quiz each other by asking “Can you….?” and seeing if
their partner could do the task.
 Unit ‘sheets’ with the answers on them – that is the phrases/words in both the Target
Language and English (note: my students had their own unit sheets so I didn’t need to
provide these)

How Long?
 Initially I was not sure how long to give the students at each station. Ten minutes
seemed a bit long – so we started out at 5. I think its best to underestimate what is
needed and in fact, at the end of the first station time, my students requested that we
go to 7 minutes per table. It is true that for some groups – with students who typically
achieve above expectations – they were done well within the 7 minutes. For other
pairs this was not long enough. But it is enough to start reminding kids of what we had
covered.

Focus of Review - Given that there are both English and Japanese (or a picture) for each this
lends itself well to using the stations different ways at different times. In my initial 65 minute
period I only used it for Reading Comprehension.
 Listening Comprehension Round - look at the word in the Target Language – read it
out loud to your partner – do you know it in English? Then your partner takes a card
and reads it to you.
 Reading Comprehension Round – look at the word in the Target Language – read it
with your partner – do you know it in English?
 Written Practice Round – Look at the English or picture card – write it out in the Target
language – check with your unit sheets – did you write it correctly?

THINGS I HAVE LEARNED DOING THIS!

Supplies:
Station Instructions – Mine are on plain sheets of paper and afterwards all stored
together in a large envelope. The paper tells the students what is to be done in point form –
so hopefully they don’t need me there to ‘start them off’

Notes for me – When you do stations you are typically pulling a number of resources –
so I have a written sheet in each envelope for what supplies/resources are needed for that
station day. It’s a handy checklist when I have 5 minutes to change classes.

Big Envelopes (big!) – I label the envelope for my station day – and after the day store
it as ‘one’ item. Inside I have instructions, handout copies, and what supplies each station
needs etc.

Changing Stations:
All Together – In One Direction – With a big class the motion to change stations may
create more chaos than needed. If I have my students change ‘en masse’ then we rotate in
a clockwise fashion.

Go Where You Want To – Essentially ‘free movement’ with a requirement that you visit
all the stations at least once during the time – but you then they have to have a ‘checklist’ to
check off where they have been!(I learned this the hard way in a huge class – kids missed
stations if they hadn’t checked it off). Moving as individuals or with a partner is also an option.

Station Moves to Them – In my class of 30 sometimes it’s easier to move the station to
the students. In that case everything is grouped together and numbered (eg – hand over
package 1 to the next table). Natalia Delaat (@natadel76) says she likes to use this format.

Number/Length of Time:
Multiple stations/Multiple repetitions – I like to hit several skills at one time – so I find that
having only 3 stations – with a couple repeated (if your class is large enough) works best for
me. Typically students in my class are at tables of 4 so they can work together with a partner
if it is called for.

Start Short & Let Them Expand It – I like 7 minutes and with multiple stations (that
repeat) that means about 20 minutes per skill in a 65 minute block. Sometimes I have started
with only 5 minutes and let them ask me for longer time (reverse psychology!)

Online Resources:
All handouts, audio and keys online – not all students will finish what they station has to
offer and this allows them to follow up on their own time.
STATIONS – SAMPLE COMPONENTS
Considerations
 my school has a once/week 105 min class so timing can reflect that
 I don’t use workbooks from class – so pull exercises from there to use

Grade 9 – End of Semester Review (7 min)
Matching Eng/TL terms (from Quizlet)
Grade 10 (8 min) - students may end up ‘doubling’ up on stations
Pair Oral work (“find out about what …”)
Reading Comprehension Practice
Power Study Session (using unit vocabulary)
Matching Eng/TL terms (from Quizlet)

Grade 10 (8 min)
Pair Oral Work – varies depending on Unit/TL focus
Ask the Peer Tutor…students interact with the peer tutor
Listening Comprehension Practice
Reading Comprehension Practice
Matching Eng/TL terms (from Quizlet)
Chinese Character Review – Matching (from Quizlet)

Grade 11 (8-9 min)
Cultural Video/Worksheet (watching a sumo match)
Cultural Video/Worksheet (top 10 great things about sumo)
Cultural Video/Worksheet (‘could you be a sumo wrestler?’)
Cultural Worksheet (‘ingredients for a sumo stew’)
Game – Targeted Review (roll of dice determines what you say- varies
depending on Unit/TL focus)
Pick a Card (common activities) and ask your partner…varies depending
on Unit/TL focus

Grade 11 (8-9 min)
Targeted review – tricky grammar items Table fill-in
Targeted review – varies depending on Unit/TL focus
Pick a card (common activities) and… varies depending on Unit/TL focus
Cultural Video/Worksheet (exploring an animate theme song)
Cultural Picture/Worksheet (find the animate characters)
Cultural Reading/Questions (history of anime/manga)



POWER ‘7’ METHOD
It’s a fancy name for a type of study that’s been around a long time (eg. Pomodero) This
comes from my own experience and the difficulty I had in being able to focus during study.
To Start
- turn off/put away any distractions (phone/computer etc)
- set a timer for 7 minutes and during that time to focus only on the task at hand

During the 7 minutes
- reading test? Focus on the words in the TL and writing out in English
- writing test? Look at the English and write out in the TL
- if you know the word – check it off and don’t worry about it in the next round

When the 7 minutes is up
- go do something else

Repeat the 7 minutes at least 3 more times or until you know what you have to know!
- Only work on what you don’t know
- At the end – repeat all so you are confident you know it

Modelling in Class
- Early on in the course I take time prior to the first tests to give time to practice this
technique in the classroom. The 7 minutes of quiet personal work done there
means my students know what to do at home.
- I also use it at different times throughout the course to reinforce this study option

Reinforcing Correct Preparation
- On some quizzes and unit tests I ask students to reflect on ‘how’ they prepared
for the evaluation. What did it look like when they were preparing? If they used
Power7’s how many did it take until they knew it (or did they do enough)
- I also ask if there is anything that they would change for their next evaluation

Master your semester with Scribd & The New York Times

Special offer for students: Only $4.99/month.

Master your semester with Scribd & The New York Times

Cancel anytime.