Using learning stations is a fantastic way to increase engagement in the English Language Arts classroom. Students enjoy working collaboratively with their peers. Read this #2ndaryELA Twitter chat recap below to get ideas on how to use and manage stations in your middle or high school English Language Arts classroom.
Question 1: How do you use learning stations or centers in connection with reading?
A1: I like to use stations to review literary elements and preview novels https://t.co/wHdS8ltSwJ
A1: I use stations to solidify content after I have taught the lessons.
A1: Learning stations to offer choice and voice to students. Ss all have different needs, stations help them lead their learning.
A1: Various ways (we are prepping for state test)-T-chart and thesis on a prompt, editing a draft, mechanics practice, etc.
Question 2: How do you use learning stations or centers in connection with writing?
A2: It would be cool to have an archive of all the stations we’ve used for writing to pull from – maybe on Google?
A2: I use stations for differentiation: support, practice, or extension depending on past performance. Get to work closely w/Ss
A2: I have used stations to have students edit their work. Each station has a different editing task.
Question 3: Are the activities in your learning stations or centers usually independent or collaborative?
A3: Reading stations usually collaborative when reviewing, a mix when previewing a new text. Writing stations usually independent
A3: A mix of both. Use stations to offer challenges; choice for ind or collab. Vary stations throughout semester to adapt to Ss
A3: A mix of both
A3: Stations in my room are always collaborative
A3: I try for a mix of independent & collaborative tasks. I use stations to ensure I meet with all students for small group time.
A3: The process is always collaborative but sometimes the product is individual.
Question 4: Is there always a tangible product in your learning stations or centers? How do you hold students accountable for their work?
A4: During review type stations, I just monitor the room, check stations at the end of each rotation. I don’t need more grading
A4: Not always about a tangible product. Sometimes it is about reflecting and developing skills. Sharing experiences. Autonomy.
A4: Many times there is a prod. Ss have a checklist that requires them to answer a Q that can only be A by the station wk.
A4 cont: For writing stations, their pre-writing or revising will impact final piece so that work is turned in, but not graded
A4: I don’t necessarily grade stations – it’s usually practice.
A4: The product is an issue for me as a newbie.Ss are mostly gaining practice, & I don’t want to collect it all.
A4: I try to ensure each station has some sort of a tangible item (assignment, task sheet or exit card) or new learning.
A4: I assess mostly for completion. I show models and Ss reflect on their performance using rubrics and samples.
Question 5: How do you manage student behavior during learning stations or centers?
A5: I make the students practice rotating, putting things away at stations, and always use a timer to keep things moving
A5: You try it, set out expectations and learn together. Adjust, reflect, conference. Don’t strive for perfection.
A5: Reminder of expectations and agreements w/ continual monitoring. 3 strikes, Ss sits out.
A5: Stations follow my classroom management routines. I also leave my small group to work for a few minutes and rotate.
Try These Other Engaging Classroom Ideas
- Creative Lesson Ideas
- English Language Arts Lesson Planning
- 5 Budget-Friendly Flexible Seating Ideas
Grab Great Teaching Tips!
Subscribe to our email list to get engaging teaching and lesson ideas, as well as special subscriber only bonus resources sent directly to your email address.