Learning stations in primary education - A training tool that keeps students motivated and active

The teacher designed materials and activities can be of various formats. Basically, you set up a number of “learning stations” around the classroom – designated tables or spaces where small groups of students will do specific learning tasks for a specific amount of time. The small groups rotate from station to station, doing a different topic-related task at each station.
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Learning stations in primary education - A training tool that keeps students motivated and active JOURNAL OF SCIENCE OF HNUE Vol. 57, No. 1, pp. 81-87 LEARNING STATIONS IN PRIMARY EDUCATION - A TRAINING TOOL THAT KEEPS STUDENTS MOTIVATED AND ACTIVE Pho Duc Hoa(∗) and Mai Thanh Hang Hanoi Nationnal University of Education E-mail: (∗) phoduchoa40@yahoo.com Abstract. Imagine a learning tool that keeps students motivated and ac- tively involved while they review old information, receive new information and practice skills related to what they have learned, and which does it all at the same time! This amazing tool, called Learning Stations, can do all that - and more! Learning Stations are separate areas set aside in the class- room specifically designed for small group interactive learning. Each station is equipped with teacher developed learning materials and activities which are designed to teach or reinforce a specific skill or concept. The teacher designed materials and activities can be of various formats. Basically, you set up a number of “learning stations” around the classroom – designated tables or spaces where small groups of students will do specific learning tasks for a specific amount of time. The small groups rotate from station to station, doing a different topic-related task at each station. When every group has participated in each station’s activities, you lead a debriefing ses- sion with the entire group to discuss what they learned from the Learning Stations. You can also answer questions and explore “next steps” during this processing time. Keyworld: Learning Stations, active teaching-learning, inquiry teaching.1. Introduction Learning Stations is a center where students have activities to gain mandatoryor voluntary skills. In this center, students try to reach objectives through prede-termined activities geared to their levels. Although the goals of Learning Stationsare similar, the specific content and the number and the types of activity settingsdiffer depending on the grade level and the subject matter. Activity settings canbe designed for individuals or small groups where students can move around inde-pendently or as small groups. Activities can occur in the classroom or in a locationoutside with resources related to the academic tasks. Directions are posted at learn-ing stations where students can work on tasks at their own pace or during a set 81 Pho Duc Hoa and Mai Thanh Hangtime. Activities may operate independently of the teacher or teachers may positionthemselves at one learning station for more direct instruction. In all these cases,teachers must carefully craft an instructional plan to be enacted within a commu-nity of learners (Tharp et. al., 2000). A learning station has six component parts: (1) It is located somewhere in space – a wall, bulletin board, hanging on ashelf, or free standing. (2) It is designed to enable the student to reach a specific objective. (3) Logical, sequential directions are provided for the student. (4) Multi-media and multi-level activities are available to the learner. (5) Assessment procedures are clearly defined. (6) A means of recording student progress is included (Manuel, 1974:1).2. Content2.1. Learning Stations – A type of Cooperative Learning As a type of Cooperative Learning, Learning Stations enables your studentsto: - Review segments of previously learned information in a variety of short, quickways. - Teach themselves new, topic-related information. - Practice topic-related skills for a short period of time. - Learn from each other, self correct and coach each other. - Link new learning to old learning, and draw on what they already know. - Keep both their minds and bodies awake and alert as they move around theroom doing various learning activities. - Participate in the training in a unique and novel way, thereby increasingmotivation and interest as well as learning and retention. Students receive work schedules with mandatory and optional tasks to sta-tions. The students do have choices regarding the timing, order of tasks and socialform (individual, couple, group work) to get the job done in a certain time. Theassignments include: • Mandatory tasks: These must be made and used to develop new material orto consolidate and exercise as well. • Optional functions: they may be edited and serve to broaden and deepenor for repetition. Different types of work such as crafts, writing, reading, listening,seeing, smelling, computer ...