Cooperative Learning with Literacy Stations
Literacy stations
are student-centered activities that involve small heterogeneous groups of
learners working cooperatively to complete tasks. Students work together on
tasks that encourage problem-solving, hands-on learning, and teamwork. Smaller
groups are better because having fewer members encourages participation from
every member in the group (Gallagher, 107). Many of our stations involve games
and activities that are most beneficial with teams of students, so four members
is often the ideal number.
Space and Environment
One hurdle many
teachers often encounter when it comes to stations and group work is the amount
space available in their classrooms. Many of our stations deviate from traditional
work centers that involve students seated at a table or group of desks. Instead,
many of our stations are standing stations in which students complete an
activity that is set up as a game of the floor, an activity drawn on a white
board or chalkboard, writing station centered around a standing easel or paper
chart, or other instruments for learning in which students are engaged.
Stations vs. Centers
Literacy stations
are unlike centers in that stations are most effective as the practice or
review of a skill that has been mastered in the classroom; whereas centers may
serve as an introduction to new learning. Literacy stations are typically set
up for students to rotate through in groups or teams. Centers are often focused
on the skill and not the activity. In cooperative stations, students work
together, often being assigned an individual role within the team. In contrast,
centers may involve students working independently in the same area.
Stations for Secondary Students
Literacy stations
are often regarded as small group learning in the primary and elementary
setting. When working with secondary students, literacy stations can be
successful when the focus of the activities involves topics that are on the
interest level of older learners. Incorporating popular culture, popular song
lyrics, and reading topics that include celebrities, animals, mysteries, comics,
cartoon characters, and television stimulate student interests and keep them
actively engaged.
Research has shown
that middle and high school students are responsive to “space and times that
welcome the reading, discussing, and sharing of texts (and tasks) that
adolescents like to read, and in particular, with an eye toward issues
important to youth, such as relationships, justice, personal struggles, and
making difficult decisions” (Ivey, 2008, p.20). The stations we have created encourage group discussions, debates, collaboration, and sharing of ideas that activate curiosity and awareness.
Differentiating Literacy Stations
The skills sets that
are the focus of your literacy station activities should be based on formative
and summative assessment data. Students who have mastered the skills will be
more successful in synthesizing what they have learned in order to accomplish
the station goal. Students who are in need of remediation in that particular
skill will be more successful completing an alternate activity that is on their
appropriate level.
Instead of using
worksheets, stations will be more appealing to students when the evidence for
learning is acquired through various mediums, such as note cards, small white
boards, computers, large chart paper or cardstock.
In many cases, a particular group of students may need a lower-level text or an activity with more scaffolding. In order to accommodate the diverse range of learners, it is effective to have an alternate assignment or activity that can be changed out to cater to the needs of a specific group of students.
In many cases, a particular group of students may need a lower-level text or an activity with more scaffolding. In order to accommodate the diverse range of learners, it is effective to have an alternate assignment or activity that can be changed out to cater to the needs of a specific group of students.
TEI Simulation
With stations, it is
easy to simulate the technology-enhanced item (TEI) styles seen on the Reading
Standards of Learning tests. Station activities include matching, multiple
answers, and filling in graphic organizers that allow students to practice
manipulating items with tangible materials.
TEI simulation can
be easily accomplished in stations using simple adjustments to traditional
center ideas. Many of our stations involve sorts, cut and paste activities, color-coding, highlighting, and selection of multiple words and phrases.
Cross-curricular Connections
Stations are an
excellent platform to integrate curriculum from other core content areas. Many
of the games and activities are centered on authentic texts can be supplemented
with history, civics, social studies, or science passages and articles. The
stations that involve recall information or inference activities can
incorporate historical figures, political concepts, and components of
scientific methods. Stations are also excellent vehicles for teaching vocabulary across the content areas.
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We appreciate your feedback! Please let us know what works and what does not.If you have an idea or concept you would like to see made into a station, please send those to us as well!