Teachers Resource

Virtual “Stations” Online

What are the benefits of virtual stations?

There’s a reason why so many teachers use this instructional model. First, it allows us to use data to strategically group students and differentiate their instruction. Second, teachers can teach and reteach small groups, which allows for more guidance and feedback. Finally, students practice a skill in different ways (on their own, with their peers, and with their teacher), which is engaging and supports different learning preferences. I could go on, and on. There are so many benefits.

Planning your virtual stations

Know that planning a virtual station rotation can feel like a heavy lift. There is a lot to think about and organize. Keep in mind the model’s benefits. I promise, it’s worth it. Trying this online is new for all of us, which means you will “learn while doing.” If it feels messy at first, that’s okay. Alright, pep talk is done. Let’s get into planning. First, backward plan your rotation (it’s our tried and true method, both online and off). Some questions to consider:

• - What do you want your students to know?
• - What do you want your students to be able to do?
• - What are the tools you have for virtual learning?
• - What skills do your students need to learn to use these tools independently?
• - How many stations will you have?
• - What type of learning will happen at each station (collaborative, individual, teacher-facilitated, etc.)?
• - What learning activities are your students familiar with or enjoy?
• - What routines and procedures do you need to facilitate rotations?
• - How will you hold students accountable and assess student progress?
• - Use a slide deck for your rotation home base. Your students should be able to access it the same way they access other resources and assignments (whether that is in Google Classroom, on your class website, via email, etc.). This is where you outline the routines and procedures, provide directions for each rotation, and include resource rotations

Timing and transitions

You have a lot of options here. How you time your rotation will depend on your schedule. You can use your virtual instruction time. Or you can ask students to complete the collaborative and independent work on their own, and then join you at a designated time for their teacher-led rotation.If you use your virtual instruction time, make sure you leave plenty of time for transitions as groups move from one rotation to the next, especially if you use breakout rooms. If students only join you live for your rotation, make sure you include a formative assessment for the other rotations. This helps hold students accountable.

Collaborative rotation

Students work together, but how can you support students to work together when they aren’t in the same place? At this rotation, collaborative tools like Google Docs and Today’s Meet work well. Link an introductory video in your slide that explains the instructions

Try it out

Because you are “learning by doing” it is ok if everything doesn’t go according to plan. Ask your students for feedback, and reflect on your experience. If you work with an instructional coach, debrief together. Don’t hesitate to make changes to improve your system. Be transparent with your kids that this is new for you and for them. Celebrate your small wins along the way, and know that by choosing to try a virtual station rotation, you are taking steps to meet your students where they are at, and that is good teaching.

Women wellbeing

Over many decades, the definition of “health” in population studies has expanded beyond the notion of “absence of disease or infirmity” to include a more comprehensive and positive view combining physical, mental and social well-being.This report focuses on on how broadly or narrowly women’s well-being is perceived and defined in different cultures and at different life stages, and the role that women play in enhancing their own well-being.

• - Both women and policy-makers define women's well-being mainly in terms of physical health and fitness, but other factors are also considered
• - The definition of well-being varies with personal circumstances
• - Low participation rate in government programmes aimed at improving women’s well-being
• - Mismatch between women’s priorities and those of government well-being programmes
• - Women say they actively manage well-being, but evidence shows otherwise
• - Higher-income groups more likely to take an active approach to health management
• - Women in developing countries are more active information searchers than women in developed countries