• Strategies for Inquiry
• Stations

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Surf and Master the Web

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Teaching with the Web

 

Station Labs
By Liz Woolard, Enloe High School, Raleigh, NC

• Only one computer available for data taking
  By matching a "tech station" to other related stations one computer may be utilized effectively
  
  
• To accommodate for differences in learning styles
  Many different approaches to learning can be emphasized in each station
  
  
• To enable the teacher to focus on difficult material or techniques
  By matching less challenging stations to ore difficult ones there is less need to spread your attention around and the teacher can focus on the place where students are having more difficulty
  
  
• To offer variety
  Many students enjoy the chance to experience a variety of different learning techniques
  
  
• To help students learn about connections to many different areas
  Using a variety of stations helps students see connections they might not normally observe
  
  
• To teach students cooperative learning skills
  These are more likely to be emphasized in station labs
  
  
• To allow the teacher to test new ideas for lab activities
  If just in one or two stations, a new idea can be tested better and notes can be made for improving the activity
  
  
• To allow students a chance to challenge themselves
  Some stations may be options and offer challenges to students who wish to look deeper at content and method
  
  
• Last but most importantly, to emphasize exploration in lab activities
  Think of station labs as one big meal with many courses broken into digestible pieces. Each of these pieces should encourage discovery and process!

• Make one more station than you need
  (28 students -> 7 groups of 4 -> 8 stations)
  

• Make a check-off sheet for each student and quiz questions based on the stations.
  Use the quiz questions after the activity (and before also if desired)
  
  
• Plan time for each station. 15-20 min. for each means 2-3 days for station unit.
  
  
• Rotation: rotate lab groups through stations, sum up together OR rotate mixed groups through some stations, remix and teach each other.
  
  
• Use many modes and materials: computer, CBL, journal articles, video, laserdisc, tutorial, equipment, research
  
  
• Example: Sound Unit Big Question: How does sound physically behave?
  Laserdisc from Mechanical Universe on Resonance (shattering a glass)
  Computer tutorial on sound wave behavior
  MBL on measuring sounds
  Journal articles on sound and sound experiments
  Demonstrations to explore: kroogah tube, tuning forks, burners and carpet tubes
  Experiment to measure speed of sound in tall graduated cylinder
  Vocabulary study from text

• Computer as demonstration: need overhead panel or video connection to TV, lead whole class in discussion, students take turns coming to keyboard.
  
  
• Computer as station: one station of many, make use of its differences
  
  
• Computer as analysis tool: lab teams input data on different aspects of experiment, teacher leads discussion of merged data.
  
  
• Computer as extension: students use when done with regular work, chance to stretch beyond average.
  
  
• Computer as tutorial: students use for extra practice, patient, non-judgemental.

Last Updated:12/01/01
WebMaster: beth_snoke@ncsu.edu
© 1998 , Lisa L. Grable, Beth Snoke