How Can Learning Stations be Used With the Problem Method?
Learning stations can be large or small spaces which contain open-ended or interactive learning materials. There may be many stations relating to a major theme or a few which support and enhance other teaching methods used. Children working in cooperative learning groups may be cycled through a series of stations.
Steps of the Problem Method
1 - Creating the Setting
| • Assessing and sharing prior knowledge and bringing it into focus. | • Stations with just enough information to encourage children to share what they know related to a topic. |
| • Building background information | • Learning stations which create a setting and set parameters for the unit of study. |
| • Motivating, creating interest, doubt, and concern . | • Learning stations which encourage children to ask questions about the topic they are about to study. |
2 - Establishing Pupil Ownership
| • Task or problem identification and formulation. | • Learning stations at which children can record related questions. |
| • Question raising. | • Learning stations which help children learn how to ask good questions. |
• Organizing questions - Posing possible solutions |
• Learning stations which help children organize questions they have asked. |
3 - Locating and Recording Information
| • Emphasis on use of multiple and varied resources. | • Learning stations which provide information. |
| • Development of study skills and
learning strategies. • Asking additional questions as need arises. |
• Learning stations which give
practice with skills. • Learning stations which encourage positive attitudes. • Learning stations which encourage cooperative learning or show how to assume roles in it. |
| • Hands-on learning. | • Learning stations which help
students do service learning. • Learning stations developed by the children as they study. • Game stations where pupils can learn through repetition. • Learning stations that provided a place to observe and record changes in an object or experiment. • Learning stations at which constructive activities can be done.
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4 - Information Sharing and Summarization
| • Need for communication or reflective thinking results from use of multiple sources. | • Learning stations which help children write individual or group summaries. |
| • Review, organization, and internalization of learning. | • Learning stations at which books, videos, tapes, or other compilations of unit work are created. |
| • Some closure. • Some awareness of new problems. |
• Learning stations which help learners synthesize and summarize ideas. |
5 - Evaluation
| • Evaluation of pupil progress. | • Learning stations at which students can compare early work with final products. |
| • Evaluation of the value of the unit. | • Learning stations with
self-checking materials related to major concepts,
skills, and attitudes taught. • Learning stations at which children can record "advice" for their future work as a group. • Learning stations that list words (gambits) students can use to praise, encourage, or positively respond to team or class members. |
| • Evaluation of learning strategies and procedures in terms of efficiency and effectiveness. | • Teacher examines work done at stations and decides what to do again. |
My Unit Topic