Positioning is a strategy I use, especially at the beginning of the school year, to ensure that my students know where they should go, what they will do at each station, and how much time they will spend at each station. Positioning occurs after I welcome the class (please see the "Opening Bell" strategy video) and before they begin rotating. I typically project the group assignment page from our class website onto the smart board and do a few quick checks for understanding before I let students go to their stations.
Communicating and collaborating with both colleagues and students' families is crucial in a blended environment. This is especially true if a teacher is doing something that looks very different from other teachers at his school. Check out how Aaron communicates and collaborates with both his colleagues at school and his students' families and how his methods of communication and collaboration have evolved over time.
There are times when the work being completed at the independent station is not designed to be completed in one session. I noticed that, while I could get an accurate pulse of the small-group session and collaborative station, assessing the independent station was more challenging. My students are expected to account for the work they did or did not complete during the independent station by commenting on their progress or by talking about something that was interesting or challenging. This is an extremely powerful accountability strategy and also an opportunity for my students to practice their speaking and listening skills.
I use this strategy to activate my students' interest and prior knowledge on a topic. This gives me a good starting point on the curated video and reading list for the independent station. It also gives my students a visual representation of the range of interests in the class. In my opinion, using the interests of my students to guide instruction is the core of a student-centered classroom.