##
* *Reflection: Station Rotation
Geometry Review: Creating a Stations Review - Section 1: Setting Up a Review in Stations

Stations are an instructional tool that I use in my teaching. I think that in order to really make stations function as a beneficial use of instructional time the teacher has to set up clear expectations of what the students should be doing within their group. Although my students really enjoy going from station to station, sometimes it is difficult to keep them focused on what they need to be doing.

During a stations activity, I often stop the class and put attention back on me to remind them of what their expectations are during this time. At the beginning of the year I had to do this several times. As I progress through the year, the students are becoming more independent and can handle working with a small group unsupervised. I definitely recommend being patient with setting up small group time in the classroom. It is not something that happens overnight.

*Small Group*

*Station Rotation: Small Group*

# Geometry Review: Creating a Stations Review

Lesson 20 of 22

## Objective: The students will be able to show and explain their knowledge of fifth grade geometry concepts.

*45 minutes*

The purpose of this two day lesson is to review all the material that will be included on the assessment. In order to review I have created seven stations that groups of students will rotate through over the course of two days. On the first day I will introduce the stations to the students and have them complete three of the stations. The second day I will have the students complete the remaining four stations.

Each station consists of an activity for the students to practice for 15 minutes. The activities will be similar to the activities we did throughout this unit. My intent is that they won’t need much explanation of what they need to do because they will have already done something similar.

Also, there is an exit slip to accompany these two days consisting of six parts. The students will complete the portions of the exit slip that correspond with the stations they completed during that day. I will use the information from the exit slips to gauge any misconceptions or areas of weakness for the students. If an additional practice session is needed I will add another day.

*expand content*

#### Designing the Stations

*30 min*

When wrapping a unit that covers several weeks of material it is important to make sure that the review material is key to the students understanding. As I was thinking of how to review the material on the assessment, I thought that the best way for this unit would be creating stations in which the students review key material.

A lot of times when designing lessons for a unit, the lesson focus starts small. You have to work on part a before you can dive into part b. The background information for a concept then becomes less of the focus and that part b gets into the spotlight. So, when going back through the lessons of my unit I looked for part b activities. Activities in which the students were really diving into the concept became my focus.

Although stations can be a very time consuming undertaking I think it is beneficial. When thinking of creating stations you have to think of all the materials that will be needed at every station. The hope is that students are able to progress from station to station within a group while I am able to work with a small group. Because I pulled activities from lessons I have previously taught, the creating stations nightmare became less daunting.

*expand content*

#### Grouping

*15 min*

After creating the stations I had to think about grouping the students. This is also an important part of this review. I had a couple options of how to group students. One, I could group students based on their prior math performance and put students with similar levels together. Two, I could group students with these prior math performance scores and spread out the high and low performing students.

I chose to go with option two for this review. If I were to put all the low students in one group, I fear that they would struggle with the activities all together. However, if I create a group with some high students and some low students, I think it sets up a better learning environment for both of them.

If you are able to teach a concept to someone, you fully understand the concept. So, if my high students are able to help my lower students within these stations, it not only deeps the knowledge of the higher student, but also increases the knowledge of the lower student.

*expand content*

Hi Erin,

I really like this idea to help students prep for assessments. You mentioned an exit slip with 6 parts, I didn't see it attached to your posting. Can you share that on your post?

Thank you,

Nancy Crowell, Student Teacher, Friends University, Wichita KS

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- LESSON 1: Acute, Obtuse, and Right Angles
- LESSON 2: Around the Room
- LESSON 3: Pattern Blocks Exploration
- LESSON 4: Greedy Triangle
- LESSON 5: Introduction to Protractors
- LESSON 6: Using the Protractor
- LESSON 7: Triangle Types
- LESSON 8: Types of Polygons
- LESSON 9: Classifying Polygons
- LESSON 10: Practice with Polygons
- LESSON 11: Irregular VS Regular Polygons
- LESSON 12: Coordinate Grid Introduction
- LESSON 13: Coordinate Grid Practice
- LESSON 14: Coordinate Grid Task: Jumbo Grid
- LESSON 15: Coordinate Grid Task: Battleship
- LESSON 16: Graphing: Making a Table
- LESSON 17: Graphing: Plotting Data
- LESSON 18: Graphing: Task
- LESSON 19: Graphing: Input VS Output
- LESSON 20: Geometry Review: Creating a Stations Review
- LESSON 21: Geometry Reveiw: The Stations
- LESSON 22: Assessment