INTRODUCTION
Rationale of the study
The Ministry of Education and Training's new general education program in English focuses on developing students' communicative competence, language skills, and positive attitudes Moving away from traditional teacher-centered approaches that prioritize test completion, the program aims to better prepare students for the challenges of the new millennium by enhancing their productive skills.
In the 21st century, educators are shifting from a teacher-centred approach to a diverse, student-centred learning environment Rooted in constructivist theory, student-centred learning positions students as active participants in their education In this approach, students gain greater control over their learning by setting personal goals, exploring strategies, and making decisions to achieve those objectives This engaging process not only enhances the meaning of learning but also fosters the development of higher-order thinking skills.
One of the primary challenges teachers encounter is making reading and writing lessons more engaging To address this, I aimed to identify techniques that enhance student motivation and foster the development of language skills and complex learning strategies.
The matter above inspired me to deal with the topic: “Using learning stations to engage students and promote autonomy in English lessons in the new english textbook 10.”
Aims of the study
This study focuses on creating engaging activities for reading lessons in the New English Textbook 10, with the goal of enhancing students' English learning experience It emphasizes understanding the meaning and function of language over memorizing specific forms, while also fostering student autonomy in a fun and interactive setting.
Scope of the study
- Applying in the reading, writing and review lessons in English 10
- Applying to get students involve in the lessons
Object of study
- Students in grade 10 at Hoang Mai 2 high school
Method of the study
- Collecting a wide range about the reality of our school’s students from colleagues
- Studying theoretical background of learning station method to develop learner’s competence
- Reading reference books, discussing with other teachers, applying in teaching, and getting experience from the teaching in the class
MAIN CONTENT
Theoretical and practical background
A learning station is a structured environment where students collaboratively engage in educational activities, such as experiments and problem-solving tasks These stations provide valuable resources and materials, fostering active participation among students As a result, this interactive approach enhances the retention of knowledge, making the learning experience more effective and lasting.
The learning station method involves teachers setting up various stations in or outside the classroom where students independently complete learning tasks Each station is designed to facilitate different activities, allowing students the freedom to engage with the material under teacher guidance This approach emphasizes self-directed learning, as students are required to tackle challenges at various levels on their own, fostering skills in self-control and independent study.
1.1.2 Factors effecting learning station method
The relationship between the number of students and the classroom area is crucial for effective learning While some activities can occur outside the classroom, it is essential to have a spacious room for in-class activities to facilitate an optimal learning environment.
Students' self-orientation significantly impacts their independence in task fulfillment, with higher levels of self-orientation facilitating easier classroom organization for teachers This increased autonomy allows students to express their creativity and provides them with multiple opportunities to complete their tasks Consequently, the dynamic shifts from teacher-led control to an environment where students are encouraged to share their opinions and actively participate in their learning process.
The success of implementing learning stations in the classroom heavily relies on the quality of available materials It is essential to consider the type of classroom environment we aim to create and assess the materials at our disposal before organizing these learning stations effectively.
- Scope: The teacher will decide how much time to allow for learning station activities The scope of learning stations depends on the formula and content suggested by the teacher
1.1.3 Advantages of learning station method
According to Manuel (Manuel, 1974), using Learning station method brings many benefits for students, for example:
Students will learn to work collaboratively in groups, enhancing their ability to cooperate with peers This experience fosters improved debate and social skills, while also promoting critical thinking and problem-solving abilities.
Students will cultivate independent work habits, which are essential for their academic growth This independence allows them to tackle various challenges without relying heavily on detailed teacher explanations Instead, they receive general instructions and actively engage with tasks at different stations, enabling them to progress at their own pace.
Students will enhance their time management skills by transitioning between different stations upon completing tasks, allowing them to avoid prolonged periods of inactivity that can lead to boredom This movement not only boosts their excitement but also presents new challenges for them to tackle Additionally, students will uncover creative approaches to problem-solving, as each task offers multiple solutions, encouraging individual cognitive thinking and diverse strategies to achieve their goals.
Students have the opportunity to explore their interests by selecting their preferred workstations and determining their own routes This autonomy allows them to choose how and where they want to begin their learning journey, fostering a personalized educational experience.
Learning stations provide students with valuable opportunities for additional practice in areas where they may be struggling These dedicated spaces allow students to concentrate on specific subjects, spending as much time as needed until they gain confidence and can effectively apply their knowledge in real-world situations.
- Students will understand evaluating techniques and know how to use evaluating methods: Students used self-assessment scale to evaluate themselves and their peers
Schweitzer (1995) highlighted the effectiveness of the learning stations strategy in improving students' learning and critical thinking skills This approach fosters a sense of responsibility among students for their own learning environment, ultimately enhancing their educational experience.
1.1.4 Disadvantages of learning station method
Learning stations also display certain disadvantages:
One of the challenges in education is ensuring an adequate class space that accommodates the right number of students A classroom that is too large can hinder effective learning, while an overcrowded environment can also pose significant difficulties.
Effective learning activities demand ample time, as students may engage with a single task through various approaches Additionally, it's essential to allocate sufficient time for students to select their learning corner and to facilitate movement between different areas.
Teachers require ample time for preparation, as they must design various tasks, instructions, supporting materials, evaluation tools, and teaching aids for each learning corner This preparation includes setting up these corners before class begins and dismantling them afterward, emphasizing the importance of time management in effective teaching.
Learning stations are not suitable for every lesson or content area, especially for inexperienced teachers who may find it challenging to organize, manage, and evaluate the learning process effectively It is recommended to implement this method selectively and in specific contexts, rather than using it continuously throughout the curriculum.
Solutions
2.1 Process of designing and teaching by learning stations
2.1.1 Process of designing lessons by using learning station method
Step 1: Identifying purpose of a lesson that using learning station method
Teachers identify purposes of the lesson to see if it is suitable
Step 2: Identifying contents using learning stations
Teachers create independent learning stations tailored to lesson content, allowing students the flexibility to begin at any station without affecting their overall task outcomes.
Step 3: Identifying the numbers of stations and activity time in each station
Setting up stations in a lesson can enhance learning by allowing for independent exploration of content The number of stations should correspond to the number of distinct topics being taught; for instance, if a teacher plans to cover four independent concepts, they should create four stations that students can complete in any order Additionally, more stations can be beneficial for introducing or reviewing multiple concepts, particularly in larger class sizes.
To effectively manage large classes or limited stations, teachers should create multiple setups of the same activity and organize students into rotating groups of four to six members This small group division allows for the assignment of specific roles, ensuring that each student is responsible for their designated tasks.
The duration of the Learning Stations process can range from 10 minutes for a single activity to 45 minutes for a complete lesson Teachers must carefully allocate time for each station and the subsequent debriefing, as lessons can easily exceed the planned timeframe Additionally, it's important to consider that younger students may lack self-awareness during tasks, making effective time management crucial for a successful learning experience.
Step 4: Identifying purpose of each station
Because of the independence of content of each station, purpose of each station must be different
Step 5: Designing worksheets and learning aids
To effectively manage student paperwork, teachers can provide copies of all worksheets and instructions at each station Depending on the station's purpose, they may opt for a single worksheet for group completion or individual worksheets for each student Alternatively, teachers can prepare a comprehensive packet containing all necessary materials and distribute it to students at the start of the activity.
Step 6: Setting up rules for using stations
Teachers need to set up a list of rules and procedures for students to follow Below are some rules that teachers can create:
- Choose station that you want to go first and complete the task in that station based on your ability
- Do not disturb the teacher when he or she is working with other groups
- Do not disturb your friend if you are on individual task
- If you have a question, you can ask someone in your team or raise your hands
2.1.2 Process of conducting lessons by using learning station method
Step 1: Dividing students into groups
In a typical setting, the number of groups corresponds to the number of stations; however, for larger classes, it may be beneficial to double the number of groups relative to the stations This approach ensures that group sizes remain small, facilitating greater student participation in station activities.
Step 2: Choosing types of learning stations and the movement of students to stations
With small students, teachers can use Closed stations where the order of movement was fixed, and students are easy to follow instructions
In a large classroom setting, teachers can implement Hot Wheel stations equipped with two or three identical wheels This approach creates a complete station-period system, effectively reducing the number of students in each group By doing so, it ensures that every student has the optimal opportunity to engage with and complete their tasks.
Once the station period concludes, teachers facilitate a discussion among students to reflect on their experiences, discoveries, and questions from the activities This collaborative dialogue allows teachers to highlight key takeaways, summarize the results of the activities, and identify new knowledge or skills that students may need to develop further.
Step 4: Assessment after conducting learning stations
Teachers should implement both formative and summative assessments to effectively evaluate student performance Observing students during station activities allows educators to gather valuable insights, while careful recording of these observations is crucial for assessing student work Additionally, utilizing students' worksheets serves as a key component in the overall assessment process.
Designing a lesson plan may include the three following steps:
Besides the lesson objectives according to the requirements/norms in knowledge and skills, the teacher can also identify the lesson objectives in terms of other skills
Skills that students can develop when working in learning stations
Teachers should consider these questions when designing learning activities – How many corners/areas are there for students to work in and how these corners are formed?
– Which corners are “Must-tasks” (obligatory) and which corners are “May- tasks” (optional)?
– What are the agreements between the teacher and students?
– What support might students ask for and how will they be supported?
– What should the teacher do to correct the tasks and make student evaluation effective?
– How should activities be organised to make them suitable for students and not cause disorder?
– How should learning outcomes be evaluated in a broad way?
Step 3 Revising the lesson plan
Exploring reading lessons in New English textbook 10
3.1 Unit 4: For a better community – Lesson: Reading
Step 1: Determining a learning environment with a defined structure
Content: The passage students read in this lesson has four paragraphs with 2 types of tasks: Pointing out the main ideas and matching sentences
Location: In the class I originally designed this activity for, I had forty students, so I created five stations and groups students into six teams of eight students
Time: The time for this activity is 25 minutes Students have about 3 minutes at each station
Step 2: Designing tasks and activities in each corner
Based on the defined structure, I then created worksheets and posted a set of questions at each station
The five stations are named: STATION 1, STATION 2, STATION 3, STATION 4 and STATION 5
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Stage 2: Organisation of teaching in learning stations
Step 1 Arrangement of classroom space
Arrange the corners/learning areas appropriately for the classroom space, this activity is done before the lesson begins
Step 2 Introducing lessons or content
Introduce the lessons or learning content and introduce names and location of the learning stations:
In this activity, students will engage in a collaborative learning experience by rotating through designated corners, each with specific tasks to complete Each corner has a maximum time limit for task completion, allowing students to manage their time effectively Students will choose their starting corner and, in pairs, visit a random station to read the provided information and complete the assigned task After writing their answers in their notebooks, they will return to their groups to share their findings and collectively fill in the main handout This structured approach promotes teamwork and enhances understanding of the material.
Students select starting stations based on their interests while taking turns to explore different stations The teacher may need to intervene if an excessive number of students gravitate towards the same area.
Students have the freedom to select their starting point and the sequence of movement between corners However, teachers should ensure that this choice does not lead to chaos or time wastage Providing students with a map can help them navigate effectively from one corner to another.
Step 3 Organising students to work in learning stations
At stations 1, 2, 3, 4 students work in pairs
At station 5, they work in groups
During the students’ learning process, teachers regularly monitor and observe to notice students' difficulties and to give timely support By doing so, Teachers may evaluate students’ pair work product
Step 4 Creating activities for students to exchange and evaluate learning results
Station 5 is the place where students do peer evaluation, then teacher gives feedback and discuss with the whole class
3.2 Unit 8: new ways to learn – lesson: reading
In this lesson, learning station method is used for while – reading activities
Step 1: Determining a learning environment with a defined structure
Content: Objectives of the lesson objectives are skimming and scanning a text for general ideas and specific information
The passage students read in this lesson has six paragraphs with a task of reading for specific information: Answer five comprehension questions
Location: In the class I originally designed this activity for, I had forty-six students, so I created ten stations and groups students into twelve teams of four students
Time: The time for this activity is 25 minutes Students have about 2 minutes at each station
Step 2: Designing tasks and activities in each corner
Based on the defined structure, I then created QR codes in website https://qrinfopoint.com/ and stick these codes in twelve cornners of the classroom
Stage 2: Organisation of teaching in learning stations
Step 1 Arrangement of classroom space
Arrange the corners/learning areas appropriately for the classroom space, this activity is done before the lesson begins
Ten QR codes are displayed around the classroom (See Appandix B)
Step 2 Introducing lessons or content
This station activity entails completing a worksheet and discussing answer to questions
In this lesson, I established ten substations and organized students into twelve teams of three or four members Each station is identified by a QR code, which students scan to access specific missions that lead them to the overall task answer Initially, students can log into five stations without passwords, where they must identify keywords from questions to obtain passwords for the remaining stations By the end of Stage 1, students are required to complete a worksheet containing five questions.
At the beginning of the class, I organized the students into groups, handed out worksheets, and provided clear instructions for the task Students had the freedom to choose any substation to start at and worked on answering questions related to the assigned text They were encouraged to attempt all questions but were also allowed to seek assistance or move on if they encountered difficulties.
Step 3 Organising students to work in learning stations
At stations 1, 2, 3, 4, 5, there were missions with the same form with the purpose of helping students find out key words for each comprehension question
Find out key words in this question:
How convenient are digital lessons?
The answer is the password for QR A (3 words)
2 Find the keywords of the question below:
How can software help improve your speaking electronic dictionaries
The answer is the password for QR C (3 words)
Find the keywords of the question below:
Why do you need to choose a device that suits your learning style?
The answer is the password for QR E (4 words) software improve pronunciation
Find the keywords of the question below:
What can you do with speaking electronic dictionaries?
The answer is the password for QR B (3 words s e )
Use mobile devices recorders cameras
Find the keywords of the question below:
How can English learners use mobile devices as recorders or cameras?
The answer is the password for QR D (5 words u m d ) choose suits learning style
Then, at stations A, B, C, D, E there were passages and comprehension questions for students to read and answer
Read the text and answer the following questions:
Download free digital lessons to your mobile devices for portable studying anytime, anywhere Many devices feature apps that utilize voice recognition technology, enabling the use of speaking electronic dictionaries where you can see and hear words simultaneously Additionally, these devices often include word lists, exercises, tests, and games to enhance your learning experience.
Question: How convinient are digital lessons?
Read the text and answer the following questions:
Many devices now feature apps that utilize voice recognition technology, enabling users to access electronic dictionaries through speech This innovative technology not only displays words on the screen but also vocalizes them, enhancing the learning experience Additionally, various devices offer word lists, exercises, tests, and games to further engage users in their language learning journey.
Enhance your pronunciation skills with specialized software that allows you to practice with various native English speakers Many English learning programs offer a selection of accents and speaker genders, catering to diverse learning preferences This software is compatible with multiple media players, making it a versatile tool for improving your spoken English.
Question: What can you do with speaking electronic dictionaries?
Read the text and answer the following questions:
Voice recognition technology is integrated into many devices, enabling the use of electronic dictionaries that display words on screen while also vocalizing them Additionally, these devices often feature word lists, exercises, tests, and games to enhance the learning experience.
Software is available to enhance your pronunciation by allowing you to practice with various native English speakers Many English learning programs provide options for different accents and genders, catering to diverse learning preferences This software is compatible with various media players, making it accessible for users.
Question: How can software help improve your pronunciation?
D Use mobile devices recorders cameras
Read the text and answer the following questions:
Many mobile electronic devices, such as smartphones and tablets, can function as recorders or cameras, allowing users to capture real-life English speech, lessons, songs, and films from various sources like television or the Internet Utilizing these recordings repeatedly is an effective method for learning English Embracing new technology can enhance your learning experience, so selecting a device that aligns with your personal learning style is essential.
18 learning English easier, faster, more effective and more enjoyable
Question: How can English learners use mobile devices as recorders or cameras?
Read the text and answer the following questions:
RESULTS OF THE RESEARCH 1 Research evaluation
Achieved results
Throughout the project implementation, the teacher diligently observes students, maintaining a diary while assessing and categorizing them into positive and inactive groups This evaluation is complemented by the team leader's results, culminating in a comprehensive overview of student performance, as illustrated in the table below.
Before applying learning stations After applying learning stations
Students) communication (% Students) collaboration (% Students)
Students) communication (% Students) collaboration (% Students)
RESULTS OF THE RESEARCH
Conclusion
In conclusion, the introduction of the Learning Station has significantly improved teaching quality while fostering student engagement, independence, and creativity This innovative approach gradually cultivates students' happiness, passion, and enthusiasm for learning.
In fact, most of the students are active and motivated during lessons using stations This has created favorable conditions for applying learning station method
When using the method, teachers must pay attention to the following:
To effectively implement this teaching method, educators should select independent knowledge units to create distinct stations within a lesson or topic Instead of covering the entire lesson, teachers can focus on specific units of knowledge, allowing for a more targeted and engaging learning experience.
- For large classes, parallel rotation can be used to minimize the number of stations while ensuring the number of students at each station
To effectively support students' learning progress and differentiate instruction based on their abilities, teachers should prepare tailored worksheets and learning materials This preparation involves designing lessons using specific models, which can be time-consuming Therefore, it is essential for educators to be well-prepared and assign targeted learning tasks, ensuring that students are ready to engage in activities at various learning stations.
Effectiveness of the research
1 I had the freedom to ask my teacher what I do not understand 43 40 15 1 1
2 I had the freedom to ask other students what I do not understand 39 44 15 3 0
Other students responded promptly to my requests for help during the station rotation classroom activity
The work in each station was evaluated regularly by me and my classmates
5 I was supported by a positive attitude from my classmates 24.7 41.3 32 2 0
I could interact with other students at my own pace during the station rotation classroom activity
7 The station rotation classroom activity helped me to learn better 26 48 14.1 8 3.3
8 I was engaged till the end of the station rotation classroom activities 18.7 42 32.7 4.7 2.0
9 The station rotation classroom activities were planned carefully 22 47.3 23.3 6.7 0.7
The station rotation classroom activities enhanced my learning process
The organization of station rotation classroom activities were easy to follow
The structure of the station rotation classroom activities environment keeps me focused on what is being learned
13 The teacher was prepared for the station rotation classroom activity 53.3 40.7 5.3 0.7 0
The teacher was available to provide me guidance during the class
15 The teacher encouraged students to work together and help each other 46.7 40.7 11.3 1.3 0
The teacher provided me opportunity to learn in different ways
17 The teacher gave me prompt feedback on my work 16.7 37.3 39.3 6.0 0.7
18 The teacher encouraged me to do my best 33 41 22 4 1
19 The teacher respects my individual way of learning 34 43 22 2 0
The teacher provided me opportunity in taking charge of my learning
The study on station-rotation classroom activities highlighted significant effects on students' learning, particularly in terms of interaction, response, lesson organization, and facilitation Most students reported improved interaction with both teachers and peers during these activities, with 50 students identifying interaction as a key contributor to their learning However, responses regarding self-evaluation varied, with some students noting a lack of teamwork that hindered collaborative assessment Written feedback revealed that practical demonstrations significantly enhanced understanding, as noted by a student who felt enlightened after physically engaging with the material Additionally, 11 students appreciated the variety of activities across stations, although 11% disagreed that the station-rotation format improved their learning Factors influencing this dissent included the time allocated for each station, with 32 students indicating that the duration was either too long or too short, leading to feelings of rush and diminished enjoyment Despite these concerns, students generally felt that the materials for the station rotation were well-prepared and easy to follow, reflecting a positive perception of lesson organization.
Facilitation during station-rotation activities received generally positive feedback, with 29 participants highlighting its effectiveness However, only 53.3% of students felt that they received prompt feedback from their teacher Qualitative responses revealed that 12 students desired additional guidance during these activities, while 7 students expressed that certain questions were challenging and required further assistance.
Suggestions for further study
While this teaching model can lead to beneficial outcomes, educators may face various challenges when implementing it To enhance the effectiveness of this approach, it is essential for teachers to engage in ongoing study, focusing on both theoretical knowledge and practical skills.
The implementation of learning stations in reading lessons can be effectively expanded to enhance various other English lessons, including writing and language skills.
1 Pinar, K., Haluk, S., & Jürgen, S (2009) Developing learning stations for the purification of waste water, world conference on educational sciences Procedia, Social and Behavioral Sciences, https://doi org/10.1016/j.sbspro.2009.01.038
2 Manuel, B (1974) How to build a learning station: Everything a teacher should know Merrimack Education Center
3 Schweitzer, J (1995) The use of learning stations as a strategy for teaching concepts by active-learning methods Journal of Geological Education, 43(4), 366–
4 Catlin Tucker, 2015, Create Small Learning Communities with the Station Rotation Model, http://catlintucker.com/2015/07/creating-small-learning- communitieswith-the-station-rotation-model/, accessed in 19th August 2017
5 Reese-Durham and Nancy 2005 Peer Evaluation as an Active Learning Technique Journal of Instructional Psychology, 32(4), 338-343
6 McCombs, B.L and Miller, L 2007 Learner-centered classroom practices and assessments: Maximizing student motivation, learning, and achievement Thousand Oaks, CA: Corwin Press pp 47 ii
APPENDIX A Students’ worksheet 1 iii iv
QR CODE FOR LEARNING STATION
APPENDIX C WORKSHEET FOR LEARNING STATION 2 vii
APPENDIX D Posters of summary viii ix
This questionnaire aims to gather honest feedback from students regarding the use of learning stations in reading lessons Your candid responses will provide valuable insights for my study, and I greatly appreciate your cooperation Thank you for participating.
Please put a cross (X) on the answer you choose:
Strongly agree Agree Neutral Disagree Strongly disagree
I had the freedom to ask my teacher what I do not understand
I had the freedom to ask other students what I do not understand
Other students responded promptly to my requests for help during the station rotation classroom activity
The work in each station was evaluated regularly by me and my classmates
I was supported by a positive attitude from my classmates x
I could interact with other students at my own pace during the station rotation classroom activity
The station rotation classroom activity helped me to learn better
I was engaged till the end of the station rotation classroom activities
The station rotation classroom activities were planned carefully
The station rotation classroom activities enhanced my learning process
The organization of station rotation classroom activities were easy to follow
The structure of the station rotation classroom activities environment keeps me focused on what is being learned