Quite often, centres or learning stations are associated with kindergarten, and the reasoning being that its instructional approaches focus on play- and inquiry-based learning. However, the same can be said for any grade. Just like in kindergarten, strategies and approaches are developmentally appropriate; with that in mind, play and inquiry can be developmentally adjusted for older grades. It may look and feel different, but that explorative and curiosity-supporting learning experience is still present.
THE WHY
Transferable Skills
In an age where technology is moving so rapidly, we need to provide opportunities for students to develop transferable skills.
Inquiry-based learning provides learners with the opportunity to critically question and analyze real-life problems, which further engages learners. Imagine there is a concern in the school community, and students are able to discuss and try to problem-solve for that issue all while following curriculum expectations? Inquiry also provides learners multiple means of expression, which makes the learning more accessible.
The transferable skills and inquiry are also interwoven in the curriculum. Being able to weave through the process of inquiry at centres (indoors or outdoors) helps to chunk the learning process into smaller more manageable stages where students can collaborate, explore ideas, test them out, reiterate, and even consult with an educator. It also provides you the time and space to be responsive to students’ needs. Read this ETFO Voice article to get inspired about an outdoor inquiry-based learning experience.
In a coding class, an educator used learning stations to support learners, specifically small group instruction and problem-solving tasks. While the students worked collaboratively in flexible groups to debug a code at one station or write the code at another, the educator is making observations and having conversations with students. In a French class, an educator is leveraging digital tools, including Artificial Intelligence (AI), at learning stations. (ETFO has published some Members’ Guides to Artificial Intelligence.) Students are sequencing images and then writing the story in French, another centre requires developing a prompt to generate a similar image to infer about, all while the educator is working in a small group to develop and strengthen vocabulary.
THE HOW
The Environment as a Third Teacher
To encourage learning stations/centres, it is important to consider the learning environment. Flexible seating or being able to move and shift when exploration time is occurring is important in the fluidity of this kind of learning. There’s a quick read about co-creating a learning environment in ETFO’s Building & Enriching Partnerships in Kindergarten, and most of the self-reflection questions are relevant for any grade. ETFOpley.ca also provides more insight.
Self-Reflection
Prior to engaging in learning stations/centres, there needs to be detailed thought on the flow and roles to focus the explicit/direct instruction needed to develop the routines.
For example:
- What are you doing while the students are at centres?
- What skills and knowledge are students developing and for what purpose?
- How do students access the information at each station (e.g., visuals, audio, video, etc.)?
- How are the open-ended invitations to learning displayed at each centre (e.g., sign, audio recording, visuals and words, etc.) to support all learners?
- Are materials accessible (e.g., magazine folder or tray of all items needed for centre)?
- How are students documenting their learning and how is it made visible?
- How are you assessing learning (e.g., observations, conversations and products)?
- When will learning stations/centres occur (e.g., after lesson, middle/end of a unit)?
Once there is an understanding of these considerations, then there needs to be time to practice for both students and you!
Success Criteria
Students need to learn how to collaborate with peers, how to engage and then clean up the space for the next group, they need to know how to document or submit learning. Co-creating success criteria on what is expected during learning station/exploration time helps to make it a smoother process.
High Expectations & Check-Ins
Don’t be afraid to stop the learning if the success criteria isn’t being met. Yes, it takes time out of the learning for that moment, but it’s a teachable moment for the learners and reminds them of what they co-created with you. Learning stations take time at first, however, the initial time and energy does pay off as transitions, independence and focus become better. The first step is setting those high-expecations and trying it out together.
