How Does Station Teaching Effect Language Learning?

Suprabha K.*, G. Subramonian**
* Research Scholar, Sri Ramakrishna Mission Vidyalaya, College of Education, Coimbatore, India.
** Associate Professor, Sri Ramakrishna Mission Vidyalaya, College of Education, Coimbatore, India.
Periodicity:July - September'2014
DOI : https://doi.org/10.26634/jelt.4.3.2858

Abstract

All across the nation, general and special education teachers, English as a Second Language teachers, and other service providers, such as speech-language pathologists from all grade levels and all content areas, are taking the plunge into co-teaching. Station or rotation teaching is a co-teaching strategy that calls for the designing of at least three workstations or learning centers where students rotate in and out in small groups. In a station teaching approach teachers divide the responsibility for planning and content instruction. Students are rotated between three or more stations, also known as centers, which are either managed by a teacher or assistant or are independent stations. Teachers can work together to determine how many stations are appropriate for a given activity. Independent student workstations should include explicit instructions accompanied by teacher monitoring to ensure that learning objectives are met.

Keywords

Co-teaching, Co-teaching Models, Station Teaching, Co-teaching Relationship, Implementation, Benefits.

How to Cite this Article?

Suprabha, K., and Subramonian, G. (2014). How Does Station Teaching Effect Language Learning?. i-manager’s Journal on English Language Teaching, 4(3), 21-25. https://doi.org/10.26634/jelt.4.3.2858

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