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Why use Stations strategy?

• Allows for more teacher-to-student assistance with the activity
• Improves students’ flexibility with the program
• Provides teacher with the opportunity to focus on students individually
• Provides additional opportunities to practice vocabulary in writing
• Speaking and listening opportunities enhance writing and acquisition of content knowledge

Guided Planning
Materials

• Device (Computer, Chromebook or iPad)
• Vocabulary lists from ThinkCERCA
• A Place to Record Feedback Conference Notes

Student Background Knowledge

• Familiar with the ThinkCERCA program
• Understands how to formulate an argument
• Evaluating impact of changes based on feedback from conferencing and editing

Instructions
Organize groups so that there are 3 stations (usually 2 groups to a station). Each station will be working on their assignment for the given amount of time (30
minutes at each station, which might move into a second day of instruction if you do
not have 90 minutes available).

• ThinkCERCA Discussion
• Vocabulary Application
• Conferencing (with teacher)

1. ThinkCERCA Discussion: The students working at these 2 stations will be finalizing a previously assigned CERCA assignment while engaging in a discussion on the article at hand. The students will use their written CERCA arguments as talking points for their verbal discussion. (Discussion questions may be given for further discussion, as well as classroom discussion guidelines to ensure that all students are participating. Teacher will be required to check-in for discussion groups at points throughout the 30 minute stations.)
2. Vocabulary Application: The students working at these 2 stations will be working on the assigned Vocabulary lesson for that particular week/unit and figuring out how to incorporate the vocabulary to the CERCA they have written.
3. Conferencing: The students working at these 2 stations will collaborate in peer editing while individual students are called to conference with the teacher. The teacher will go over the feedback that he/she has provided through ThinkCERCA and review it with the student, including discussion on vocabulary application. The student may ask questions and/or express concerns during this one-on-one time and jot down notes. Then, he/she will return to their desk to consider and apply revisions.

Outcomes

• The students will learn how to incorporate meaningful, precise vocabulary in their writing.
• The students will be able to enhance their writing immediately based on useful feedback from teachers
• The students will enjoy access to teachers during class time, which will allow for more effective feedback on writing and increase motivation.
• The students will be able to verbally express their arguments through discussion and debate.
• The students develop independence and ownership as they learn to manage assignments individually and in an organized routine.