Engaging Learners Using Learning Stations
Lynn W Zimmerman, PhD
English Language Fellow
Aleksander Xhuvani University
Elbasan, Albania
https://lwzimmerman.wordpress.com/poland-workshop-materials-may-2015/
Lynn.Zimmerman@trainingexpress.es
Principals of engaged learning
• Students are “engaged” in the learning process
through a variety of activities including:
– Discovery (through games, reading or other
activities)
– Speaking
– Asking and answering questions
– Making mistakes
Principals of engaged learning
• Engaged learning in the classroom:
– Be allowed to choose some of their own
activities
– Be encouraged to ask questions
– Be encouraged to help each other discover
answers to questions
– Change activities often to keep interest
– Speak often
Discussion
• What does an engaged classroom look like and
sound like?
According to school principal, George Couros…
 An engaged classroom has these features:
 Voice – students can share their knowledge
 Choice – students can move about and choose some of their
own activities
 Time for reflection – students should have time to
discuss/write about what they have learned
 Opportunities for innovation– students should be allowed to
create and innovate
 Self assessment – students can showcase what they have learned
and reflect on it
In an engaged classroom the students are…
 Critical thinkers – students should have the opportunity
to question and to develop their own ideas and opinions in
the classroom.
 Problem finders/ solvers – students need to have
opportunities to find and solve REAL problems
 Connected learners – their learning should relate to the world
outside the classroom. Teachers can use technology to help with this.
ACTIVITIES
 We are going to participate in several activities.
 You will rotate around the room to participate in each.
 The activities will be done in small groups as learning
stations.
 Each one will last approximately 6-8 minutes.
 At the end of the time, you will hear me clap. When you hear
the clap, please go to the next station.
Considerations
• While participating in the various activities,
think about how they might work in your own
classroom.
• Consider the following:
– How could this activity be adapted to the age
group I will be working with?
– How can I personalize the activities to make them
more appealing to my students?
Activity One - Colors and Numbers Cards
 There are cards on the table which have the numbers 1-10.
 There are 3 of each number and they are different colors,
red, blue or green.
 There are two possibilities for games:
 Go Fish – the object of the game is to make sets of numbers, one
of each color. Each player draws 4 cards. Then in turn you ask for
a certain color of card (e.g., Do you have a red 1?). If the person
asked has it, they give it to the asker. If not, they say ‘Go Fish’
and the asker has to draw a card. Then it is the next persons time.
The game ends when someone empties their hand and the person
with the most sets wins.
 Memory – You can decide whether matches must be numbers or
colors.
Activity Two- Games, Games, Games!
• In pairs, choose one of the games on the table and
play.
• There are several games, so if you finish a game, you
can choose to play another one.
• There are markers and spinners, but there are no rules
so be creative about deciding how you want to play!
Activity Three - Poetry Writing
• There are writing prompts for two types of
poems.
• Each person in the group will choose which of
the two types of poem they want to write.
• Write your poem.
• Share your writing with the group.
Activity Four – Puzzles Galore!
• Each person should choose one of the puzzles
to complete.
• If you finish before time is up, choose another
one.
Activity Five - Picture discussion
 Look at the pictures and each person should
choose one.
 In turns, describe your picture using the
guided questions to discuss them.
 If you finish before the time is up, choose
another picture to discuss.
Activity 6 - WordScapes
• In your group, choose one of the pictures and
complete the activity associated with that
picture.
• Do not choose the same picture as another
group.
Feedback - Turn and Talk
• Which skills did you use in the activities?
• Which age group/proficiency level was each activity best
suited for?
• How could you adapt these activities to other groups?
• What activity did you learn the most from or find the most
meaningful?
Some Ideas for Pre-Literate Learners
• Listening Center
• Alphabet Center
– http://www.kidslearningstation.com/preschool/
alphabet-worksheets.asp
• Storytelling Center using pictures
Resources
• Free printable games and game templates
–
–
–
–
http://www.esl-galaxy.com
www.toolsforeducators.com
www.eslgamesworld.com
http://donnayoung.org (templates to fill in after
printing)
– www.busyteacher.org (worksheets, games,
activities for all four skills and every level)
– www.Americanenglish.state.gov
More resources
• http://georgecouros.ca/blog/archives/3586
• https://www.youtube.com/watch?v=JUnhyyw8
_kY (TED Talk on engaging students in being
problem finders and problem solvers)
• Intrator, Sam M. “The Engaged Classroom”.
Educational Leadership.
http://www.flec.ednet.ns.ca/staff/PFI%2020056/The%20Engaged%20Classroom.pdf