What are the benefits of virtual stations?
There's a reason why so many teachers use this instructional model. First, it allows us to use data to strategically group students and differentiate their instruction. Second, teachers can teach and reteach small groups, allowing for more guidance and feedback. Finally, students practice a skill in different ways — on their own, with peers, and with their teacher — which is engaging and supports different learning preferences. There are so many benefits.
Planning your virtual stations
Planning a virtual station rotation can feel like a heavy lift — there's a lot to think about and organize. Keep the model's benefits in mind; it's worth it. Trying this online is new for all of us, which means you'll "learn while doing." If it feels messy at first, that's okay.
First, backward-plan your rotation — a tried and true method, both online and off. Some questions to consider:
- What do you want your students to know?
- What do you want your students to be able to do?
- What are the tools you have for virtual learning?
- What skills do your students need to use these tools independently?
- How many stations will you have?
- What type of learning will happen at each station (collaborative, individual, teacher-facilitated, etc.)?
- What learning activities are your students familiar with or enjoy?
- What routines and procedures do you need to facilitate rotations?
- How will you hold students accountable and assess progress?
Use a slide deck for your rotation home base — students should be able to access it the same way they access other resources and assignments (Google Classroom, your class website, email, etc.). This is where you outline routines and procedures, provide directions for each rotation, and link resources.
Timing and transitions
How you time your rotation depends on your schedule. You can use your virtual instruction time, or ask students to complete collaborative and independent work on their own and join you at a designated time for their teacher-led rotation. If using virtual instruction time, leave plenty of time for transitions between rotations, especially with breakout rooms. If students only join you live for your rotation, include a formative assessment for the other rotations to help hold students accountable.
Collaborative rotation
Students work together — but how, when they aren't in the same place? Collaborative tools like Google Docs and Today's Meet work well here. Link an introductory video in your slide that explains the instructions.
Try it out
Because you're "learning by doing," it's okay if everything doesn't go according to plan. Ask your students for feedback and reflect on your experience — debrief with an instructional coach if you work with one, and don't hesitate to make changes to improve your system. Be transparent with your students that this is new for you and for them, and celebrate small wins along the way. Choosing to try a virtual station rotation is a step toward meeting your students where they are — and that is good teaching.
Women's wellbeing
Over many decades, the definition of "health" in population studies has expanded beyond "absence of disease or infirmity" to a more comprehensive, positive view combining physical, mental and social wellbeing. This matters for how broadly or narrowly women's wellbeing is perceived and defined across different cultures and life stages, and the role women play in enhancing their own wellbeing.
- Both women and policy-makers define women's wellbeing mainly in terms of physical health and fitness, but other factors are also considered.
- The definition of wellbeing varies with personal circumstances.
- Participation in government programmes aimed at improving women's wellbeing is often low.
- There can be a mismatch between women's priorities and those of government wellbeing programmes.
- Women say they actively manage wellbeing, but evidence sometimes shows otherwise.
- Higher-income groups are more likely to take an active approach to health management.
- Women in developing countries tend to be more active information-seekers than women in developed countries.