Design and Implementation of Learning Stations in the STEM Classroom

Erin Avram, Cleveland State University

This article details a multimodal learning activity in a chemistry course where students move between stations to receive and process new information using multiple delivery and assessment methods.

Introduction

A positive impact on learning outcomes through the implementation of active learning strategies has been observed, particularly in the STEM classroom (Freeman et al. 2014; Clark 2023; Beichner et al. 2007; Gaffney et al. 2008; Strelan, Osborn, and Palmer 2020; Weir et al. 2019). Evidence also suggests that students are better able to retain information and understand concepts when they are presented with information via multiple modes of delivery rather than relying on words alone (Mayer 2003; Schnotz and Banners 2003; Divaris et al. 2008). According to the Universal Design for Learning framework, there is also a benefit to student learning when students are provided with various ways to receive and process information (Meyer, Rose, and Gordon 2014; Behling and Tobin 2018). To incorporate both active learning and Universal Design for Learning in my classroom, I created a learning station activity to offer students an engaging and effective learning experience on a chemistry topic they often find challenging.

The learning station activity consisted of eight stations modeled after the structure of the Kesler Science Station Labs (Kesler n.d.). I created four “input” stations where students received new information: Read It, Watch It, Explore It, and Research It; and four “output” stations where students demonstrated their learning: Organize It, Write It, Draw It, and Assess It. To complete this assignment, students worked in small groups (1–3 students) and moved from station to station at their own pace. I recommended that groups complete at least two “input” stations before completing any “output” stations. This setup encouraged self-regulation and created a lively and engaging learning environment. An additional benefit of this activity is that I could freely move about the room to answer questions and directly interact with each student in the class.

Assignment Design Process

This assignment was designed for an introductory chemistry course focusing on the relationship between the law of conservation of matter and the process of balancing chemical reactions. Included below are the steps I used to develop this activity with commentary on how this framework can be used to develop similar activities for a wide range of courses, including upper-division and graduate-level courses. I have also designed learning stations addressing a broad range of topics, including treatment strategies for Parkinson’s disease and the axioms of green chemistry.

Step 1: Outline the learning objectives and desired learning outcomes

The design of this assignment begins with the identification of the learning objectives for that day’s class. In this case the learning objectives were to:

• Identify the parts of a chemical equation (reactants, products, subscripts, and coefficients)
• Apply the law of conservation of matter to balance chemical equations

I keep my learning objectives limited to 2–4 each day, with each one beginning with a verb, capturing what the students should be able to do at the end of the class. Ideally, some of the learning objectives should target higher-order thinking skills according to Bloom’s taxonomy, such as creating, analyzing, and evaluating (Crone-Todd and Pear 2001; Bloom 1956).

Step 2: Design activities for each station and develop assessments

The next step is to identify activities and resources for each of the stations that support the learning objectives. The stations fall into two main categories: “input” stations where students learn new information and “output” stations where students demonstrate what they have learned. It can be helpful to keep the structure of the stations consistent for both the students and the instructor. This allows students to anticipate the expectations and time constraints for each station. This also eases the intellectual burden on the instructor because you can better identify resources that fall in each category for subsequent assignments.

Input Stations

The focus of the input stations is on the delivery of new content and allowing students to explore and experience phenomena supporting the learning objectives. These stations can replace a traditional lecture and should represent multiple means of learning. While the activities can be found compiled in the assignment website link, each individual activity is hyperlinked in the headings below.

• Read It
  • Choose a short reading passage related to one or more of the learning objectives, such as an excerpt from the course textbook, an open-source text, or a news article.
  • Write four multiple-choice questions based on the reading passage.
• Watch It
  • Select a short video related to one or more of the learning objectives.
  • Write four multiple-choice questions based on the video content.
• Explore It
  • This station has the most flexibility and will vary depending on the learning objectives and discipline. Optimally this is a hands-on activity that demonstrates one or more of the learning objectives. These activities may be a short experiment, observation of a phenomena, or use manipulatives (such as a model kit).
  • Create questions for students to answer as they interact with this station; these may be open-ended or traditional multiple-choice questions depending on the activity. It is most important to draw the students’ attention to the key vocabulary and learning objectives with these questions.
  • Decide how this station can be adapted to a remote version for students who are absent on the day of this activity (as seen in the example linked here). This may include a recording of what was completed in class or a pre-existing video of a similar activity.
• Research It
  • Use this station to feature a research study related to the lesson’s topic or an interactive website such as PhET or HHMI. Alternatively, students could be asked to design an experiment to address a related research question.
  • Write four multiple-choice questions based on the paper or write guided questions to help students explore the interactive website.

Output stations

The focus of the output stations should be on students applying the knowledge that was obtained in the input stations. These should directly align with the learning objectives and reflect the expectations and format of summative assessments.

• Organize It
  • Design a sorting activity based on the key vocabulary or ideas of the day’s learning objectives.
  • This can be accomplished using slips of paper (my preferred method) or digitally using a free online program such as Wizer.me. In the assignment featured here, I created a digital sorting activity; this is also helpful for students who are absent.
• Write It
  • Create 2–3 short writing prompts based on the content.
• Illustrate It
  • Ask students to draw an image representing a key idea from the lesson.
  • This can be done electronically (such as with Wizer.me, as demonstrated in this assignment), but this can also be accomplished on paper. Some options include drawing on a whiteboard, and then students snap a picture of their work, or students can use paper and colored pencils.
• Assess It
  • This station should consist of traditional exam-style questions that students may see on a summative assessment.

Step 3: Assemble the materials

When I assemble the materials for learning station assignments, I try to be mindful of what materials are provided electronically and what are provided in print at the station. In my experience, it is best to have a combination of print and electronic materials to motivate students to physically move from station to station while combining the ease of electronic submissions of student work. I accomplish this by having key materials only visible at the physical station, such as the questions and directions. Including QR codes at the station can also be beneficial. As an alternative to printed QR codes, I created this Google Site to serve as the main hub for the relevant hyperlinks and assignment materials for students who were absent.

The Day of the Assignment

I started class by welcoming students into the learning space with a check-in form (found at the top of this Google Site of the assignment). This check-in form included an opportunity for students to reflect on how they are currently feeling and also a preview of the day’s content. I typically include an informal question asking students what they are looking forward to that week or what was their favorite part of the weekend. This helps create a supportive, welcoming atmosphere and encourages students to share things that may be impacting their learning. As a class, we then reviewed a few key concepts from the previous classes they would need for the day, and I introduced the day’s learning objectives. Students were then asked to break into their groups (typically 1–3 students) and move around the room to complete the activities at their own pace. QR codes were provided at each station so students could quickly access the resources; the link to the website was also provided to students in the learning management system. While I typically encourage students to work with at least one other person, students were also allowed to work by themselves if they preferred. Students worked at their own pace and in the order that they chose. The class wrapped up with a personal reflection on their learning and a whole class review of some of the key concepts addressed in the assignment.

Discussion and Considerations

I prefer to use learning stations to introduce new material and a formative assessment. These assignments typically count towards their participation grade, but this can easily be altered to a graded assignment if that is preferred. Rather than formally grade each station, I choose to walk around the room and interact with each group. I then spot-check students’ work and answer student questions. This low-stakes assignment helps to create a welcoming, supportive environment.

One consideration for this type of activity is that it will require each group to have an electronic device. It is possible to design activities to be mobile phone compatible, but be sure to check this before the activity is delivered to students. It is also important to consider the accessibility of the activity. Students with mobility limitations may require the self-contained digital version, whereas other students may require all activities to be compatible with a screen reader. All images used should have alt text, and color contrast should meet accessibility guidelines.

Student Feedback

In my first attempt at this type of activity, students were uncomfortable physically moving around the classroom, particularly if they were used to passively sitting in class. Students also asked for formal slides and notes based on the content, not trusting that they would be able to fully learn the material and grasp the learning objectives with the activities alone. Much of this hesitancy is due to the difference between this type of activity and a traditional lecture. Students quickly realized that this was an effective way to engage with the course material and that it gave them more autonomy and control over their learning. A majority of students reported that this activity had a positive impact on their learning and that they liked the variety of activities. Students also appreciated the ability to work at their own pace and that the information was provided in a variety of different formats. Since the use of this assignment, I have pre-recorded short lectures and provided formal slides via the course’s learning management system to help assuage students’ concerns about material delivery. I have continued to receive positive feedback when this type of activity is used.

Conclusion

I have developed several learning station activities for various classes varying from introductory chemistry to graduate-level courses. They are well-received and provide students the opportunity to engage with the course content in a variety of ways. The biggest challenge of creating learning stations is compiling meaningful resources and designing impactful activities. To overcome this barrier, it is helpful to stay focused on the key learning objectives for the unit and the specific competencies the students should have by the end. By focusing on the desired endpoint(s), instructors can ensure the learning activities are effective. Despite the creative effort required to create this type of interactive and engaging lesson, it is a worthwhile investment of time because these activities can be reused in future iterations of the course and are an impactful course delivery option in an active-learning classroom.

Appendix

This file contains screenshots and PDF versions of the digital activities of this assignment. This is beneficial if you do not want to create a free Wizer account to view some of the activities.

About the Author

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