STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
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BENEFITS OF USING LEARNING STATIONS TECHNIQUE IN THE ENGLISH
CLASSROOM
Ulimbetova Dinara,fourth-year student,
the department of English language and literature,
Nukus State Pedagogical Institute named after Ajiniyaz
Kurbaniyazova Sarbinaz, a senior teacher,
the department of English language and literature,
Nukus State Pedagogical Institute named after Ajiniyaz
In today’s educational system, the Learning station method is utilized as a teaching strategy to
accommodate individual differences. This approach allows for flexible and varied differentiation in
instruction. Tasks can be segmented by content, offering optional activities with different levels of
difficulty. Additionally, station-based teaching can be structured by adjusting the level of specific
instructions, the amount of detail or generalization, and the overall guidance provided through system
tasks and answer sheets. A key characteristic of the Learning station method is its flexibility and the
independence of tasks from one another. This allows educators to design lessons involving closely
related units of knowledge by organizing them into multiple distinct station systems (or learning
circles), where each set of tasks operates independently. The concept of learning stations gained
popularity in the 1960s and 1970s, originating from Montessori's early 20th-century approach, later
influenced by Dewey's educational philosophy, and further shaped by the constructivist theories of
Piaget and Vygotsky [3;85].
Learning stations generally function in the following way: students are grouped into teams of
three or four and rotate through various stations at set time intervals (usually every 10 to 15 minutes).
At each station, they engage in independent work while collaborating to complete a specific task
related to a particular topic. Once the time is up, the group moves to the next station to tackle a new
task. The Learning station method is a flexible teaching approach that can be applied in various
practical ways. It allows students to revisit previously learned knowledge and skills, explore new
concepts, practice techniques, plan projects, study, test themselves or their peers, and develop
performance-based presentations that demonstrate their understanding.
Learning stations represent an open-ended teaching approach where, based on the lesson’s
knowledge and skill objectives, teachers can design self-directed learning activities for students in
various areas of the classroom to address academic challenges. This method also promotes the
development of students’ abilities in self-assessment and in adjusting their own learning processes.
By offering a variety of activities at different stations, teachers create opportunities for students
to interact and assess one another. While the learning station strategy has many benefits, it also
demands more detailed planning from educators, access to resources, and a range of activity options
that may not be feasible in every school. Nevertheless, this method can:
➢
Increase student engagement
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Enhance independent learning
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Promote teamwork
➢
Support differentiated instruction
➢
Encourage the integration of digital tools and multimedia
As students participate in meaningful activities, the teacher has the opportunity to observe
and engage with them to evaluate their progress and comprehension. Moreover, this method supports
students in building their skills gradually, as each station targets a specific skill. This step-by-step
approach enhances learning depth and improves overall understanding.
STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
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427
Magdy and Sara emphasized that creating effective educational strategies is crucial in
contemporary education, as these strategies address the needs of both learners and educators. They
highlighted the significance of instructional methods in managing learning and outlined how both
teachers and students play key roles in motivating learners [2;64]. As a result, modern curricula are
structured to promote active learning and student engagement, incorporating a variety of teaching
methods tailored to different academic levels. Active learning is a dynamic educational approach that
adapts to constant changes and an abundance of information, as it is designed to meet the evolving
needs of both students and teachers [1;38]. It also calls for a deeper understanding of the learners, as
they play a central role in shaping their own educational journey. This method includes a range of
teaching strategies customized to suit various academic levels. The philosophy of active learning
highlights the importance of connecting education to students’ lives, interests, real-world experiences,
needs, and concerns, as learning often occurs through interaction with peers. Additionally, Wright
pointed out that the learning station method plays a key role in educational reform by extending
students' learning time and providing greater support, which in turn helps them enhance their skills
and achieve better academic outcomes [5;14]. There are various types of learning stations, including
exploratory, reading, visual, audio/visual, electronic, advisory, and acting or dramatic play stations.
Additionally, stations can be organized around specific subjects, such as Math, Art, Science, and
Communication. It's important to note that the structure of these stations is tailored to the specific
lesson, often integrating different station types into a cohesive model that focuses on learners, key
concepts, and the essential skills students need to develop. Lesson design is influenced by the available
time and the number of stations planned. For instance, in a 35-minute elementary class, if a teacher
sets up six stations, each can be allocated around 5 to 7 minutes. However, if only three or four stations
are used, more time can be dedicated to each one. Teachers have the flexibility to adjust the duration
at each station based on the nature of the activities, the lesson objectives, student needs, and their
academic performance. Based on the principles of differentiated instruction to enhance student
competencies, the learning station method caters to diverse learning styles, allowing students to learn
through their strengths, interests, and hands-on experiences while collaborating with peers. This
approach transforms the classroom into a supportive, eco-friendly learning environment where every
student has the opportunity to build and strengthen their skills.
References:
1. Ali, M. (2011). Modern trends and applications in the curriculum and teaching methods (1st
ed.). Dar Almasira.
2. Aqel, M. S., & Haboush, S. M. (2017). The impact of learning stations strategy on developing
technology concepts among sixth grade female students. International Journal of Academic
Research in Progressive Education and Development, 6(1), 64–65.
3. Bulunuz, N., & Jarret, O. (2010). The effect of hands- on learning stations on building
American elementary teacher’s understanding about earth and space science concepts. Eurasia
Journal of Mathematics, Science & Technology Education, 6(2), 85–99.
4. Kurbaniyazova S., Elmuratova Z. “Teaching grammar in ESP classes”. Ilim hám jámiyet.
№4.2024, pages 28-30
5. Wrights, S. (2015). Learning station: A holistic single-case study of an after-school program
to address the achievement gap [Dissertations, Educational Policy Studies and Evaluation].
University of Kentucky, 14–23.
6. Khodjaniyazova, U. K. . (2021). SIMILARITIES AND DIFFERENCES OF SPOKEN AND
WRITTEN LANGUAGE. CURRENT RESEARCH JOURNAL OF PEDAGOGICS, 2(08), 20–
23. https://doi.org/10.37547/pedagogics-crjp-02-08-06
