In-Class Flip: Duplicated Sequenced Stations

--Originally published at flipping – Martha Ramirez

Last week, in my public speaking class with 10th graders, I worked on how to create diagrams for presentations. For this class, I needed students to understand what a diagram was and learn about the different types, so they could plan one and design one - in the same class! I had a 70 minute class, which in reality is 60, so I planned an in-class flip which consisted of three sequenced stations with the following  activities:

Station 1

Interaction: Individual
Materials: 1 laptop per student
Time: 10 minutes
Using the laptops:
1) Find the definition of diagram
2) Read a chapter about types of diagrams for presentations.


Station 2

Interaction: Groups of 3
Materials: notebooks
Time: 10 minutes
1) Read the description of a teaching method and discuss how you would design a diagram to explain it.
2) Take notes of your ideas.




Station 3:
Interaction: Groups of 3
Materials: One laptop per group
Time: 30 mins
1) Design a diagram taking into account all the information provided in the teaching method description.
2) Upload it to the class platform


Because I have 18 students, I decided to duplicate the stations so that I would have six stations; that way, 9 students would start in stations one and two respectively, then move to stations 3 and 4 (in previously selected groups of 3) and then progress to stations 5 and 6. See figure below for a better grasp of stations organization.


The diagram that students were asked to create was based on the description of this specific duplicated sequence in-class flip in order to see how students could visualize the same method they were working in. Here are the instructions they were given.

This is the description they had to convert into a diagram:

<<The classroom is organized in 6 stations. In station 1 and 2, students are placed in *groups of 3 and will be working on an explanation of a topic through an online reading with laptops. They only have 10 minutes. There are nine students in each of the stations. Then, students are asked to go to stations 3 and 4 in the same groups. They are given an activity they must discuss as a group. Students take notes in their notebooks. They have 10 minutes. Finally, students pass to stations 5 and 6 in the same groups that had worked on the previous ones. Each group must work with one laptop and complete an activity assigned by the teacher. For this activity, they have 30 minutes.>>

*The only difference from the real class dynamic is that in the description, in stations 1 and 2 students were placed in groups of 3 instead of in individual work mode.

Check out their final creations:


    • Hi Kelly, It’s an awesome approach! I’m starting to apply it even more. It’s a matter of keeping in mind how to organize everything and it works great. Do let me know if you decide to use it! 🙂

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