Using Skill Stations

Using Skill Stations

The Skilled Class

No one will ever argue that course content is not important. 21^st century students need to be knowledgeable so they are prepared for today’s careers. However, the rate of technological change is accelerating quickly. Science students in particular need to be skilled learners so they can prepare themselves when technology changes. How do we teach students to be skilled, lifelong learners?

Small Groups

There is overwhelming evidence that interacting with other students in small groups improves learning^1-3. Many of the Skill Stations on this web site assume that you are using small groups in your science classroom. For those who feel they need help getting started using small groups, the Forming Groups Skill Station offers suggestions in the teaching notes.

We feel very strongly about small group learning skills and think that Skill Stations to improve small-group social skills should be central to of every course.

Meeting Needs as Students Change

When students feel comfortable working in small groups, other skill stations are chosen to meet student needs. Some instructors use skill stations during every laboratory, others every lecture. Many use them ad hoc to address needs as coursework and student skills progress. Here are some example semesters, one for a first-year non-majors course, and another for an advanced course.

Example First-Year Course
Week	Skills Station
1	Forming Groups
2	Professionalism
3	Study Log
4	Trust
5	Ensuring Understanding
6	Appreciating Diversity
7	Setting Academic Goals
8	Setting Appropriate Rewards
9	Note taking
10	Time Management
11	Answering the Unknown
12	Assessing Learning
13	Internet Source Evaluation
14	Evaluation of Skill Mastery

Example Advanced Course
Week	Skills Station
1	Forming Groups
2	Professionalism
3	Constructive Criticism
4	Synthesizing Group Ideas
5	Maintaining a Lab Notebook
6	Identifying Evidence
7	Identifying Hypotheses
8	Predictions
9	Data Presentation
10	How Good is the Evidence?
11	Drawing Conclusions
12	Cooperative Leadership
13	Internet Source Evaluation
14	Evaluation of Skill Mastery

These semesters share elements. At the beginning of each course, students form groups and build group skills. The middle of the course is spent working on content-driven skills. At the end of the course, students take time to reflect on their skill development.

Embedding Skills into your Course

We are all familiar with testing and grading in a traditional lecture course.

Developing Skills

The model we use to teach skills is adapted from Johnson and Johnson⁴. To be motivated to learn a new skill, students must first understand the need. Once the students are motivated to learn the new skill, the educator defines or models the skill. Students then practice the skill, and their performance is evaluated. Finally, they reflect on ways to improve their performance. These five elements are included in each Skill Station.

Understand the need
Define or model the skill
Practice
Evaluate
Reflect

The evaluation and reflection pieces are especially important. Students who are aware of their skills are self-confident and marketable. Skilled students also enjoy academic success. Finally, students who are skilled lifelong learners will be successful in these times of rapid technological change.

Go next to The Research.

Further Reading

¹Lord, T. (2001). "101 Reasons for using cooperative learning in biology teaching." The American Biology Teacher 63: 30-38.

²National Institute for Science Education - College Level One (1997). Collaborative Learning, Small Group Learning Page, University of Wisconsin-Madison.

³Springer, L., Stanne, M. E., et al. (1999). "Effects of cooperative learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis." Review of Educational Research 69: 21-51.

⁴Johnson, D. W. and Johnson, F. P. (2003). Joining Together: Group Theory and Group Skills. Boston, MA, Pearson Education, Inc.

Information