Rethinking Academics in Christian Schools: Part IV
Doing our best to design classrooms that meet the needs of our students.
As we previously explored, Christian educators face a big challenge on a daily basis. In particular, today’s classrooms hold students with a wider range of readiness, background knowledge, anxiety, motivation, and executive-function skill than ever before. And while none of us can individualize instruction for every child, we can rethink how we structure classroom time so learning—not coverage—drives the model.
Many teachers feel this tension daily. So many times I’ve heard something like this:
“I have students who are far ahead, students far behind, and I still have to get through the curriculum.”
While there are many solid options, I offer that an emphasis on a station-rotation model is one of the most practical, sustainable ways to create small-group learning without needing more staff. It doesn’t solve every issue, but it gives us a framework to meaningfully meet students where they are.
Because every teacher knows the truth:
You can’t teach one lesson to thirty different learners and expect thirty similar outcomes.
A station-rotation structure isn’t about making life harder for teachers. It’s about using the time we already have to move from “teach to the middle” to “teach students based on what they need.”
A Simple Structure for a 50-Minute Period
Here’s a streamlined approach adaptable to elementary or middle school:
1. Whole-Class Launch (6-8 minutes)
A short introduction:
activate background knowledge
model the skill or problem type
set the purpose for the day
This is not a full lesson—just enough clarity for students to work meaningfully in groups.
2. Rotations (2–3 stations, 12–15 minutes each)
Teachers can adjust the number of rotations based on age and class length.
Typical station set:
Teacher-Led Small Group
Focused, guided instruction based on internal classroom data + MAP + quick formative checks. Consider this your “core instruction" with each group.
Adaptive Learning or Skill Practice
Software aligned to classroom instruction (i-Ready, DreamBox, DeltaMath, Lexia, Khan, etc.).
This ensures practice is personalized even when the teacher is with another group.
Hands-On or Application Task
Projects, problem-solving challenges, partner reading, math games, or ongoing unit tasks.
3. Exit Ticket or Concept Check (3–5 minutes)
A quick pulse-check:
“What did you learn today?”
one problem
one quick read-and-respond
This data fuels group adjustments tomorrow.
How Do You Form Groups?
Use the assessment you already have:
Classroom formative checks
MAP Growth or other adaptive diagnostics
Unit assessments
Teacher observation
A simple, flexible grouping pattern:
On-level group
Working through today’s grade-level lesson.Intervention group
Students who need targeted reinforcement to reach the standard.Extension/acceleration group
Deeper tasks or exposure to next grade-level content.
Groups are designed to be fluid—students shift as learning occurs.
What About Secondary Classrooms?
Not every middle/high school teacher will implement 3 stations.
A simpler version still works:
Short whole-class lesson
Split Groups:
Group A receives guided instruction from classroom teacher
Group B works on personalized literacy, math, or writing skill practice
Groups switch the next day or within the period.
Even this light structure increases feedback, engagement, and student ownership.
A Quick Look at Research
Across reading and math, the research is consistent:
Small-group instruction leads to better learning than whole-class alone, especially for students who are behind.
Group size matters. Smaller the group = allows more meaningful feedback.
The biggest gains happen when groups are formed using real data, not intuition.
The teacher-led station is the difference-maker; weak implementation usually stems from low-rigor independent stations (e.g., assigning busy work).
Station rotation is most effective when small-group time supplement, not replaces, strong whole-class instruction. You may consider using both methods, based upon the needs of your classroom.
In short: small groups work when the groups are purposeful, planned, and aligned to learning goals.
Why This Model Matters for Rethinking Academics
This approach embodies the heart of our academic shift:
Students are not asked to conform to a single pace.
Teachers are not forced to choose between the struggling few and the advanced few.
Learning, and not calendar pacing, becomes the organizing principle of the classroom.
Most importantly:
This model honors the God-given uniqueness of every learner while maintaining high expectations for all.
Final Word
You won’t pull off perfect rotations every day. Some days will feel smooth; others will feel messy. You’ll notice that it takes a lot more time to plan for instruction. It also takes time to train students on classroom norms, routines, and transitions. You may find yourself desiring some new classroom furniture.
While there is no perfect instructional model, station rotation allows Christian educators to steward classroom time wisely, meet students more effectively, and elevate learning in ways whole-class instruction alone simply can’t.
In the next post, we’ll move into assessment—how to design grading and feedback systems that support learning instead of measuring compliance.