Concentric Circles Model: Tips for Implementation
Define and explicitly teach
EXPECTATIONS for BEHAVIOR.
1) ROTATIONS: Create and practice
rotation procedures. Will you use a
timer? Music?
2) CLEAN-UP: Teach students how to
clean-up and care for
equipment/materials.
3) VOLUME LEVELS: What are your
volume expectations at each
station? How will you teach students
these expectations?
4) SEEKING HELP: What is the protocol
for seeking your help rather than a
peers? We suggest using: 3 before
me
Use DATA to group students
effectively.
1) LEARNING SEQUENCES: Be sure to
match the level of
support/scaffolding needed to the
group assignment.
2) DIFFERENTIATE ACTIVITIES:
Differentiate assignments at each
station to match students learning
needs. The opportunities here are
endless!
Hold students ACCOUNTABLE to
the work at each station.
1) INDEPENDENT STATION – How will
students know which assignments
to complete? We suggest station
signs, digital agendas, and/or selfmonitoring devices.
2) Collaborative Station – station signs,
trackers, self-monitoring devices,
expectations for academic language
/ academic talk prompt cards. Teach
and practice expectations at this
station as a whole group 1st!
Exit Tickets / Entrance Quizzes
AGENDA
OBJECTIVES
Students will utilize
technology to master the
following objective…
Log in to Khan Academy @
www.khanacademy.org
using your gmail account.
 
Search for scatter plots.
I Can: construct and
interpret scatter plots.
 
 
1) 
Constructing scatter plots
2) 
Interpreting scatter plots
Be sure to watch the videos
if you need extra help!
AGENDA
OBJECTIVES
Students will work
collaboratively to master
the following
objectives…
 
Please use the materials
at this station to
complete the “Cereal
Relationship
Investigation”.
 
When tasting the cereal –
please be considerate of
your peers and taste only
a small sample of each.
 
Don’t forget to use your
academic language!
I Can: construct and
interpret scatter plots.
I Can: describe patterns
such as clustering, outliers,
positive or negative
association, linear
association, and nonlinear
association.
Complete two exercises:
 
I Can: describe patterns
such as clustering, outliers,
positive or negative
association, linear
association, and nonlinear
association.
AGENDA
OBJECTIVES
Students will work in a
small group with Ms.
McCarthy to master the
following objective…
I Can: construct and
interpret scatter plots.
I Can: describe patterns
such as clustering, outliers,
positive or negative
association, linear
association, and nonlinear
association.
 
Please use the
graphic organizer to
follow along with Ms.
McCarthy.
 
Be sure to ask tons of
questions !!
Selecting Learning Activities (by Station)
Power-point with Note-taking guide
Graphic Organizers
Flashcards / Foldable
Inquiry Based Labs
Reciprocal Teaching
Google forms (survey/questionnaire)
IXL: www.IXL.com
Edmodo: www.Edmodo.com
Technology
Independent Small Group
Whiteboard practice
Scavenger Hunts
Khan Academy: www.Khanacademy.com
Collaborative Group
Book review
Peer Editing/Revising
Direct Instruction
Writing Work
News ELA
Brain Pop
Ted Ed.
Learn Zillion
Other ideas:
Learning Games (memory games,
concentration games, etc.)
Task Cards
Other Ideas:
History Alive
Publisher Seats
Bird Brain Science
Non-Technology
Close Reading
Independent Practice
Independent Reading/Writing
Flashcards / Foldables
Model Creation
Designing Your Independent Station
STEP 1: Determine
your goals for the
independent
station. Will your
Independent
Station…?
Reinforce the same WHOLE CLASS
STANDARD(s) as the Direct
Instruction
If your Independent Station is
going to reinforce the same
standard as other stations, you
will need to research specific
activities that support mastery of
the choice standard.
1.
STEP 2: Determine
the appropriate
resource(s).
STEP 3: Determine
how you will hold
students
accountable and
assess progress.
2.
Start with a digital agenda
such as an Edmodo posting.
This will serve as your virtual
classroom agenda.
In your post, direct students
to the specific resource(s)
you would like them to
explore.
! LearnZillion
! BrainPOP
! Khan Academy
! Ted-Ed
! IXL
! ConnectEd Seats
! History Alive Seats
! Bird Brain Science
! NewsELA
! Google Docs
! Socratize
! Collaborize Classroom
Use Edmodo to create and assign
exit quizzes, polls, and/or
reflective discussion board
postings. Differentiate the exit
assessment by creating small
groups within your virtual
classroom.
OR
Many of the above resources have
exercises that students can be
required to complete and shared
with the teacher for
accountability!
Meet students at their INDIVIDUAL
level and reinforce the spectrum of
grade level standards
If your Independent Station is
going to meet students at their
INDIVIDUAL level and reinforce the
spectrum of grade level standards
you will need access to an
adaptive program such as the
following:
!
!
!
!
!
!
Have students SPLIT time between
whole class standard and
individualized tasks/standards).
If you plan to have students split
their time between further
reinforcement of the whole class
standard AND an individualized
program—you will need to:
1.
Post an agenda to Edmodo or
other learning platform with
directions and time limits.
2.
In your post, direct students
to the specific resource(s)
you would like them to
explore for the first part of the
station.
! LearnZillion
! BrainPOP
! Khan Academy
! Ted-Ed
! IXL
! ConnectEd Seats
! History Alive Seats
! Bird Brain Science
! NewsELA
3.
Set expectations regarding
program use and provide log in
information.
DreamBox
Istation
I-ready
Reading A-Z
myOn
Achieve3000
1.
Set expectations regarding
program to be used (can be
done through printed station
signs and/or Edmodo
posting).
2.
Provide log in information.
Students will be assessed
automatically as they progress
through the program (embedded
assessments and accountability).
Progress data is automatically
shared with the teacher.
As you are splitting your student’s
time in this station, your
accountability system here will
need to:
1) Address the whole group
standard
AND
2) The embedded
assessments in the
adaptive programs.