Explainer Video
NEVADA Rotation is a collaborative learning strategy that I have implemented in my classes for several years. The name NEVADA Rotation is derived from the initials of the contributors (my colleagues, students and professors) who made significant contributions to its development [I am working on a separate article about the contributors]. This strategy has evolved over time, incorporating valuable feedback from my students during my teaching tenure at Asia-Pacific International University in Thailand and University of Nevada, Las Vegas (UNLV) in the United States.
In NEVADA Rotation, students are organized into groups of equivalent sizes and assigned compatible yet distinct activities. For example, one group might design an activity focused on teaching one of the four steps of successful modeling (Observation, Retention, Motor Reproduction, and Motivation), with each group tackling a different step creatively. Alternatively, groups may be tasked with addressing special needs topics such as Autism Spectrum Disorder (ASD) or ADHD, where they design classroom regulations and expectations tailored to their assigned topic.
Traditionally, these activities are followed by group presentations to the entire class. However, this approach often limits interaction due to the size of the audience and can cause anxiety for some presenters, reducing their engagement and effectiveness.
In NEVADA Rotation, instead of presenting to the whole class, group members leave one assigned presenter behind in their group and rotate to other groups for short presentations. During these rotations, visitors not only learn from the groups they visit but also share insights from their own group’s work with the presenter. Visitors can further enhance discussions by sharing pictures, videos, or other digital artifacts created by their group. The rotations are timed and managed with sound signals (e.g., a digital bell or YouTube timer) to ensure efficient time management.
Group Formation
Assign students to groups of equivalent sizes. Arrange seating to foster group bonding and facilitate easy movement around the classroom.
Organize Seating
Arrange group seats in a way that every member can see others, fostering a sense of community. Number each group to establish a clockwise or counterclockwise rotation pattern.
Task Assignment
Allocate time for groups to complete their assigned project or task, such as designing a poster, creating an artifact, or preparing a demonstration.
Time Management
Provide a five-minute warning before the end of the task completion time to ensure students are prepared for the next stage.
Presenter Assignment
Variation 1: Each group assigns one presenter who remains in the group for all rotations.
Variation 2: Groups assign the first presenter, and a new member takes over as the presenter after each rotation. This allows all members to visit other groups while ensuring each group has a rotating presenter.
Start Rotations
Begin rotations simultaneously, ensuring all groups follow the designated pattern. Remind students to move to the next group promptly when time is up, as delays disrupt the process.
Instructor Engagement
The instructor should visit groups during rotations, interacting with students to provide feedback and foster a relaxed, collaborative environment.
Social Interaction
Encourage positive social interactions during rotations, as the movement and exchange of ideas often result in shared excitement, laughter, and expressions of appreciation.
1. Expert/Presenter Misses Out
Challenge: Presenters miss the opportunity to visit other groups, even though they benefit from gaining expertise by presenting.
Solution: Visitors can brief the presenter on what they learned and share digital copies (photos or videos) of their group’s artifact. Alternatively, use Variation 2, where presenters rotate after each round. In this variation, presenters only miss visiting one group.
2. Time Management
Challenge: While NEVADA Rotation takes the same overall time as traditional presentations, balancing visitation and presentation time is essential to avoid delays.
Solution: Use timers or sound signals to ensure rotations proceed efficiently, matching the total time spent in the traditional method.
Encourages active engagement and reduces presenter anxiety by avoiding large audience presentations.
Promotes interaction and knowledge exchange among students during rotations.
Creates a collaborative and relaxed learning environment that enhances creativity and fosters positive emotions.
How is NEVADA Rotation Unique?
In an attempt to get and external opinion I posed this question to ChatGPT and received a thoughtful response, which I’ve included below.
"NEVADA Rotation shares similarities with established collaborative learning strategies, particularly the Jigsaw Classroom and the Station Rotation Model.
Jigsaw Classroom
Developed by social psychologist Elliot Aronson in 1971, the Jigsaw Classroom is a cooperative learning technique where students are divided into small groups, and each member is assigned a unique segment of the material to learn and teach to their group members. This method promotes interdependence and ensures that each student's contribution is vital to the group's understanding.
Read More: Jigsaw
Station Rotation Model
The Station Rotation Model involves students rotating through various learning stations, each designed to address different aspects of the lesson. This approach allows for differentiated instruction and can include a mix of individual tasks, group work, and direct instruction.
Read More: Learning Accelerator
Comparison with NEVADA Rotation
While NEVADA Rotation incorporates elements from both methods—such as group work and rotations—it introduces unique features:
Presenter Role: In NEVADA Rotation, each group designates a presenter who remains stationary while other members rotate to learn from and share with peers in different groups.
Artifact Sharing: Students share digital artifacts (e.g., photos, videos) during rotations, enhancing the collaborative experience.
Variations: The method offers flexibility with variations like rotating presenters, which may not be emphasized in traditional Jigsaw or Station Rotation models.
Conclusion
While NEVADA Rotation shares foundational principles with the Jigsaw Classroom and Station Rotation Model, its specific structure and implementation details appear to be distinct. It's common for educational strategies to overlap, but the nuances you've introduced contribute to its uniqueness" (OpenAI, 2025).