Tabor Rotation is a differentiated, instructional strategy for teaching mathematics at the K-12 and Middle School levels. Tabor rotation uses small heterogeneous, collaborative,student-led groups rotating through learning stations. This is done several times a week. A week of Tabor Rotation also includes whole-group mini-lessons, robust vocabulary development, readiness grouping, and journal writing.
Tabor Rotation is intended to optimize the student-teacher ratio and utilize collaborative and cooperative learning. It naturally and purposefully differentiates instruction while various learning styles and addressing multiple intelligences. A key to Tabor Rotation's effectiveness is that it spirals a concept through multiple stations and reviews it periodically when a game or activity is cycled back into the rotation or into whole-group mini-lessons.
Glenna W. Tabor, M.Ed. (Regent University), the creator of Tabor Rotation, has served as a Professional Development Institute staff trainer for the Association for Supervision and Curriculum Development and as a mathematics consultant for Insight, a division of McGraw-Hill. She has served as a member of the facility of Regent University in Virginia and has instructed graduate courses on Curriculum Development, Assessment Theory, and Effective Mathematics and Reading Instruction.
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—Mason Cooley (b. 1927)