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Split class up and rotate between groups. It is easier to differentiate when there are less students in a group. Success is measured by an exit ticket.

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One teacher doing a card sort with part of the class, the other teacher using guided note taking with the other part of class

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One teacher doing a card sort with part of the class, the other teacher using guided note taking with the other part of class

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It’s a great way to add diversity to the learning environment by setting up stations to add context to the learning target. its also add enrichment as well

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Set up stations and use a timer for students to rotate among them. Success is measured by student engagement

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When both teachers are collectively and simultaneously working and teaching at the same time.

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Both teacher are presenting meaningful information by feeding off of each other and the students are benefiting from both of their respective expertise.

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Both teacher are presenting meaningful information by feeding off of each other and the students are benefiting from both of their respective expertise.

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One teacher teaching and the VE going around for clarification.

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One teacher teaching and the VE going around for clarification.

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Solid way to chunk / jigsaw content for students!

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Solid way to chunk / jigsaw content for students!

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Side by side teaching or close to priomity 

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Side by side teaching or close to priomity 

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If classroom is designed to support, then the main teacher can present the material and the support teacher can reinforce what was explained as a reiteration.

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Mr. Trapp and Mrs. Watts acting out a play (tragedy) in front of the class

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Mr. Trapp and Mrs. Watts acting out a play (tragedy) in front of the class

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Breaking up groups not by pure numbers but by knowing who works well together and who can aid each other and both teachers facilitating to make sure the groups solidly understand each station/element

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From the presentation, it seemed like this would be one of the more effective ways of co-teaching. Both teachers are teaching the same content but with a different learning strategy

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Teachers are on same page with parallel teaching, teaching same content.

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Have a station for small group instruction to support the kids that need the additional support.

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Station learning is intentional to meeting the standard and students rotate through. Teachers are overseeing and supporting the students. 

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Station learning is intentional to meeting the standard and students rotate through. Teachers are overseeing and supporting the students. 

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Teachers share instructional time allowing students to recieve different approaches to the subject

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Teachers share instructional time allowing students to recieve different approaches to the subject

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Teaching together I doing it in one way and the other teacher in another way but same problem.

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Teaching together I doing it in one way and the other teacher in another way but same problem.

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Teachers will have to work together and communicate each other’s strengths/weaknesses to support each other before they present the info to the students. 

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Teachers will have to work together and communicate each other’s strengths/weaknesses to support each other before they present the info to the students. 

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Collaboratively identify what students need to know and what common misconceptions students may have about the content. Decide which content is imperative; planning with the end in mind, and differentiate stations based on the learning target / necessary accommodations. 

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Collaboratively identify what students need to know and what common misconceptions students may have about the content. Decide which content is imperative; planning with the end in mind, and differentiate stations based on the learning target / necessary accommodations. 

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We planned together and we take 2 groups both doing different things.

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We planned together and we take 2 groups both doing different things.