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In this strategy, one teacher takes the lead and provides students with the educational lesson. The other teacher provides support and ensures that all students are engaged. This can be beneficial for those students that may need intervention or that may require more one on one support.

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Because ELLs have limited English, graphic organizers can help these students make sense of not just vocabulary words but also concepts. The teacher should use graphic organizers during the explore and explain phase of the lesson. Using graphic organizers will allow ELLs to conceptualize and retain key science concepts and academic vocabulary.

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Provide students with various means to demonstrate their understanding of the content. Teachers should assess students in various ways, which may include projects, presentations, reports, etc. By allowing students to demonstrate their understanding in various forms, the teacher is creating an equitable environment in which teachers can receive accurate data from all students.

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ELL students may have trouble expressing their understanding of the concept because of the language barrier. For this reason, teachers should consider using sentence frames to help ELLs express their ideas and understanding. Beginning ELL students may be provided with simple sentence frame where the student may insert one or two words. More advance ELL students may use sentence frames where phrases are missing.

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Creating lessons that use all sensories, allows the teacher to reach not just a select few students, but all students. Since classes consist of a diverse learners (auditory, linguistic, kinesthetic, etc), it is important that the teacher embeds visuals, hands on activities, writing, and so on.

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During the explore phase, an effective strategy to use is an activity that has students using their hands. Hands on activities provides students with the means to explore the concept and develop connections between ideas and prior knowledge.

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Providing students with the opportunity to construct their own ideas and concepts creates a meaningful lesson. Teacher can simply provide tools and material where students are left to their own devices to develop concepts. The teacher can provide students with an inquiry, to which students explore the concept using their own skills and prior knowledge. This allows students to restructure previously stored information to develop new concepts.

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This strategy divides the class in two groups. Both teachers teach the same concept at the same time. Because the class is divided, this strategy reduces the student to teacher ratio which provides a small group setting. Students receive more support from each teacher. The teacher can monitor students more easily, while students have more opportunities to respond to the concepts.

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Similar to the previous strategy, students are divided in 2 groups. However, the concepts are divided and taught separately. While one teacher teaches part of the concept to one group, the other teacher teaches the other part to a second group. Teachers then switch groups and teach the 2nd part to students.

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* Visual - Use visuals and videos when presenting information

* Linguistic - Students write and present their findings to the class

* Musical - Use of songs or music to remember formulas, concepts, ideas, vocabulary, etc.

*Kinesthetic - Use manipulatives, real objects that students can use to explore and use sensories to develop ideas.

*Interpersonal - Use groups to provide students with the opportunity to collaborate and take the lead during activities.