A few students are not doing very well in this class. Sam is not handling his homework. Ben, Joe, and Jennifer appear to be struggling with the current unit. The co-teachers decide more data is needed to determine individual needs of some students. For the next lesson, one teacher will lead the instruction and the other teacher will collect data to see what these targeted students are doing during class time.

A lesson is planned on collecting data on student long jumps and to determine the average for the group. The co-teachers plan to divide the class in half and do the same collection of data in two different parts of the room.

We are beginning our unit on analyzing data and making inferences based on graphs, measures of center (mean, mode, median), and measures of spread (range, standard deviation). After pre-testing students, a group of six students who did not understand some of the vocabulary was identified by the content teacher. One teacher will take that group for about 15 minutes at the beginning of the class and teach the unit vocabulary while the other teacher begins the bell-ringer activity with the rest of the class.

In English II, we are studying analysis of theme. After a brief introduction, the class will be divided into three groups, and each group will rotate through three stations. One station will be theme in a novel, another station will be theme in a poem, and the last station will be theme in a short story. The special education teacher will lead one group, the content teacher will lead a group, and the third group will be independent work.

During science, two students have difficulty following directions and getting assignments recorded in their agenda. One teacher teaches the class and the other supports those students by keeping them on task and prompting them throughout the lesson.

The class has been working on solving equations and simplifying expressions. After the end-of-unit assessment, some students demonstrated mastery of the content and others didn't. Some students didn't seem to have an understanding of properties (commutative, distributive, etc.), and a few students lacked basic multiplication and division skills. For the next lesson, the students will be placed in groups based on analysis of the assessment for re-teaching or extending their learning.

The students need some extra practice crafting opening sentences that grab the reader. Why don't we play a game with them where we both make opening sentences about a particular topic? I will chart their responses and then we can have the students vote on the one they like best and tell why.

Students will understand this science experiment better if they can get closer, see better, and are able to talk more informally about what is going on in the experiment. We have 25 students in the class. What if we divide them in half and do the same experiment in two parts of the room? We can answer questions and have the students do their lab reports in smaller groups. Both groups are doing the same activity with no modifications.

In Social Studies, we are studying various forms of government. Both my co-teacher and I explicitly teach about democracy, communism, marxism, and socialism. We finish each other's sentences.