(For availability, see EA 507 405.)

Discusses elements of successful cooperative planning for middle school teaching teams. Considers definitions for content goals, learners, and effective co-teaching. Describes planning of instructional units, cooperative grouping, roles and responsibilities for co-teachers, and tiered activities for a cooperative literature study. (JPB)

Discusses five types of flexible block schedules used in a team-taught middle school classroom. Briefly describes the transition from traditional scheduling to block scheduling. (JPB)

Discusses the interaction of several factors that contribute to the success of interdisciplinary teaching teams at the middle school level. Describes importance of planning time, team size, keeping students in teams, designating team areas, and longevity of teaching teams. Considers how these research-based principles can guide the improvement of…

Discusses the transition from traditional teaching and scheduling to a comprehensive block schedule with team teaching at the middle school level. Describes the process of educational change, including framing the problem, establishing consensus for change, creating pure teams, designing the master schedule; also discusses implementation issues.…

Discusses the affordability of implementing interdisciplinary teaching teams and block schedules in middle schools. Argues that the benefits of these school schedules and models make them worth the investment of time and money it takes to implement them. (JPB)

Discusses the development of a teaching team structure in one middle school, describing efforts to redefine curriculum, assessment, scheduling, and teaming to foster new roles and relationships for students and teachers. (JPB)

Discusses ways to implement interdisciplinary teams to create high performance learning communities for students. Considers team tasks and needs, applying team tasks to responsive school structures, and enhancing instruction through flexible time use. (JPB)