During the faculty meeting on October 31, 2011, the Exceptional Children teachers at G.L.H. Johnson presented an applicable lesson to provide differentiated instruction in a co-teaching setting. This emphasized the ability to fully utilize all professionals to reach each student on a smaller teacher to student ratio. Our method included three stations that students would rotate through to access each area of the skill being taught. The general educator and special educator were at different station and the third station was setup for an independent station. This station would be led by a third professional if available at the time. Each station partook in the completion of a foldable that resulted in guided practice and notes for future reference. At each station, we had an activity to complete involving kinesthetic movement to allow students to actively manipulate the skill. For our lesson, we used large shapes to manipulate transformations, which included rotation, translation, and reflection. Our desire was to reach every learner through the activities and visual representations provided. Following the group descriptions, we provided an assessment for the activity accompanied by an alternative assessment for students who may need a different format. Both assessments were created to assess the knowledge gained, but the length and tasks were altered to accommodate all learners.