In what scenario is it appropriate to provide instructional support using parallel teaching in a co-teaching classroom?

The use of parallel teaching in a co-teaching classroom is particularly effective when addressing diverse learning needs, such as supporting readers with varying levels of fluency. In this context, educators can split the class into smaller groups, allowing each teacher to work with a half of the class. This approach facilitates differentiated instruction, where each group can receive targeted support based on their specific reading abilities. By focusing on the unique needs of students with varied levels of fluency, teachers can provide more personalized instruction, ensuring that all students are engaged and able to progress at their own pace.

In other scenarios, such as when all students are at the same skill level or during a standardized test, parallel teaching may not be beneficial. If all learners have similar skill sets, the need for differentiated instruction diminishes, and a whole-group approach could be more efficient. Introducing a new concept to the entire class might also be more suitable for whole-group instruction, as it allows for uniform exposure to the material before individual support can be tailored following assessment of understanding. Thus, the context of learners' varied abilities makes option B the most fitting scenario for utilizing parallel teaching strategies.