Update co-teaching.md (co-teaching forms)

content/co-teaching.md

@@ -25,7 +25,9 @@ CodeRefinery lessons benefit from the application of the concepts of **co-teachi
 Co-teaching can be used in various forms, some of which are present in our workshops:
 - **Teaching + support**, e.g. one of the teachers leading instruction while the other watches over and maintains the collaborative document (HackMD/HedgeDoc/...).
 - Another similar example is **remote learning groups** that watch the streamed CodeRefinery lessons guided by the local instructors.
-- Open-source material and joint planning allows the lessons to be held **in parallel** (at the same time) or **alternatively** (at different times or with minor adjustments for the target audience).
+- Having open-source material and planning jointly allows **multiple instances** of a lesson to be held by multiple teachers:
+   - *parallel teaching*, to different audiences at the same time,
+   - *alternative teaching*, to different audiences at the same or different time, with potential content adjustments (for example, different installation procedures).
 - **Team teaching**, where the lesson is presented by multiple (in most cases, two) teachers who actively engage in conversation with each other. The team-teaching concept is explained in more detail in the [CodeRefinery manual](https://coderefinery.github.io/manuals/team-teaching/).
 
 In reality, different forms are very often mixed or fused together, even within a single lesson.
@@ -41,17 +43,15 @@ Co-teaching is not an online-only concept. However, it is very practical in onli
 - It also **ensures responsive feedback and less workload** by having more active minds.
 
 
-## Any downsides?
+### Are there any downsides?
 
 Not every learner and not every instructor might like the team-teaching approach.
-- It might seem **less structured**, unprepared, and chaotic. And indeed it requires preparation.
-- It might create situations where instructors accidentally talk over each other or "interrupt" and change the flow of the lesson.
-- For some instructors it can be stressful to not know in advance what questions they get asked from the co-instructor.
-- Sometimes when an unexpected question is asked that throws the other instructor off, it can add to the feeling of chaos and unpreparedness.
+- It might seem **less structured**, unprepared, and chaotic, even with preparation.
+   - It might create situations where instructors accidentally talk over each other or "interrupt" and change the flow of the lesson.
+   - For some instructors it can be stressful to not know in advance what questions they get asked from the co-instructor.
+   - Sometimes when an unexpected question is asked that throws the other instructor off, it can add to the feeling of chaos and unpreparedness.
 - It can be interactive and engaging but it can also end up awkward if the co-teachers don't have a good synergy.
-   - Can sound awkward: Main instructor talking all the time and at the end
-     asking co-instructor whether everything is clear and co-instructor only
-     saying "yes".
+   - Can sound awkward: Main instructor talking all the time and at the end asking co-instructor whether everything is clear and co-instructor only saying "yes".
    - Possibly more engaging: Co-instructor asking questions which help with the flow and a common understanding of the material.
 
 
@@ -60,7 +60,6 @@ Not every learner and not every instructor might like the team-teaching approach
 - For successful team teaching, additional **coordination** is needed, first of all to agree on the teaching model (see breakout-room exercise) and the person in control (the **director**) for the lesson or its parts.
 - It's useful to keep track of the **lecture plan**. The discussion is a good way to make lesson more interactive and adjust to the audience, but deviating too much will become disorienting (for example, if someone dropped their attention for a minute and now is trying to catch-up by reading lecture notes).
 - Experienced solo teacher might have a habit to keep talking (lecturing), while the co-teacher might not want to "interrupt". Therefore, it is important for the leading presenter to anticipate and **allow for remarks/ questions**, and this can be different from one's previous teaching style at first.
-- The learners may also react differently to the conversational delivery.
 
 
 ### Exercise