VIDBE-Q Volume 65 Issue 3
Korea. Angel and Katie use remote instruction as part of their teaching practice,
but using it to provide O&M instruction was a novel undertaking.
Collaboration
Many collaborative relationships stem from the need to create. Our
collaboration was true to form, in that we developed safe, ethical, and quality
O&M instruction for Portland-area students who were taught via remote learning
under the supervision of the students' COMS. Before meeting with students, the
interns and supervising COMS met to discuss expectations and obligations. The
interns completed paperwork and a background check required to volunteer with
CRP. Peter also met with parents to obtain permission for the interns to work with
students.
During remote lessons, Peter was present to support as needed. Afterward he
provided feedback to the interns. Lessons were recorded so the team could reflect
on each as a group. The interns met weekly to reflect on how to better execute
lessons and if the lesson was appropriate for online learning. We then brainstormed
the next week's instruction. The interns met regularly with the internship instructor
and program coordinator to ensure that experiences aligned with program
expectations. These meetings included more in-depth instruction regarding
standards-based planning and a mini-workshop on intersection analysis and
procedure conducted by Peter.
