DL: How many hours a day?

[Anonymous]

Anonymous wrote:Our charter school already announced next year’s schedule. It’s almost exactly the same hours as normal: 8:45 to 3-something. I really like how they’ve divvied up the hours. This is a middle school, and they’re doing 30 mins synchronous learning/45 mins asynchronous/15 minute break, three times a day. Plus lunch. That’s three classes per day. The next day, they do the same schedule but with the other three classes. Teachers are available for an hour after school each day for individual help.

What does synchronous learning mean? And asynchronous?

[Anonymous]

Anonymous wrote:

Anonymous wrote:Our charter school already announced next year’s schedule. It’s almost exactly the same hours as normal: 8:45 to 3-something. I really like how they’ve divvied up the hours. This is a middle school, and they’re doing 30 mins synchronous learning/45 mins asynchronous/15 minute break, three times a day. Plus lunch. That’s three classes per day. The next day, they do the same schedule but with the other three classes. Teachers are available for an hour after school each day for individual help.

What does synchronous learning mean? And asynchronous?

Great question. It will be interesting to see if DCUM agrees on a definition! Would love for a teacher to weigh in.

To my mind, Synchronous learning is a situation where teachers interact with students via a distance learning tool (video or audio connection) in real time, like Zoom or FaceTime A benefit is that teachers and students can interact.

Asynchronous is when teaching and learning happen at different t8mes. An example of asynchronous would be when a teacher tapes a video for students to watch whenever they want; I guess another example would be Khan Academy, or any pre-recorded lesson.

From Glossary of Education Reform that I found on line:

Synchronous learning is a general term used to describe forms of education, instruction, and learning that occur at the same time, but not in the same place. The term is most commonly applied to various forms of televisual, digital, and online learning in which students learn from instructors, colleagues, or peers in real time, but not in person. For example, educational video conferences, interactive webinars, chat-based online discussions, and lectures that are broadcast at the same time they delivered would all be considered forms of synchronous learning.

Digital and online learning experiences can also be asynchronous—i.e., instruction and learning occur not only in different locations, but also at different times. For example, prerecorded video lessons, email exchanges between teachers and students, online discussion boards, and course-management systems that organize instructional materials and related correspondence would all be considered forms of asynchronous learning.

[Anonymous]

Agree with PP.

Synchronous -- at the same time. My kid and my teacher are on a call at the same time.

Asynchronous -- at different times. The teacher provides a works packet. The child completes the packet. The teacher provides something to read. The child reads on their own time.

My own child much prefers asynchronous. The calls are loud and everyone talks over each other. If he can just work through the material by himself, he has a greater understanding and is able to get the work done.

For those that don't like the "work on your own" style (especially upper elementary and above) -- what is it that's a challenge? The child doesn't understand? The child doesn't do the work and gets distracted? Not enough material covered?

[Anonymous]

I'm pretty sure there is limited evidence that distance learning is effective for young kids (under 10) under the best of circumstances and we are far from that. There is no way that an hour a day of instruction suffices for almost any child, even those who learn quickly or are above grade level. My kids go to Key and last year was a total mess. The teachers did whatever they wanted (as always), the principal did nothing (as always), and it was a total hit or miss by teacher. I am sure they may force all teachers to use the same platform, which is helpful, but I strongly suspect it will be more of the same which is wildly inadequate to actually help kids learn content. I think DCPS should be thinking much more creatively and creating pods and using teachers assistants, student teachers, and others to supplement and provide small group work and tutoring. Research does suggest that small group and individual tutoring can be effective. But I have zero expectations, so we will try to supplement despite both working full time and I can only imagine equity gaps will just continue to grow.

[Anonymous]

Is there a central place or facebook page for DC families who are interested in forming pods?