Reply to virtual instruction for compacted math?

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]Isn't it sad that there are schools that don't have a cohort? 2 makes a cohort, MCPS. Offer it in person. [/quote]

To offer it in person, you need [b]an available teacher and a classroom[/b].[/quote]
If that instruction is happening during the school day, by definition there is an available teacher and a classroom monitoring the students.[/quote]

Uh, that doesn't mean there's an available teacher *at that school*  (not defending this, just pointing it out).[/quote]
Yes, at that school. You missed the important point that a teacher is in a classroom in person [b]monitoring the students[/b]. The issue isn't that there aren't teachers and classrooms. The issue it what & how the teacher is instructing students and whether or not all of them are working on the same thing.

I have observed very successful classes in 1st -3rd grade with different reading groups where the 90 minute block was well structured with rotations that included 30 minutes of direct instruction with the teacher. I don't see why math instruction cannot be managed similarly in 4th and 5th grades to allow students to move at their own pace.[/quote]

I am the PP.  Your response does not make sense.  I was responding to this comment:

If that instruction is happening during the school day, by definition there is an available teacher and a classroom monitoring the students.

Perhaps you missed the posts from parents who said their child did the virtual compact math and there was a para in the classroom?  That's not a teacher.  But I think what you are saying is that a single teacher should be able to teach *both* regular grade level 5th grade math *and* compacted 5/6 math by cohorting the kids within the classroom somehow. Well, I think someone with actual math teaching experience should comment, but that seems completely nuts to me.  You are comparing this to reading but don't forget that most elementary schools have rolled out an advanced ELA curriculum that is often (maybe not always) a pull-out situation, and the learners who are really behind are typically pulled out for work with a reading specialists.  And ELA generally involves the same basic assignments, with advanced-reading skills kids in a different reading group but the groups come together for much of the learning. 
This is not comparable to math instruction.  You cannot expect a teacher to simultaneously instruct on two different sections of a 4th grade Eureka math textbook (and then a 4th and 5th grade book when the compacted students move on to the 5th grade curriculum).

Also, you just can't compare grade 4/5 math curriculum with grade 1-3 anything. [/quote]

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