Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:^^I've now heard back from the math teacher, who essentially wrote the curriculum is not different but they spend more time "in discussions." Huh? The teacher is perfectly nice but doesn't even seem aware there was supposed to be a new curriculum. Any suggestions as to how I should proceed?

They are having "enriching" discussions

This is actually similar to what the TPMS magnet coordinator said about their Magnet IM class at the meeting last week. The magnet classes are still based on the MCPS curriculum. They cover all the same content, but they do it faster. The topics are more compressed because these students can reach mastery in less time and with less repetition of content. He specifically mentioned that it allows them time to go in depth into things like Set Theory, which would not typically be discussed in IM.

I was actually being facetious.. I don't seriously believe there is much enriching going on, but maybe we'll hear back from others.

I wouldn't trust anything the admins say about their program as being unbiased. They like to talk fluff, and you can't take it as word, unless you dig deep into every assignment a kid is doing/bringing home. Is it asking for real thinking/arguing mathematically? Or is is just asking them to write some fluff that passes as a filler explanation without actual logic? Are they really doing set theory? Really? As in Venn diagrams (which is standard), or something else? Finally what does "reach mastery" mean, and by what definition are they mastering something? Are you able to see challenging problems being given to them for both homework, and quizzes/tests? Do the results show the child has achieved mastery?

I can tell you that TPMS IM magnet is not sitting around having "enriching discussions." They are working deeper into concepts in the curriculum and adding concepts to the curriculum. I have had 2 kids go through TPMS IM. Algebra and Geom add even more, digging into Alg 2 and Trig concepts. Also more set theory and functions.

Anonymous wrote:

Anonymous wrote:Enriched Math - very little homework - just started doing projects. Projects look interesting so far. DC is engaged and enjoying it but still breezing through it (although not as much as he is breezing through non-enriched english and world studies, having missed the cut-off for world studies). That doesn't seem to be the case for many of the kids judging from the offers of retakes of quizzes and my child's (admittedly spotty) reports.

Can you give us some info about the projects? Thank you!

Ok - so a group project, and, admittedly, I haven't actually seen it - but it's buying a taco truck and figuring out what to sell, the prices, how to design it, etc.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:^^I've now heard back from the math teacher, who essentially wrote the curriculum is not different but they spend more time "in discussions." Huh? The teacher is perfectly nice but doesn't even seem aware there was supposed to be a new curriculum. Any suggestions as to how I should proceed?

They are having "enriching" discussions

This is actually similar to what the TPMS magnet coordinator said about their Magnet IM class at the meeting last week. The magnet classes are still based on the MCPS curriculum. They cover all the same content, but they do it faster. The topics are more compressed because these students can reach mastery in less time and with less repetition of content. He specifically mentioned that it allows them time to go in depth into things like Set Theory, which would not typically be discussed in IM.

I was actually being facetious.. I don't seriously believe there is much enriching going on, but maybe we'll hear back from others.

I wouldn't trust anything the admins say about their program as being unbiased. They like to talk fluff, and you can't take it as word, unless you dig deep into every assignment a kid is doing/bringing home. Is it asking for real thinking/arguing mathematically? Or is is just asking them to write some fluff that passes as a filler explanation without actual logic? Are they really doing set theory? Really? As in Venn diagrams (which is standard), or something else? Finally what does "reach mastery" mean, and by what definition are they mastering something? Are you able to see challenging problems being given to them for both homework, and quizzes/tests? Do the results show the child has achieved mastery?

Anonymous wrote:

Anonymous wrote:^^I've now heard back from the math teacher, who essentially wrote the curriculum is not different but they spend more time "in discussions." Huh? The teacher is perfectly nice but doesn't even seem aware there was supposed to be a new curriculum. Any suggestions as to how I should proceed?

They are having "enriching" discussions

This is actually similar to what the TPMS magnet coordinator said about their Magnet IM class at the meeting last week. The magnet classes are still based on the MCPS curriculum. They cover all the same content, but they do it faster. The topics are more compressed because these students can reach mastery in less time and with less repetition of content. He specifically mentioned that it allows them time to go in depth into things like Set Theory, which would not typically be discussed in IM.

Anonymous wrote:Enriched Math - very little homework - just started doing projects. Projects look interesting so far. DC is engaged and enjoying it but still breezing through it (although not as much as he is breezing through non-enriched english and world studies, having missed the cut-off for world studies). That doesn't seem to be the case for many of the kids judging from the offers of retakes of quizzes and my child's (admittedly spotty) reports.

Can you give us some info about the projects? Thank you!

Anonymous wrote:^^I've now heard back from the math teacher, who essentially wrote the curriculum is not different but they spend more time "in discussions." Huh? The teacher is perfectly nice but doesn't even seem aware there was supposed to be a new curriculum. Any suggestions as to how I should proceed?

They are having "enriching" discussions

Can posters say which school their kids are at?

^^I've now heard back from the math teacher, who essentially wrote the curriculum is not different but they spend more time "in discussions." Huh? The teacher is perfectly nice but doesn't even seem aware there was supposed to be a new curriculum. Any suggestions as to how I should proceed?

I agree it is uneven by school, even by section, with no apparent oversight.

I've just e-mailed DC's IM teacher to ask politely for more information about the nature of the enrichment this year. If no response in a week, I will move up the chain with my question (math department head, counselor, principal). No info in the syllabus or at BTSN, seems to be the regular IM worksheets as far as I can tell, with at least two sections taught by different instructors. This was done in such a last-minute ad hoc way, I'm sure some teachers couldn't get an enriched curriculum together in time for the school year start. But maybe I'll get some positive info back. It's still early. Large class: 33/34.

Social Studies is very good, enrichment clearly explained by a strong experienced teacher with high standards. Works of literature and model UN activities are integrated for enrichment. Even though the class is HUGE (36), I feel great about its quality, which I believe is stronger than the CES social studies class in 5th.

Anonymous wrote:PP again, I should add that the kids are all former HGC kids so that is why I know them thru my kid. My kid also gets about 30 mins of homework on days that math meets. All homework and assessments have been graded and corrected so far. Teacher also suggested supplemental textbook.

I'm 14:55

OP here: interesting that there are projects in math. Haven’t seen that in compact math so that is encouraging news.

PP again, I should add that the kids are all former HGC kids so that is why I know them thru my kid. My kid also gets about 30 mins of homework on days that math meets. All homework and assessments have been graded and corrected so far. Teacher also suggested supplemental textbook.

Enriched Math - very little homework - just started doing projects. Projects look interesting so far. DC is engaged and enjoying it but still breezing through it (although not as much as he is breezing through non-enriched english and world studies, having missed the cut-off for world studies). That doesn't seem to be the case for many of the kids judging from the offers of retakes of quizzes and my child's (admittedly spotty) reports.

I think it is uneven by school and by teachers. My kid's teacher is praised by my child and other kids in the school for being engaging, providing hands on activities and to quote a kid in another section "makes math fun." I listened to complaints by kids in another section stating the class is boring, only worksheets, etc. I asked the kids about some of the projects my kids did to date and the kids in the other section claim they haven't done anything like that. If this is true, I am happy for my child, but think their should be some oversight to ensure that kids our getting similar experiences across sections.

I can't answer for the humanities because my child takes history in immersion language.

How are they going one month in? I am wondering about the quality of the class, level of enrichment, amount and type of homework etc. I think admissions is covered in other threads so maybe we can skip that here.