This schedule might actually work well for my rising 2nd grader. This is about his level and isn't far off of a regular school day, minus all the most important parts (social interaction).

My rising 6th grader can and should do a lot more.

Anonymous wrote:That would upset me quite a bit. 15 minute science or social studies? You can’t do both? When do the independent workers get feedback on math/reading?

Also, as a teacher (secondary, so no skin in the elementary game), how is this fair for staff? Those teaching in person will be there 7.5 hours 4 days a week. This schedule is clearly...not that.

M
Lol I want an hour lunch break at school!

HAHAHAHA. What do you people think happens in school? Do you REALLY think your kid is getting constant time with the teacher??

No one is going to be focusing on science or social studies either in person or DL.

You don’t realize that more half of the school day is doing work on your own, and getting it checked?

You really want your kid to spend that much time online staring at the teacher because to you that means learning? There is a practice element too.

Thanks for posting though OP because I too find this schedule icky. There is way too much time on the computer and I don’t want my kid to do “specials” which just adds more screen time to the day. We will probably home school.

It should be 45 -1 hr LA, 45 mins Math, 45 mins Science/SS. 15 min Morning Meeting. 30 mins of specials. Small group schedule of 20-30 minutes a few times a week.

Anonymous wrote:

Anonymous wrote:I only expected 2.5 hours, based on the SB meeting docs. I would be ok with this plan for my second grader so long as there is feedback on the independent work being done during small group time. Though I'd be happier if the science / social studies block went longer.

Do you think it’s appropriate amount of instruction for a sixth grader.

No. I teach 6th. They should be getting 3.5 hours of live instruction.

Anonymous wrote:The LCPS one is worse. A 30 minute “morning meeting” plus two 45 minute blocks “synchronous instruction.”

A block for small groups that most kids don’t qualify for, and 1 special per day that can be synchronous OR asynchronous.

That’s it. And people are lining up for it. I don’t get it.

Correct my math but this is a lot more instructional time then OPs post.

The LCPS one is worse. A 30 minute “morning meeting” plus two 45 minute blocks “synchronous instruction.”

A block for small groups that most kids don’t qualify for, and 1 special per day that can be synchronous OR asynchronous.

That’s it. And people are lining up for it. I don’t get it.

Is this a troll? No one could think this schedule is acceptable for upper elementary.

This schedule was obviously designed by a slacker teacher. That low amount of instructional time is an embarrassment, especially considering how they need to catch up for the missing 1/3rd of the last school year.

There is plenty of time for kids to do homework on Mondays and the other five hours of the school day they aren’t online with a teacher.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Are you counting the reading and math time? Sometimes it’s independent work and sometimes it’s teacher- led, but it still would count as instruction. That adds up to about 3 hours. I’m guessing that the science, social studies, and perhaps other instruction periods would include activities that could add up to a total of 3.5.

I don’t get your math. If the child is working alone, that’s not instructional time. Even on OPs schedule, if it’s the child’s day for both reading and math groups, it’s well below 3.5 hours.

Isn’t this what happens in the classroom though, only to a greater degree? I assume in a normal day kids spend a lot of time working independently. If they get feedback, how is it not instructional?

Is homework instructional time, too? The promise was 2.5-3.5 hours of direct instructional time.

Anonymous wrote:

Anonymous wrote:Are you counting the reading and math time? Sometimes it’s independent work and sometimes it’s teacher- led, but it still would count as instruction. That adds up to about 3 hours. I’m guessing that the science, social studies, and perhaps other instruction periods would include activities that could add up to a total of 3.5.

I don’t get your math. If the child is working alone, that’s not instructional time. Even on OPs schedule, if it’s the child’s day for both reading and math groups, it’s well below 3.5 hours.

Isn’t this what happens in the classroom though, only to a greater degree? I assume in a normal day kids spend a lot of time working independently. If they get feedback, how is it not instructional?

Anonymous wrote:I actually really love this plan. I think it's consistent, realistic and teacher-directed (without having superfluous or unnecessary screentime).

All the independent work will be on google classrooms, or online somewhere else. They won’t be working on paper.

Anonymous wrote:I actually really love this plan. I think it's consistent, realistic and teacher-directed (without having superfluous or unnecessary screentime).

Are you a teacher? What grade is your child in?

Anonymous wrote:Are you counting the reading and math time? Sometimes it’s independent work and sometimes it’s teacher- led, but it still would count as instruction. That adds up to about 3 hours. I’m guessing that the science, social studies, and perhaps other instruction periods would include activities that could add up to a total of 3.5.

I don’t get your math. If the child is working alone, that’s not instructional time. Even on OPs schedule, if it’s the child’s day for both reading and math groups, it’s well below 3.5 hours.