Anonymous wrote:

Anonymous wrote:No one is doing science labs in concurrent hybrid. Period.

They were in the pilots.

Were there any concurrent pilots? My understanding of the pilot model is that only kids who were coming in to school were assigned to those classes. That there were no all virtual kids in those classrooms, which is what makes the program concurrent.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:They will not look different in the sense kids at home get all independent work while the in person kids get the actual teaching . So just get that idea out of your head.

That's an idea from a teacher, FYI.

Then I’m sorry for your students because that’s a rotten thing to do to the at home kids.

On Tuesday. Who will be in the building Thursday when things flip. DL block classes aren’t 90 minutes of the teacher talking. There is asynchronous work mixed in.

Except that in the concurrent model, half the kids are not in the building on either Tuesday or Thursday. In most of my classes, ,I have about 20% of my kids there Tuesday, 20% Thursday and 60% neither.

A hybrid model, where the all virtual kids are in other sections is far better than a concurrent model.

Anonymous wrote:

Anonymous wrote:No one is doing science labs in concurrent hybrid. Period.

They were in the pilots.

+1.

Anonymous wrote:No one is doing science labs in concurrent hybrid. Period.

They were in the pilots.

No one is doing science labs in concurrent hybrid. Period.

It sounds like some of the teachers on here want to stick it to the in person kids because they are mad at their parents for not allowing them to remain DL.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is why you don’t ask parents who don’t teach how to improve what they don’t know. We cannot give at home kids asynchronous stuff to only focus on the in person kids.

Exactly, won't the kids at home want to observe the science lab or participate in the conversation?

I would think they would rather do the science lab themself on the day they are in school and then work on their lab report with their partner in a breakout room the next period.

The point is that if the class has kids who are full DL, then the only science lab experiments the teacher can offer are ones that can be done at home as well. A teacher with a hybrid class can flip as you describe above. A teacher with a full virtual class, would only plan activities that can be done at home. A teacher with a concurrent class must follow the virtual since not all kids will have days in the classroom to use lab equipment and so on.

All of my middle school son's lab "experiments" have so far been done online through manipulating "gizmo" models online and I don't see how that really changes. Kids surely can't break out microscopes because of the germ issues meaning they can't share equipment, you can't have lab partners because kids need to be six feet away from one another. What sorts of science labs are schools actually accomplishing? I'd be surprised if it were any but the most rudimentary.

Yep, it's still all going to be online.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is why you don’t ask parents who don’t teach how to improve what they don’t know. We cannot give at home kids asynchronous stuff to only focus on the in person kids.

Exactly, won't the kids at home want to observe the science lab or participate in the conversation?

I would think they would rather do the science lab themself on the day they are in school and then work on their lab report with their partner in a breakout room the next period.

The point is that if the class has kids who are full DL, then the only science lab experiments the teacher can offer are ones that can be done at home as well. A teacher with a hybrid class can flip as you describe above. A teacher with a full virtual class, would only plan activities that can be done at home. A teacher with a concurrent class must follow the virtual since not all kids will have days in the classroom to use lab equipment and so on.

All of my middle school son's lab "experiments" have so far been done online through manipulating "gizmo" models online and I don't see how that really changes. Kids surely can't break out microscopes because of the germ issues meaning they can't share equipment, you can't have lab partners because kids need to be six feet away from one another. What sorts of science labs are schools actually accomplishing? I'd be surprised if it were any but the most rudimentary.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is why you don’t ask parents who don’t teach how to improve what they don’t know. We cannot give at home kids asynchronous stuff to only focus on the in person kids.

Exactly, won't the kids at home want to observe the science lab or participate in the conversation?

I would think they would rather do the science lab themself on the day they are in school and then work on their lab report with their partner in a breakout room the next period.

The point is that if the class has kids who are full DL, then the only science lab experiments the teacher can offer are ones that can be done at home as well. A teacher with a hybrid class can flip as you describe above. A teacher with a full virtual class, would only plan activities that can be done at home. A teacher with a concurrent class must follow the virtual since not all kids will have days in the classroom to use lab equipment and so on.

Anonymous wrote:

Anonymous wrote:This is why you don’t ask parents who don’t teach how to improve what they don’t know. We cannot give at home kids asynchronous stuff to only focus on the in person kids.

Exactly, won't the kids at home want to observe the science lab or participate in the conversation?

I would think they would rather do the science lab themself on the day they are in school and then work on their lab report with their partner in a breakout room the next period.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
For A HS junior in APs, I’m hoping lectures to both groups, then asynchronous for home kids for the rest of the period and working with the in person kids leading a discussion, science lab, foreign language conversation, checking in 1:1, etc.

That's a big nonstarter. All the kids are in the same class, they all need the same time, attention and lessons. That's what is going to make concurrent suck for the in-person students, teachers have to offer the same thing to all the kids in the class.

Principals have a lot of autonomy and can give that to teachers, can allow teachers to teach hybrid how they choose. If they do that.

Well here’s what this teacher can tell you: I will not punish the students at home with asynchronous work while giving a vastly superior education to my in person students. Everything we do has to be able to be done by BOTH groups, first of all because that’s the right thing to do and second of all because most of my students remained online.

100%

Anonymous wrote:This is why you don’t ask parents who don’t teach how to improve what they don’t know. We cannot give at home kids asynchronous stuff to only focus on the in person kids.

Exactly, won't the kids at home want to observe the science lab or participate in the conversation?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:They will not look different in the sense kids at home get all independent work while the in person kids get the actual teaching . So just get that idea out of your head.

That's an idea from a teacher, FYI.

Then I’m sorry for your students because that’s a rotten thing to do to the at home kids.

On Tuesday. Who will be in the building Thursday when things flip. DL block classes aren’t 90 minutes of the teacher talking. There is asynchronous work mixed in.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
For A HS junior in APs, I’m hoping lectures to both groups, then asynchronous for home kids for the rest of the period and working with the in person kids leading a discussion, science lab, foreign language conversation, checking in 1:1, etc.

That's a big nonstarter. All the kids are in the same class, they all need the same time, attention and lessons. That's what is going to make concurrent suck for the in-person students, teachers have to offer the same thing to all the kids in the class.

Principals have a lot of autonomy and can give that to teachers, can allow teachers to teach hybrid how they choose. If they do that.

Well here’s what this teacher can tell you: I will not punish the students at home with asynchronous work while giving a vastly superior education to my in person students. Everything we do has to be able to be done by BOTH groups, first of all because that’s the right thing to do and second of all because most of my students remained online.

Okay. Again. My kid has some classes that, as of now, are fully hybrid kids. Which the teachers I know at her school say is giving the flexibility to use some hybrid teaching methods. It’s big system. What’s happening in your 1st grade class on one side of the county may be different than AP level classes at a school where most juniors and seniors are opting to return.

Anonymous wrote:This is why you don’t ask parents who don’t teach how to improve what they don’t know. We cannot give at home kids asynchronous stuff to only focus on the in person kids.

Our Hs did a decent job dividing hybrid and DL last fall. The HS level teachers I am friends with say they have some ability to do a hybrid/ concurrent mashup. So, for example, kids at home in English peer edit in break out rooms for a half hour while English group 2 has a discussion in class on Tuesday. Then Thursday, switch groups.

My DD’s AP Lang teacher is insanely good and organized and post to the minute schedules every two weeks. Like 7 minutes of this. 2 minute break, 13 minutes of that. Looking at what he does, I could see this happening. And that class definitely is fully hybrid kids. Our Hs is also changing schedules for kids who want to state preserve the difference. One of DD’s friends in her English class asked to switch hybrid to DL, then rescinded the choice when her guidance counselor showed her what her new schedule would look like.

Please let me have some hope one or two classes won’t totally suck for my kid. Hope is in very short supply.