per your #1, my school district is doing that. One designated teacher [per grade, per subject] is recording lectures that are posted to a central repository. this content is assigned out, along with supplementary work, via Google Classroom at the class level. Each class teacher, then, schedules their own class video meetings to "check-in" and offer support for students who need it.
My experience thus far, having 3rd and 5th graders at home, is that remote math learning is a piece of cake and the quarantine experience has really illuminated for me how slowly public schools move. It has also clearly demonstrated that teacher language arts & writing requires 1) skills I don't have, and 2) direct interaction with a competent instructor.
Note, too, that not all teachers have adequate internet access at home to effectively teach remotely. My 5th grader's teacher is quite rural and has 5mbps down, 1mbps up internet service. She can barely participate in online meetings and cannot effectively upload any video content.
#2: 100% agree, but some classes lend themselves this more readily than others.
My experience thus far, having 3rd and 5th graders at home, is that remote math learning is a piece of cake and the quarantine experience has really illuminated for me how slowly public schools move. It has also clearly demonstrated that teacher language arts & writing requires 1) skills I don't have, and 2) direct interaction with a competent instructor.
Note, too, that not all teachers have adequate internet access at home to effectively teach remotely. My 5th grader's teacher is quite rural and has 5mbps down, 1mbps up internet service. She can barely participate in online meetings and cannot effectively upload any video content.
#2: 100% agree, but some classes lend themselves this more readily than others.