IB. (2020). "Lost learning": What does the research really say?
There are different definitions of "lost learning". I like "learning loss against the 'expected gains in academic scores' (Gibbs et al, 2019, p.1407).
The impact of COVID on learning might have been overestimated as most schools provide online learning, whereas studies in the past investigated school closures without online learning. (Kuhfeld et al. 2020)
Key factors that can mitigate the impacts of disaster such as the COVID and lost learning:
development of skills that support resilience
positive school environment
using assessment to support teaching and learning
goal-setting
differentiation (p. 8)
Four attributes and skills associated with resilience,
higher levels of social competence
problem-solving skills
sense of autonomy or self-efficacy
sense of purpose, hope or meaning (Cahill, Beadle, Farrelly, Forster and Smith (n.d., p.16) )
Kuhfeld, M., Soland, J., Tarasawa B., Johnson A., Ruzek, E., and Liu, J. (2020). Projecting the potential impacts of COVID-19 school closures on academic achievement. (EdWorkingPaper: 20-226). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/cdrv-yw05
Gibbs, L., Nursey, J., Cook, J., Ireton, G., Alkemade, N., Roberts, M., Gallagher, H. C., Bryant, R., Block, K., Molyneaux, R., & Forbes, D. (2019). Delayed disaster impacts on academic performance of primary school children. Child Development, 90(4), 1402–1412. https://doi.org/10.1111/cdev.13200
Cahill, H., Beadle, S., Farrelly, A., Forster, R., Smith, K. (n.d.). Building resilience in children and young people. A Literature Review for the Department of Education and Early Childhood Development (DEECD). University of Melbourne. https://www.education.vic.gov.au/documents/about/department/resiliencelitrevie w.pdf
IB. (2020). Why wellbeing matters during a time of crisis
This paper provides the following five areas of strategies in support students' and staff's wellbeing in the face of crisis (p. 9), 1. Learn from the crisis -regard times of distress as opportunities for innovation and development
-turn a time of crisis into a unique learning experience
-reflect on past actions 2. Become comfortable with uncertainty - become aware that uncertainty is the “new normal”.
-embrace the unknown,
-value the strengths we have and
-foster the creation of new routines.
-Learning about complexity, crisis, strategies to deal with sensitive and controversial issues 3. Invest time in wellbeing routines -Investing time in strengthening relationships and
-creating a safe and trusting learning environment has never been more worthwhile.
-Close monitoring of the wellbeing of members of the school community
-Build new wellbeing routines in your school, such as times to share, opportunities to seek support and varied strategies to deal with emotional challenges for all. 4. Re-design a wellbeing pedagogy -Encourage students to set individual goals and
-embed wellbeing practices into the day to day school experience.
-Embed learning activities that strengthen relationships and collaborative work,
-fostering a sense of belonging to the school community in a time of disruptions.
-Mindfully plan the school activities and workload 5. Dare to experiment, share and innovate -Trust your capacity in making the best decisions for your specific context and dare to experiment, share, learn and innovate.
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