Post #16 - Expanding Learning Opportunities

Was there a Learning Loss due to COVID-19?

During the “Expanding Learning Opportunities'' webinar hosted by Doug Fisher, the topic of “Learning Loss” and how to approach the issue was discussed amongst educators around the world.The term “Learning Loss” refers to the setbacks that students faced academically during the pandemic. This is a controversial phrase to use when explaining the effects of COVID-19 on student learning because many educators claim it is offensive to their work. There is no evidence pointing to a regression, or loss, of learning during this time. Therefore, Fisher rather used the term “Unfinished Learning” to describe this issue more accurately. The students did not lose any knowledge during the pandemic; however, there were some content areas that did not get taught to completion. In compensation for the unfinished learning, there is “Unexpected Learning” that is not always recognized. The students are still developing skills when not directly in the classroom. Examples shared by current elementary students during the webinar include: technology, organization, communication, social and emotional care, and more.

Accommodating for the Academic Setback

Doug Fisher, after analyzing the data accumulated on education during the pandemic, proposed a multi-step strategy to accommodate for the academic setback found in the studies. His method focused on acceleration rather than remediation. Fisher made many suggestions that I foresee myself applying to my future teaching. The first suggestion being: identify skills and concepts that have yet to be learned. A quote that Fisher said that resonated with me was “know the difference between need to know and neat to know.” I found this important because teachers often feel intimidated by the number of standards that are expected to be taught in a single school year. In reality, it is impossible to meet every standard. We must look at our teaching through a wide lens, asking ourselves what is most needed to set the students up for future success.

Knowing the students background knowledge is crucial for the second step Fisher mentioned: building key aspects of knowledge before instruction. This is a concept seen through practices such as flipped learning and teaching back assignments. In summary, this step is activating prior knowledge to preview the lesson to come. By building on key aspects, there is a greater relevance in learning, and relevance is associated with higher levels of self regulation of learning. The students are able to answer the questions of what they are learning, why they are learning it, and how they will know that they have learned it.

Lastly, Fisher mentioned the importance of rebuilding student confidence in their learning post-pandemic. Just as the teachers did, the students experienced the mental strain and hardships from the transition to virtual learning. Many of the students interviewed reported that they lost confidence and motivation in their school work. Fisher provided many examples of how we, as teachers, can encourage our students to gain back the lost motivation. Some of these examples are: set goals together, self and peer assessment, provide useful feedback, and celebrate success. Many of these practices support reflection and revision that can be used to better our abilities. They are positive actions that promote a fruitful learning environment. We are not limited to these examples, but they provide a starting ground for teachers and students to use in and out of the classroom.

Final Thoughts

The “Expanding Learning Opportunities'' webinar was interesting to me because it allowed me to view the COVID-19 pandemic as an opportunity to grow as an educator. I am able to look at learning through a different lens now that I have participated in this professional development activity. Before, I thought that learning was black and white. I thought that teachers taught and students learned. However, now I see that learning is never completed. There is a continuum of knowledge, and everyone is at a different place. As teachers, we must acknowledge this fact and use it to shape our classroom practices.

Resources:

1. Covid-19 and Learning Loss

2. Crush Covid Learning Loss