How do we respond to interrupted learning?
How do we respond to interrupted learning?
In this video, our Director of Assessment Research and Development Tim Oates CBE discusses interrupted learning caused by the Covid-19 pandemic and sets out what needs to be considered when thinking about recovery learning.
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Video transcript
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How do we respond to interrupted learning?
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We've written extensively about the
future of assessment, and education.
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Within that we've looked at the very strong evidence that exists for what we should do
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in response to interrupted education,
or what some people call recovery learning.
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If we use the evidence that
exists on interrupted education,
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we can actually improve
the standards in education,
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not just get to where we would have
been had nothing actually occurred.
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This is really compelling.
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There's a risk that in responding to the
very real individual needs of each child
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since each child was affected
differently by interrupted education.
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We could inadvertently escalate
the workload of schools and teachers.
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By drawing on research,
our work suggests approaches,
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we could actually reduce the workload of teachers and improve, equity and attainment.
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So, this is a big win for our education system,
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and a big win for both learners,
and for teachers.
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If we do things like having an honest conversation about what occurred during
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lockdown, on the things
that kids were really doing,
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if we attend to their learning
dispositions and habits,
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as well as content gaps
in relationship to subjects,
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and if we focus on fundamental
concepts in subjects,
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and make sure that we use all
of the insights into rich discourse,
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deep questioning, immediate
responses to misconceptions,
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We actually stand a chance of improving education, which will be a great win.
