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.
