Understanding the Needs of Struggling Learners in Relation to Post COVID Accelerated Learning Goals

 Historically, the very nature of specially designed instruction requires embracing the reality that a diverse learner responds better to differentiated opportunities to access the curriculum.  A goal of No Child Left Behind (NCLB, 2001) was to wipe out ‘below basic,’ which was the lowest possible score on the National Assessment of Educational Progress (NAEP) educational systems collected data to prove the efficacy of this endeavor. Yet, NCLB and subsequently the Every Student Succeeds Act (ESSA, 2015) are simply the latest reauthorizations of the Elementary and Secondary Education Act (1965) that sought to address the achievement gap with the goal to make every student a proficient reader, writer, science learner, and mathematician.   

The extent of measurable learning loss related to the COVID 19 pandemic is undeniable and requires new strategies, approaches, and thinking. Institute of Education Sciences (IES) Director Mark Schneider is advocating for a widescale overhaul of education research and data to accelerate progress for the students who have fallen furthest behind—students with special needs and ELLs.  Leveraging Evidence to Accelerate Recovery Nationwide (LEARN), is one of three new research initiatives geared to pandemic recovery in schools.  It is a $7 million project launched by the IES, the U.S. Department of Education’s primary research arm, to identify and quickly scale up effective practices to help students recover academically from pandemic disruptions.

Certainly, reform is necessary in how teaching and learning research is conducted, educational data is collected, and how research is analyzed.  Therefore, perhaps this is the best time to demand educators and educational researchers widely adopt the Model Code of Ethics for Educators (MCEE).  Given the purpose of the Model Code of Ethics for Educators (MCEE): To serve as a shared ethical guide for future and current educators who are faced with the complexities of P-12 education; who can be righteously offended?

While that opportunity to form consensus on the need to integrate the MCEE with LEARN begins to brew, let’s revisit the ethical need to do no harm to our students.   Post COVID, most educational leaders and teachers struggle with whether their students will benefit more from accelerated learning rather than remediation. As predicted by Mercanti-Anthony (2021),  the broad assumption that students will need to catch up due to learning loss resulted in schools initially defaulting to remediation strategies. However analysis of research from the Fordham Institute, which suggested that the focus should instead be on accelerated learning, in many cases proved prophetic.

The Acceleration Imperative is an open-source, evidence-based document designed to promote four key principles:

1.   Many students—especially the youngest children in the highest-need schools—will require extra help coming out of the pandemic, particularly in the form of extended learning time, high-dosage tutoring, and expanded mental-health supports.
2.  That extra help should complement, but cannot replace, what students need from schools’ core programs, such as high-quality curricula and positive school cultures.
3. To make up for what’s been lost, we need to focus on acceleration, not remediation. That means devoting the bulk of classroom time to challenging instruction at grade-level or higher, and giving all students access to a rich, high-quality curriculum in English language arts, mathematics, social studies, science, the arts, and more.
4. Decisions should be guided by high-quality research evidence whenever possible.

Created with input from dozens of current and former chief academic officers, scholars, and others with deep expertise and experience in high-performing, high-poverty elementary schools, The Acceleration Imperative is designed to be an organic document.  As such, it will continuously evolve.  You are invited to download and use The Acceleration Imperative as a starting point or as an aid for your own planning purposes. Since The Acceleration Imperative is in the public domain, with no rights reserved, you are invited to freely access, utilize, and distribute! Given previous links will age out due to the nature of the document, click here to view and download the latest version of The Acceleration Imperative.

Let’s agree that student engagement is key to sustained learning. Then we can consider approaches to optimizing student achievement by ethically and morally examining if students will benefit more from accelerated learning or remediation. So, let’s consider how we can increase student engagement.  

An educator’s utilization of an intentionally caring, optimistic, respectful, and trusting (ICORT) mindset should optimize feelings of inclusion and promote a positive school climate.  However, an ICORT-driven educator must also be guided by the axiom: ‘A goal without a plan is just a wish.’ Therefore, inclusion and engagement goals should be strengthened by plans that pursue research-based practices to increase awareness of what is relevant, elevate student knowledge, and willingly make better possible regardless of the teaching modality. This approach is wonderfully exhibited by the following strategies and justifications shared by Schwartz (2021):

•         Encourage writing by hand. There is compelling evidence that writing by hand rather than on a keyboard promotes better recall and comprehension of new information.
•       Welcome international visitors. This endeavor invites students to build connections and exhibit empathy between groups of students. Teachers can freely access organizations such as PenPal Schools or ePals, which can connect your class with international classes. Additionally, Narrative 4, is a nonprofit organization dedicated to telling and sharing stories and thereby promoting social-emotional learning opportunities.
•       Incorporate music. Through Burnout: The Secret to Unlocking the Stress Cycle (Nagoski & Nagoski, 2020), suggest engaging in some form of artistic expression.  Their book provides several activities that can help classes move through stressful experiences regardless of the needed modality.

 

To cite:

Anderson, C.J. (January 31, 2023). Understanding the Needs of Struggling Learners in Relation to Post COVID Accelerated Learning Goals. [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/

 

 

References

Anderson, C.J. (July 31, 2021). Generalizing virtual strategies that worked and planning for accelerated learning. [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/

Mercanti-Anthony, M.J. (2021). Using cognitive science to boost learning. Edutopia. Retrieved from https://www.edutopia.org/article/using-cognitive-science-boost-learning 

Purkey, W. W., & Novak, J. M. (2016). Fundamentals of invitational education. (2^nd Ed)         International Alliance for Invitational Education. Retrieved from: http://invitationaleducation.net/product/category/books  

Schwatrz, J. (2021) Virtual Teaching Practices With Staying Power. Edutopia retrieved from https://www.edutopia.org/article/virtual-teaching-practices-staying-power

 

 

Utilize Metacognitive Tools and Executive Functioning Skills to Optimize Pathways to HOTS

 

Can we agree that all educators should be planning and implementing instruction that progresses students toward utilizing higher order thinking skills (HOTS)?  Effective learning environments utilize psychological tools to reduce learning overload by optimizing metacognition (Bohlin et al., 2008)  During his FAT City Workshops, Lavoie (1989) encouraged avoidance of instructional environments that exacerbate frustration, anxiety, and tension (FAT).  Prospective and in-service teachers are encouraged to eliminate FAT in the classrooms, thereby optimizing a learning environment approaching nirvana (LEAN).  Acronyms and mnemonics are two psychological tools utilizing social interactions within an educational environment to effectively reduce neurological overload and increase learning of desired goals.

In the endeavor to promote HOTS rather than mostly LOTS, an effective educator seeks to mitigate learning overload.  Learning overload prevents educators from helping students realize progress and achieve stated goals (Reason, 2010).  Citing Kennedy (2006) and Franklin (2005), Reason (2010) further noted, “We can’t alter the brain to hold more information, but we can change our approach to learning in ways that reduce overwhelm and prepare us to deal with institutional challenges more effectively” (p. 99). 

In any learning environment, the student’s reticular activating system (RAS) impacts his or her attention and motivation.  Therefore, the RAS impacts how efficiently students address the curriculum focal points.  Effective educators recognize this and seek to “clearly identify the learning focal points that matter” (Reason, 2010, p. 100) as a way to mitigate stressors that overwhelms one’s perception and attention to curriculum focal points. 

Vygotsky (1979) believed that the most important thing a culture passes on to its members are psychological tools, which are cognitive devices and procedures used to communicate and explore the world around us.  Metagognitive tools both aid and change our mental functioning.  Speech, writing, gestures, diagrams, numbers, chemical formulas, musical notation, rules, and memory techniques are some common psychological tools.  Eventually these social interactions become internalized as cognitive processes that are automatically invoked.  Quoting Vygotsky, researchers Tudge and Scrimsher (2003) advocated that “through others we become ourselves” (p. 218).

Executive Function Skills include working memory, flexible thinking, attentional self-control, cognitive inhibition, self-control, time management, and stress tolerance. For this reason, it is important to begin teaching Executive Function Skills beginning in preschool.  Yes, another reason to advocate for universal pre-school but let’s have that discussion at another time… It should be difficult to argue with the suggestion that well-developed Executive Function Skills result in greater resiliency.

A great problem resulting from the COVID 19 pandemic is many of our students haven’t been in a classroom for almost two years. Everyone seems willing to accept academic progress, social emotional learning, and cognitive development were adversely impacted by school closures and reliance upon virtual instruction.  However, executive functioning skills are involved in each of those areas and thereby an impacted area that needs our specific attention. Beginning in preschool, certain early childhood activities such as imaginative play or storytelling establish for our youngest learners the pathways to their academic success.  For activities that can accelerate executive function skill development, check out the links below:

·         2014 Activities Guide: Enhancing and Practicing Executive Function Skills With Children from Infancy to Adolescence, from the Center on the Developing Child at Harvard University

·         2019 paper on the science of learning and development, by Linda Darling-Hammond et al. 

·         2021 Edutopia article on executive function and kindergarten readiness, by Jackie Peng

·         2014 article about the influence of self-talk, by Ethan Kross et al.

·         2016 study about improving perseverance in young children, by Rachel E. White et al.

We do not yet fully know the implications resulting from students’ lack of daily interactions with their teachers and peers. Given teaching and learning is a social endeavor, direct interactions are essential when seeking to transmit knowledge from one person to another. Educators can more effectively accelerate learning to overcome academic and social-emotional losses by planning lessons that require Executive Function Skills and  utilize metacognitive skills to  mitigate learning overload. Does it work?  Well, after defining HOTS above, did you know what LOTS was referencing ?

 

To cite:

Anderson, C.J. (November 30, 2021) Utilize metacognitive tools and executive functioning skills to optimize pathways to HOTS [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/

 

References:

 Bohlin, L., Durwin, C., & Reese-Weber, M. (2008). Ed psych: Modules: McGraw-Hill.

 Lavoie, R. (1989) How difficult can this be? F.A.T. City--A learning disabilities workshop DVD

            Retrieved from http://www.youtube.com/watch?v=zhzh9kt8z7c

Reason, C. (2010). Leading a learning organization: The science of working with others. Solution Tree

    Press.

Tudge, J., & Scrimsher, S. (2003). Lev S. Vygotsky on education: A cultural-historical,

            interpersonal, and individual approach to development. In B. J. Zimmerman &

D. H. Schunk (Eds.), Educational psychology: A century of contributions

(pp. 207–228): Erlbaum.

 

Generalizing Virtual Strategies That Worked and Planning for Accelerated Learning

Undoubtedly, the sudden need for remote teaching required teachers to find innovative ways for reaching students and building community. Some of the virtual strategies are best practices that should be generalized regardless if teaching a traditional brick-and-mortar classroom or needing to manage Roomers and Zoomers through a concurrent model (Mclaughlin and Borup, 2021).  Regardless of the approach or needed modality, let’s first agree that student engagement is key.  Then we can consider approaches to addressing student achievement during the pandemic and whether students will benefit more from accelerated learning rather than defaulting to remediation.

Let’s first consider how we can increase student engagement.  An educator’s utilization of an intentionally caring, optimistic, respectful, and trusting (ICORT) mindset should optimize feelings of inclusion and promote a positive school climate.  However, an ICORT-driven educator must also be guided by the axiom: ‘A goal without a plan is just a wish.’ Therefore, inclusion and engagement goals should be strengthened by plans that pursue research-based practices to increase awareness of what is relevant, elevate student knowledge, and willingly make better possible regardless of the teaching modality. This approach is wonderfully exhibited by the following strategies and justifications shared by Schwartz (2021):

·         Encourage writing by hand. There is compelling evidence that writing by hand rather than on a keyboard promotes better recall and comprehension of new information.

·         Welcome international visitors. This endeavor invites students to build connections and exhibit empathy between groups of students. Teachers can freely access organizations such as PenPal Schools or ePals, which can connect your class with international classes. Additionally, Narrative 4, is a nonprofit organization dedicated to telling and sharing stories and thereby promoting social-emotional learning opportunities.

·         Incorporate music. Through Burnout: The Secret to Unlocking the Stress Cycle (Nagoski & Nagoski, 2020), suggest engaging in some form of artistic expression.  Their book provides several activities that can help classes move through stressful experiences regardless of the needed modality.

Next, let’s consider whether your students will benefit more from accelerated learning rather than remediation. As noted by Mercanti-Anthony (2021),  the broad assumption that students will need to catch up may result in schools being inclined to default to remediation strategies. However researchers from the Fordham Institute suggest that the focus should instead be on accelerated learning.

The Acceleration Imperative is an open-source, evidence-based document designed to promote four key principles:

1. Many students—especially the youngest children in the highest-need schools—will require extra help coming out of the pandemic, particularly in the form of extended learning time, high-dosage tutoring, and expanded mental-health supports.
2. That extra help should complement, but cannot replace, what students need from schools’ core programs, such as high-quality curricula and positive school cultures.
3. To make up for what’s been lost, we need to focus on acceleration, not remediation. That means devoting the bulk of classroom time to challenging instruction at grade-level or higher, and giving all students access to a rich, high-quality curriculum in English language arts, mathematics, social studies, science, the arts, and more.
4. Decisions should be guided by high-quality research evidence whenever possible.

Created with input from dozens of current and former chief academic officers, scholars, and others with deep expertise and experience in high-performing, high-poverty elementary schools, The Acceleration Imperative is designed to be an organic document.  As such, it will continuously evolve.  You are invited to download and use The Acceleration Imperative as a starting point or as an aid for your own planning purposes.

Practitioners can share comments and experiences, and suggest edits through a wiki-style website: www.caocentral.wiki. Since The Acceleration Imperative is in the public domain, with no rights reserved, you are invited to freely access, utilize, and distribute! Given previous links will age out due to the nature of the document, click here to view and download the latest version of The Acceleration Imperative.

 

 

To cite:

Anderson, C.J. (July 31, 2021). Generalizing virtual strategies that worked and planning for

accelerated learning. [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/

 

 

References

McLaughlin, C. & Borup, J. (April 26, 2021). Roomers and zoomers: Tips for working

with in-person and virtual students concurrently [Webinar recording] retrieved from:

 https://home.edweb.net/webinar/commonsense20210426/

 

Mercanti-Anthony, M.J. (2021). Using cognitive science to boost learning. Edutopia.

Retrieved from https://www.edutopia.org/article/using-cognitive-science-boost-learning

 

Purkey, W. W., & Novak, J. M. (2016). Fundamentals of invitational education. (2^nd Ed)

            International Alliance for Invitational Education. Retrieved from:

http://invitationaleducation.net/product/category/books

 

Schwatrz, J. (2021) Virtual Teaching Practices With Staying Power. Edutopia retrieved from

https://www.edutopia.org/article/virtual-teaching-practices-staying-power