In the midst of the Delta variant surge, the focus has been on getting children back into the classroom. However, the question arises of what happens once they are there. As the past 18 months have taken a toll on education, teachers now find themselves racing against time to address the learning loss caused by the pandemic. Opening day is no longer a predictable event where teachers have an understanding of what their students know. The repercussions of the pandemic are evident as more than 340,000 American children failed to attend any form of school last year. Kindergarten saw higher absentee rates compared to other grades, especially in lower-income families. Alarming numbers of students across different age groups and income brackets failed to enroll in schools as expected. These statistics only represent the students who missed the entire year, with millions more experiencing significant disruptions to their education. The pandemic has worsened existing achievement gaps and it remains uncertain how falling behind pre-pandemic standards will impact students’ long-term success, both financially and otherwise. According to a McKinsey report, students’ lifetime earnings may decrease between $49,000 and $61,000 due to the pandemic’s impact on education.
Traditionally, teachers begin each school year with a scope and sequence approach, teaching a curriculum that bridges the gap between the previous year and the upcoming one. Scope refers to the content covered, and sequence refers to the specific order in which the material is taught. Educators have a basic understanding of where students are when they enter the year and where they should be when they finish it. However, the pandemic has disrupted this system in unpredictable ways. Teachers like Margaret Meyer at Grace Church School in New York City are grappling with the challenge of preparing for an unknown situation on day one of the semester. Lesson plans that have been relied upon for years no longer work for students. It is a terrifying situation, especially for teachers who haven’t been in a physical classroom for almost 18 months.
The solution to this complex problem starts with a comprehensive assessment of students’ retained skills. Teachers must accept that some students may not be ready for the material expected at their age or grade level. The choice then becomes whether to push through the curriculum as planned or focus on reinforcing the basics. The idea of “catching up” is counterproductive as there is not enough time in the academic year to cover all the missed material. This requires a flexible approach to determine what needs to be taught and how it should be taught.
Teachers need to shift back in time to ensure that crucial material hasn’t been missed while also reducing the scope of the curriculum. It is crucial to be discerning about what is taught, focusing on processes, models, approaches, and skills rather than specific facts and details that students are likely to forget. Collaboration among teachers is vital. Teachers of different grade levels must work together, with older grades reinforcing fundamental skills taught by lower grade teachers. Administrators should provide time for professional development and collaboration among teachers. Involvement from parents is also essential, as they can provide valuable insights into their child’s struggles and encourage self-advocacy.
This crisis presents an opportunity for schools to pay closer attention to the diverse starting points of students in the classroom. It is an opportunity to reassess and readjust the skills taught at different grade levels, promoting differentiation and collaboration. Teachers of younger grades can support teachers of older grades in reinforcing the basics. While lost time cannot be recovered, educators are committed to making the best use of the time available to provide the optimal education for each student.
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