Coronavirus Resources for Schools

Supporting Learning Infographic

Contains resources from school districts and public health agencies.

Issue link: https://content.acsa.org/i/1272716

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Top Ten Recommendations for Supporting Learning in the COVID-19 Context — A S Y N T H E S I S O F R E P O R T F I N D I N G S — Though the delivery of instruc on in the 2020–21 school year will be altered to mi gate the spread of COVID-19, a long-standing research base on high-quality instruc on can inform decisions about students' learning and engagement. The following ten recommenda ons dis ll the key findings from the PACE report Suppor ng Learning in the COVID-19 Context, which offers a framework for educators and district leaders to use in their prepara on to provide quality instruc on through distance and blended models. Recommenda ons to educators: Priori ze interac on and collabora on in synchronous learning opportuni es. Being part of a community of learners is cri cal to fostering student engagement in distance and blended learning. Prerecorded lectures, videos, and readings should be assigned for students to engage with asynchronously (on their own me) so that synchronous ("face-to-face") class me can be reserved for ac ve learning and interac ve class engagement. The focus—par cularly at the outset of distance learning—should be on developing a sense of class community and norms of engagement. Conduct regular forma ve assessments and provide prompt feedback to students and families. Students need regular feedback to support their learning and to recognize and encourage engagement, par cularly when in-person interac on is limited. In addi on to measuring a endance in distance learning, educators must assess student learning frequently and through diverse approaches. Timely and regular feedback should be provided not only to students but also to families, who are cri cal partners in distance learning. Provide regular, individualized contact for each student. Isola on and exposure to stressors related to COVID-19 have increased student social- emo onal needs. Students should receive ongoing and reliable contact from a school staff member about their learning and also their general well-being. This staff member may no ce areas of concern and connect students to necessary supports. Focus on accelera ng learning of grade-level content. The content that should have been covered in spring 2020 cannot be assumed to have been delivered, received, or retained. Teachers should develop familiarity with their students' prior year content so that they can provide necessary scaffolding as they pursue instruc on of grade-level standards. 1 2 3 4

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