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education during pandemic



And engaging students is more essential than ever: Months of unequal access to instruction last spring mean that students will be coming back to school, in person or remotely, with varying degrees of learning loss. As this report is published, many school districts are already conducting a week or more of professional development on a range of topics. We have to strike a balance between what children need and what families can do, and how you maintain some kind of work-life balance in the home environment. Here’s What Teaching Looks Like Under COVID-19, Deep Dive: Taking Care of Teachers: Round-the-Clock Communication Is Exhausting, Deep Dive: How Schools Can Redeploy Teachers in Creative Ways During COVID-19, Downloadable Guide: New Roles for Educators, Shielding Students From the Economic Storm, Bridging Distance for Learners With Special Needs, Do Parents Trust Schools? There are things we can learn in the messiness of adapting through this crisis, which has revealed profound disparities in children’s access to support and opportunities. Even if students had little instruction in the spring, districts should fight the impulse to require extensive remediation or reteaching of whole units from last year. GAZETTE: The digital divide between students has become apparent as schools have increasingly turned to online instruction. Disadvantaged students suffer the consequences of those gaps more than affluent children, who typically have lots of opportunities to fill in those gaps. For years, the success of our students has been measured by two arbitrary constructs — proficiency and time. That’s a daunting combination, but it’s what the pandemic has delivered. Finally, we must recognize the equity issues in the forced overreliance on homeschooling so that we avoid further disadvantaging the already disadvantaged. A Better Education for All During—and After—the COVID-19 Pandemic Research from the Abdul Latif Jameel Poverty Action Lab (J-PAL) and its partners shows how to help children learn amid erratic access to schools during a pandemic, and how those solutions may make progress toward the Sustainable Development Goal of ensuring a quality education for all by 2030. Now, however, we’re not only going to have to construct a backup to get through this crisis, but we’re going to have to develop new, permanent systems, redesigned to meet the needs which have been so glaringly exposed in this crisis. We should be asking why the adults always control the learning. These education prerequisites go far beyond the purview of school systems, but rather are the responsibility of communities and society at large. We need to redesign our systems of child development and education. “Students without reliable, fast internet or suitable devices for schoolwork or … REVILLE: One that’s most striking to me is that because schools are closed, parents and the general public have become more aware than at any time in my memory of the inequities in children’s lives outside of school. What preparations should institutions make in the short time available and how do they address students’ needs by level and field of study? Do these massive school closures have any precedent in the history of the United States? At the same time, many communities still need help just to do what Boston has done for its students. ET, The COVID-19 pandemic, combined with the nation’s mental health and equity concerns, has accelerated the shift in the accountability landscape. Illinois parents may be going through their individual struggles during the pandemic — but they appear to be sharing one major parenting woe in common: they’re very worried about the soft skills that have slipped through their children’s fingers since COVID-19 entered their lives. The top priority in a pandemic is ensuring that the learning environment for students is physically safe. The COVID-19 pandemic is a huge challenge to education systems. Teresa Vazquez, a teacher in Fort Wayne, Ind., remotely teaches a Spanish 1 class to students at Monroe High School in Albany, Ga. Police hold back pro-Trump rioters who tried to break through a police barrier Jan. 6 at the U.S. Capitol. GAZETTE: You’ve talked about some concrete changes that should be considered to level the playing field. Let’s take this opportunity to end the “one size fits all” factory model of education. Experts are advising educators to use standardized tests sparingly and focus more heavily on informal assessments in the classroom: well-designed activities that “assess” the few, most critical things their students haven’t yet mastered for the next unit. And we haven’t done a very good job of providing these. We tend to regard our school systems uniformly, but actually schools are widely different in their operations and impact on children, just as our students themselves are very different from one another. This Viewpoint offers guidance to teachers, institutional heads, and officials on addressing the crisis. There were substantial closings in many places during the 1918 Spanish Flu, some as long as four months, but not as widespread as those we’re seeing today. We’re thrilled to announce the launch of the all new EdWeek.org. REVILLE: The first thing to consider is that it’s going to be a variable effect. But there are some priorities—like engaging with students, providing access to cognitively demanding work, and responding to formative assessment—that teachers can address in any environment. 'Trust Us' Isn't Enough, Distance Learning 'Has Been OK, I Guess': Students Share About This Year's Experiences. Schools also need to plan how they will keep curriculum and instruction cohesive across different environments. Boston, for example, has bought 20,000 Chromebooks and is creating hotspots around the city where children and families can go to get internet access. Through eight installments, Education Week explores the steps administrators need to take to ensure the safety of students and faculty. Amid the Covid-19 pandemic the education system in India has been witnessing challenges with significant impact on higher education. Instead, they’re urging schools to focus deeply on instructional techniques and informal tests in the classroom. Some school systems are doing online classes all day long, and the students are fully engaged and have lots of homework, and the parents don’t need to do much. More than ever before, it’s essential that instruction encourages strong, caring relationships with adults and provides opportunities for students to think deeply, to connect with their peers, and to get excited about learning again. As former secretary of education for Massachusetts, Paul Reville is keenly aware of the financial and resource disparities between districts, schools, and individual students. How We Go Back to School is supported in part by the Chan Zuckerberg Initiative. Here’s How, Deep Dive: Don’t Rush to ‘Diagnose’ Learning Loss With a Formal Test. REVILLE: School districts can be helpful by giving parents guidance about how to constructively use this time. Some students will be fine during this crisis because they’ll have high-quality learning opportunities, whether it’s formal schooling or informal homeschooling of some kind coupled with various enrichment opportunities. That’s a great start but, in the long run, I think we can do better than that. REVILLE: We’ve certainly had school closures in particular jurisdictions after a natural disaster, like in New Orleans after the hurricane. "We need to look holistically, at the entirety of children’s lives.". Experts say no students should be held back from grade-level work—instead, teachers and instructional leaders should figure out where they might need to revisit prerequisite skills in the context of instruction. Despite the incredible challenges of offering medical education during this time, the pandemic has led to many positive and potentially long-lasting innovations. These times are unprecedented. In some ways, the question was a welcome one, SIT president Sophie Howlett said, 'because we're not … When teachers go back to school this fall, the classroom as they’ve known it will be gone, and their instruction will be more critical than ever. There is a powerful case for making meaning parental engagement a critical piece of what K-12 education looks like during and after this pandemic. In this way, we can make the most of the crisis to help redesign better systems of education and child development. REVILLE: The best that can come of this is a new paradigm shift in terms of the way in which we look at education, because children’s well-being and success depend on more than just schooling. It offers advice for deciding what to teach this year, how to teach it, and how to make sure students and teachers both get the support that they need from schools. While aiming for success in higher education as a parent is challenging enough, achieving academic goals in the midst of a pandemic can be emotionally overwhelming and exhausting. They’ll also have to keep instruction coherent across online and in-person settings, since many districts plan to offer hybrid schedules. It’s a lot to take on even as the ground shifts under teachers’ feet. Why not construct a system that meets children where they are and gives them what they need inside and outside of school in order to be successful? However, that seems unlikely. In North Carolina, homeschooling filings nearly tripled, with over 10,000 parent forms submitted over the summer, compared to about 3,500 last year. This is part of our Coronavirus Update series in which Harvard specialists in epidemiology, infectious disease, economics, politics, and other disciplines offer insights into what the latest developments in the COVID-19 outbreak may bring. Story at a glance. All of that has created a new set of staffing and professional development challenges for school and district leaders. In yet another example of this, a recent study has found that a significant proportion of children with disabilities were excluded from education during the pandemic … And the question is: What resources, support, or capacity do they have to do homeschooling effectively? We should be asking: How do we make our school, education, and child-development systems more individually responsive to the needs of our students? Twenty-first century learning absolutely requires technology and internet. This content is provided by our sponsor. One way to know what has been lost is through testing, but is it, Thu., January 21, 2021, 2:00 p.m. - 3:00 p.m. Conversely, other students won’t have access to anything of quality, and as a result will be at an enormous disadvantage. In the meantime, lots of organizations are springing up, offering different kinds of resources such as handbooks and curriculum outlines, while many school systems are coming up with guidance documents to help parents create a positive learning environment in their homes by engaging children in challenging activities so they keep learning. We need another paradigm shift, where we look at our goals and aspirations for education, which are summed up in phrases like “No Child Left Behind,” “Every Student Succeeds,” and “All Means All,” and figure out how to build a system that has the capacity to deliver on that promise of equity and excellence in education for all of our students, and all means all. During the influenza pandemic in 1918, even though the world was a … The coronavirus pandemic has turned the spotlight on one of the problems that hasn’t been resolved until now: making education accessible to all, under any circumstances. Here’s How. GAZETTE: What can parents can do to help with the homeschooling of their children in the current crisis? No, certainly not in my lifetime. Teachers will need to create flexible, adaptable assignments that students can complete in different environments and with varied levels of technology access. Instead, instructional leaders need to create a range of entry points into the grade-level content—scaffolds for students who require them, and places where teachers can refresh or reteach concepts that students need to understand in order to succeed this fall. To … GAZETTE: What has been the biggest surprise for you thus far? Generally speaking, the most economically challenged in our society will be the most vulnerable in this crisis, and the most advantaged are most likely to survive it without losing too much ground. But it’s a lot to take on. We tried with our education reforms to build a 21st-century education system, but the results of that movement have been modest. 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