We are far into this “stay-at-home” life, with some states extending the orders into May and a few others looking at partial openings. School openings are questionable right now in most states. This raises a multitude of questions.
What about the lost school year? What about kids who were already falling behind? What about kids that weren’t provided a laptop or don’t have internet access to participate in distance learning? How will schools manage the outcomes of this hybrid home schooling model?
It’s not the end of the world as some would have you think. At the very least it is sparking innovative thinking and rational discourse on what is really important right now.
The pandemic response of closing schools led many school districts and state boards of education to rethink the mainstay principles of tracking student progress via grading as well as how to address grade level coverage of curriculum. State and local education officials vary widely in their responses.
Ideas/plans floating around include giving all students A’s, issuing pass/fail marks or counting these past few months as enrichment, not work done for credit. Some want students to attend summer school and others are waving attendance requirements. The word scrambling comes to mind.
How do you solve a problem that was created by the very nature of schooling itself?
None of these questions would present a problem if we shifted our school paradigm concerning grade levels and grading students. The issue is only present when you feel compelled to give students a grade. It’s present when you feel compelled to hold them back a grade level or push them thorough with interventions when they have not yet mastered the arbitrary grade level material.
Young people can learn without grades or the artificially imposed age-batching practice of grade leveling.
Sadly, some are still not convinced.
What are ways in which we can facilitate, observe and report on learning without using a flawed, inequitable and damaging system like grading?
What are ways in which we can group young people for learning experiences that are not based strictly on age?
Teachers are asking themselves these questions right now. They are trying to figure out how to transition and then meld the two realities of regular classroom school with school at a distance, to finalize student progress for this school year. It’s challenging to say the least.
I hear teachers sharing their stories of Zoom meetings with various age groups that include little brothers and sisters joining as well as one on one communications back and forth between students and their teachers. In general teachers, children and their families are going with the flow. Day by day, moment by moment, they are all doing a difficult and incredible job. As stated earlier, this is uncharted territory and we have much to learn from it.
Interestingly enough, MindShift posted this on Twitter recently, (ideas from Larry Ferlazzo), to help teachers navigate this time and it’s good advice.
In my book, Learning Unleashed, I shared the importance of remembering the early childhood days of curiosity and intrinsic self-directed learning. Schooling proposes a different kind of learning than curious self-direction. It shifts the learner to a tightly constricted box that is a one size fits all approach.
This pandemic “shut down” response sheds light on what is really important and how we might transition back to classrooms next year with a newly developed sense of purpose.
For as long as I can remember, at least in my 30 plus years as an educator, the issues of grading and grade levels are on the “do not touch ” list of school reforms. The practice of grading is one of the sacred cows that we talk about but can’t seem to reach a consensus. The idea of grouping children based solely on their age is rarely questioned.
The idea of developmental and interest grouping instead of grade levels by age, is not even on school radars. Many credible and well respected educational visionaries speak on this regularly. Sir Ken Robinson is an example.
We listen and do little to change.
What will it take to make changes to these unproductive practices?
Perhaps a forced closing of all the schools in the country could set the change in motion. It’s been said that necessity is the mother of invention.
Maybe Pandemics are the Mother of Innovation.
My Photo taken at the Musee Olympique in Lusanne, Switzerland. The screen says CHANGE as my Grandson examines the information. Seems logical for a 16 month old!
Come back for Looking Forward # 4, the last in the series to celebrate the graduating class of 2020!