Some students discovered they liked online learning even more than in person instruction. They figured out how to access homework assignments and ask questions during distance learning.
They mastered online classrooms and chat boxes. The losses they experienced were losses of access to their school community, to consistency and routine, to stable learning environments.īut students honed other skills, including flexibility, resilience and creativity.
Students didn’t stop learning and developing-but their learning experiences and environments were far different than anyone could have anticipated before the pandemic hit. While no one would dispute that the most students have experienced interrupted learning, among other disruptions, we believe it’s more accurate to say that student learning trajectories have shifted over the past 16 months. Worse yet, it implies that not only did students not learn anything, they didn’t retain information they previously learned. The phrase itself implies that students didn’t learn anything at all once schools were closed in March 2020. Learning loss operates from a deficit perspective As the world recovers from the pandemic, and schools across the United States begin planning for a safe transition back to in-person learning, the conversation inevitably turns to how we can recover from all disruptions that students and teachers experienced during the COVID-19 pandemic-including falling behind in key subject areas.Īs an organization that’s trying to shift to more asset-based language and better honor and celebrate the students and schools we serve, City Year is avoiding the term “learning loss.” Here’s why. If you’ve turned on the news, you’ve undoubtedly come across this phrase. Why we don’t use the term “learning loss”
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