FAQ
OUTLOOK | IN THE CLASSROOM FAQ
Welcome to the new In the Classroom FAQ, where we turn the page over to educational experts to answer questions on the minds of educators. In this first FAQ, San Joaquin County Office of Education (SJCOE) Continuous Improvement and Support Director Connor Sloan answers the question:
Q: What are some ways to accelerate learning recovery for students?
The COVID-19 pandemic has impacted all of our lives, presented extraordinary health challenges, and created layers of unfinished learning for students. Some students thrived within distance learning, while others struggled to stay engaged. Many forms of unexpected learning occurred for students, such as: learning how to cook and bake, doing laundry, using Zoom and Google Meet, keyboarding skills, working on cars, and gardening. As educators, we recognize the need to provide learning experiences that take into account the whole child. The instructional process of engaging the needs of the whole child is aligned with designing lessons and equitable learning environments that are inclusive and optimize student voice and choice. Opportunities for collaborative conversations, student interaction, and exploration of grade-level content standards are directly related to accelerating learning recovery. Why accelerate learning? This evidencebased approach strategically prepares students for success in the present, provides a fresh academic start every week, and readies students for new learning. To support accelerated learning, teachers front load
core concepts and vocabulary, which serves to jump-start underperforming students’ learning. Learning acceleration enables struggling students to learn alongside peers who are demonstrating grade-level mastery. Teachers address past concepts and skills, but always in the purposeful context of current learning. Throughout an accelerated learning approach, educators honor the knowledge and assets students bring with them. There is a lot of power in honoring students’ voices and providing them choices. When students have a choice in how they apply and demonstrate what they have learned, it increases their investment in the learning process. Student voice and choice also promote relevant student work that emphasizes the application of transferable skills. Learning acceleration strategies are designed to meet students where they are in their learning. This objective is supported by collaborative routines that encourage student-to-student interaction with the use of academic language. There are many strategies educators can use to meet students’ specific needs. Examples of these supportive strategies include
Job-embedded and ongoing professional learning based on teacher needs is key. To learn more about learning acceleration and evidence-based practices to support student academic growth and social-emotional development, please visit SJCOE’s Continuous Improvement and Support website at https://www.sjcoe.org/CIS/ or contact department Director Connor Sloan at csloan@sjcoe.net. • • • •
Accelerated Learning Modules: https://bit.ly/AL_Modules Curriculum Breakfasts LiveBinder: https://bit.ly/SJCOE_Breakfasts Continuous Improvement and Support Newsletter: https://www.sjcoe.org/CIS/ Professional learning and other opportunities: https://sjcoe.org/calendar.aspx
22 | SAN JOAQUIN COUNTY OFFICE OF EDUCATION
scaffolding and differentiation through small group instruction; assignment revision from constructive feedback; student-led instruction; student goal setting; flexible assessments; reciprocal teaching; discussion roundtables; and text rendering. Dr. Doug Fisher, co-author of Leading the Rebound (2021) and Rebound: Playbook (2021), was the keynote speaker at the September 2021 Curriculum Breakfast hosted by SJCOE Continuous Improvement and Support department. During his keynote, Dr. Fisher shared that “students need systematic and purposeful experiences that move them from surface to deep transfer of learning.” Students become more engaged in the process of learning when lessons reflect their lived experiences. Instructional moves that deepen understanding enable students to work together to advance their learning. Teachers formatively evaluate their instructional impact throughout this process and then use these “lessons learned” to adapt their instruction to meet all students’ diverse learning needs.
EDUCATORS! Is there an educational topic you would like to know more about? Is there a question you have that can help us all grow as educators? Send them to the Outlook at sjcoepio@sjcoe.net. Please put “ITC FAQ” in the subject line.
