Amid the Covid-19 pandemic the education system in India has been witnessing challenges with significant impact on higher education. Deep Dive: Classroom Routines Must Change. âIn an environment like this, where there is so much going on at the same time, itâs true, there is an awful lot to cover.â. In order to learn, children need equal access to health care, food, clean water, stable housing, and out-of-school enrichment opportunities, to name just a few preconditions. But there are some prioritiesâlike engaging with students, providing access to cognitively demanding work, and responding to formative assessmentâthat teachers can address in any environment. When teachers go back to school this fall, the classroom as theyâve known it will be gone, and their instruction will be more critical than ever. Universities across Central Virginia say participation in international education dropped during the pandemic. As former secretary of education for Massachusetts, Paul Reville is keenly aware of the financial and resource disparities between districts, schools, and individual students. 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. 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. 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. With so much riding on instruction, districts need to plan for it with the same rigor theyâve applied to more operational aspects of reopening. There are things we can learn in the messiness of adapting through this crisis, which has revealed profound disparities in childrenâs access to support and opportunities. Others who have been unable to afford to level the playing field are now finding ways to step up. We need another paradigm shift, where we look at our goals and aspirations for education, which are summed up in phrases like âNo Child Left Behind,â âEvery Student Succeeds,â and âAll Means All,â 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. That made the transition, in this period of school closure, a relatively easy one for them to undertake. Through eight installments, Education Week explores the steps administrators need to take to ensure the safety of students and faculty. This interview has been condensed and edited for length and clarity. 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. Educators teach science, and this is a moment … Otherwise, many students will continue to be at a huge disadvantage. Sign up for daily emails to get the latest Harvard news. Teaching Physical Education is hard enough as it is, but it’s become much more challenging in recent months due to the Covid-19 pandemic. And schools have remained open this … How We Go Back to School is supported in part by the Chan Zuckerberg Initiative. 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. Despite the incredible challenges of offering medical education during this time, the pandemic has led to many positive and potentially long-lasting innovations. Now, however, weâre not only going to have to construct a backup to get through this crisis, but weâre going to have to develop new, permanent systems, redesigned to meet the needs which have been so glaringly exposed in this crisis. Experts say no students should be held back from grade-level workâinstead, teachers and instructional leaders should figure out where they might need to revisit prerequisite skills in the context of instruction. Tue., January 12, 2021, 2:00 p.m. - 3:00 p.m. Children come from very different backgrounds and have very different resources, opportunities, and support outside of school. 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. At the same time, many communities still need help just to do what Boston has done for its students. A more deliberate approach this fall could mean a better experience for students; the lack of one could turn equity gaps into chasms. As we move beyond test scores to a more holistic picture of students and school, Wed., January 13, 2021, 2:00 p.m. - 3:00 p.m. Shutting down should not be an option. Thatâs where a rethought approach to assessment can play a role. Experts are advising educators to use standardized tests sparingly and focus more heavily on informal assessments in the classroom: well-designed activities that âassessâ the few, most critical things their students havenât yet mastered for the next unit. This newfound public awareness of pervasive inequities, I hope, will create a sense of urgency in the public domain. “In this situation, we donât simply want to frantically struggle to restore the status quo because the status quo wasnât operating at an effective level and certainly wasnât serving all of our children fairly.”, Assessing the effect of the COVID-19 pandemic on correctional institutions, Democrats have both Congress and the White House â but not a free hand, Plant-based diet may feed key gut microbes, Highly infectious coronavirus variant dampens prospects for summer return to normal, Time to fix American education with race-for-space resolve, âIf you remain mostly upright, you are doing it well enoughâ. ET, Our new world has only increased our studentsâ dependence on technology. Deep Dive: What Should We Teach? How does a principal or superintendent manage busy schedules to get all this done? Now more than ever, schools need to give all students access to grade-level work, experts say. Thatâs a daunting combination, but itâs what the pandemic has delivered. 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. The only precedent in our field was when the Sputnik went up in 1957, and suddenly, Americans became very worried that their educational system wasnât competitive with that of the Soviet Union. How should international education work during a pandemic that largely prevents travel? In his education plan released Wednesday, the governor said students with special needs should still be getting services and supports, regardless of … REVILLE: Weâve certainly had school closures in particular jurisdictions after a natural disaster, like in New Orleans after the hurricane. Among them, a new course for medical students focused on telehealth. Weâre looking for feedback on our new site to make sure we continue to provide you the best experience. ... It’s incumbent on our education … Other major concerns during the pandemic have been lack of access to equipment and the internet. With many students on hybrid schedules that plan for some in-person and some remote learning, one âclassâ of students likely wonât be the coherent unit that it was in past years. Harvard students, alumni, faculty, and staff from the nationwide âTo Serve Betterâ project reflect on how coronavirus is affecting their communities, Bits of the socially distanced lives of staff and faculty, from a LEGO model of the Music Building to Gov. Here's what they said. If thereâs evidence to suggest that students and teachers can safely return to school, then Iâd say by all means. In this way, we can make the most of the crisis to help redesign better systems of education and child development. (CNN) This isn't the first time leaders have struggled with deciding whether to keep schools open in a pandemic. "We need to look holistically, at the entirety of childrenâs lives.". I was talking recently with folks in a district in New Hampshire where, because of all the snow days they have in the wintertime, they had already developed a backup online learning system. We can see this playing out now as our lower-income and more heterogeneous school districts struggle over whether to proceed with online instruction when not everyone can access it. 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? REVILLE: Arguably, this is something that schools should have been doing a long time ago, opening up the whole frontier of out-of-school learning by virtue of making sure that all students have access to the technology and the internet they need in order to be connected in out-of-school hours. 5 Steps for Keeping Kids on Track This FallDeep Dive: How to Make Lessons Cohesive When Teaching Both Remote and In-Person ClassesDownloadable Guide: Deciding What to Teach? That information offers the best way to do whatâs crucially important this year: adjust instruction to meet studentsâ needs, and provide support to help them be successful with on-grade-level work. Do This InsteadDownloadable Guide: Assessing Students This Fall: Focus on the Classroom. More than ever before, itâs 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. We canât leave this to chance or the accident of birth. With about 57 million kids enrolled in kindergarten through high school, according to the National Center for Education Statistics, the closures during … Youâre not alone. Those of us in education know these problems have existed forever. 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 … While a dip was expected due to health risks, they say a tense political climate also contributed to the decrease in international students. Students in certain school districts donât have those affordances right now because often the school districts donât have the budget to do this, but federal, state, and local taxpayers are starting to see the imperative for coming together to meet this need. They moved seamlessly to online instruction. Twenty-first century learning absolutely requires technology and internet. Suddenly we see front-page coverage about food deficits, inadequate access to health and mental health, problems with housing stability, and access to educational technology and internet. "The best that can come of this is a new paradigm shift in terms of the way in which we look at education, because childrenâs well-being and success depend on more than just schooling," Paul Reville said of the current situation. Although some activities were brought back to campuses in the autumn, many classes at these institutions are still in hybrid or online form and seem likely to remain this way for some time. We have to reconceptualize the whole job of child development and education, and construct systems that meet children where they are and give them what they need, both inside and outside of school, in order for all of them to have a genuine opportunity to be successful. Hereâs How. What has happened is like a giant tidal wave that came and sucked the water off the ocean floor, revealing all these uncomfortable realities that had been beneath the water from time immemorial. 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. Now that their entire learning lives, as well as their actual physical lives, are outside of school, those differences and disparities come into vivid view. Thatâs a great start but, in the long run, I think we can do better than that. During the swine flu outbreak in 2009 in the UK, in an article titled "Closure … The spring produced crisis schooling, and teachers and schools scrambled to find online resources and master remote teaching techniques. 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