The Story Behind Education’s Recovery After the Pandemic
Is everyone really ready for all of the faces hiding behind the computers to return to the brick-and-mortar classroom?
Jose’s alarm rang. He rolled over and turned off the alarm on his cell phone. He was used to his new routine of rolling out of bed and opening his computer, as he sat up in bed. Who needed breakfast?
He rubbed his eyes as his day got started and he stared at 16 other black boxes with letters inside of them. It was the usual math lesson with his teacher doing most of the talking as she flipped through her Nearpod slides. Jose toyed with the idea: Do I stay in this class or roll over and drift back off to sleep?
Then his teacher shared that all students would need to return back to school next week. All Jose could think was: What? Am I ready?
The landscape of public education has undergone a seismic shift, as school systems scrambled to reinvent public education after Maryland schools closed on March 16, 2020. Some systems provided their first wave of support via paper copies that were shipped or picked up by families for about two months. No one believed that it would last beyond two months, and then it did.
The second wave lasted for the remainder of the school year and into the summer with the central office curriculum teams working around the clock to create online resources for students who were attending four synchronous instructional blocks with one asynchronous day, with four classes each day. Every Sunday, these curriculum resources were delivered (from the central office team) to teachers so that they could provide instruction as they figured out how to master their Google classrooms or Canvas online instructional platform.
The third wave lasted from the beginning of the school year, in September 2020 and lasted through March 2021. Many Maryland teachers struggled to develop daily lessons using all of the technology tools that were needed to make their lessons come alive for students. Tools like Nearpod, Pear Deck, Zoom, Screencastify, and Kahoot. Regardless, many teachers watched so many students become disengaged in instruction and there were so many phone calls home. Eventually, some parents stopped taking their calls.
When schools began to open again in March 2021, we moved students back into schools in phases with some grade levels beginning first: elementary school students and students in Special Education programs first and secondary students later. Even when students began to come back, schools had to figure out how to balance their classrooms to comply with social distancing guidelines and maintain buses at 50% capacity. It all worked out because over 60% of the students were kept home by their parents and continued to attend virtual school.
Over a year and a half later, the next leg of the journey will be all about how parents and schools will be able to navigate the learning journey to make sure that students can be accelerated towards grade level expectations in reading, mathematics, science, social studies, and other curricular areas. Many districts are exploring various intervention programs. However, they are also exploring something new: expanding tutoring support for students to individualize instruction to get back on track.
Some of the recent research by Brown University emphasizes the benefits of establishing effective tutoring supports for students, emphasizing the importance of small groups (3-4 students), frequency (at least three times a week), focus (aligned to the grade level curriculum resources), and scheduling (tutoring during the day has been found to be more effective). Time will tell as school leaders, teachers, parents, and students figure out how to navigate the shifting world of teaching and learning, as more people are vaccinated and the learning space shifts back to a normal brick and mortar setting. Who knew that schooling could be reinvented after doing school, basically the same, for over 200 years!
Early Childhood Education is a vital foundation for children of tender age. Not only are they introduced to various experiences, but they are also taught how to form and maintain positive social relationships, a sense of belonging, and developing specific skills to reach their full potential.
We see regular acts of racism, sexism, and prejudice being displayed among people of all ages in society. The need for greater diversity, inclusion, and equity is becoming more evident, from videos we see on social media to news headlines.
Raising a tolerant, accepting, fair and empathetic child should start from an early age. Incorporating equity and inclusion into the early childhood curriculum is one of the best ways to do this.
Equity is simply displaying the quality of being fair and impartial. On the other hand, inclusion is incorporating people who might otherwise be excluded or marginalized, such as those who have physical or mental disabilities and members of other minority groups.
Educators incorporating equity and inclusion in the classroom will help them to combat prejudice and racial discord by supporting positive behaviors among students, fostering a sense of belonging for all students and their families, and teaching respect for everyone.
How Do Children Benefit from Incorporating Inclusion and Equity in Early Childhood Curriculum?
The benefits of inclusion and equity are numerous for all children. Schools including these vital lessons into their curriculum can help children to reach their developmental potential. We have compiled a list of some of the many benefits of successfully incorporating inclusion and equity.
Improved problem-solving skills
Develop positive self-image
Respect for others
Being accepting of differences
Being more understanding
May reduce bullying
Being able to recognize unfair and discriminatory scenarios
How Can your School Incorporate Inclusion and Equity in Early Childhood Curriculums?
It is no secret that children are more comfortable, grounded, and able to learn more when their school, classmates, and instructors respect their diversity.
Strategies that schools can use to successfully incorporate and promote inclusion and equity in early childhood curriculums include:
Use a multi-tiered system of support
Using this strategy involves Collaborating with early childhood special educators and other allied education and health professionals when needed. Facilitate each professional establishing a relationship with each child to maximize potential.
Provide high-quality early childhood learning resources that demonstrate a commitment to equitable outcomes for all children.
Schools can arrange budgets within their means to equitably meet the needs of children and staff. Recognize that high-quality programs will positively reflect the values, beliefs, and practices of specific children, families, and communities.
Develop opportunities for multiple voices with different perspectives to participate in decision-making.
Recognize that unspoken biases have often resulted in limited opportunities for members of marginalized groups.
Prepare current and prospective early childhood educators to provide equitable learning opportunities to all children.
Schools can ensure that educators understand the historical and systemic issues that have created structural inequities in society, including in early childhood education.
Involve children, families, and the community in the design and implementation of learning activities.
Involving children, families, and the community in learning activities will help children to embrace the idea of inclusion and equity. This will also help to build a sense of belonging with those involved.
Introducing and incorporating equity and inclusion into early childhood curriculums will benefit children and the instructors, family, and the wider community. This strategy will also help build a better future where people will practice more accepting and respectful lifestyles.
When it comes to STEM and literacy, one can’t exist without the other. STEM teachers emphasize the Engineering Design Process and computational thinking, as well as technology tools. But the work of engineers and scientists goes much further than the traditional STEM subjects of science, technology, engineering, and math. They are also communicators, collaborators, writers, readers, and global citizens.
“The work of engineers also involves collaboration, communication, global citizenship, and literacy skills.” – Jorge Valenzuela, education coach and author.
STEM initiatives abound, from the Department of Education to the National Science Foundation. And for good reason; recent studies show a correlation between early STEM experiences and success in school in later grades . Also, exposure to STEM relates to more students pursuing careers in STEM fields (an important factor in global competitiveness). Probably most importantly, STEM comes naturally to most children. Experimentation, problem-solving, and creativity are traits we see when we watch kids at play.
The Common Core State Standards (CCSS) indicate for K-5 students, there should be a 50-50 balance between nonfiction information texts and fiction. STEM and English Language Arts teachers can communicate and collaborate so that the standards are implemented across the curriculum. Interdisciplinary units can be developed and co-taught so that skills are reinforced in multiple ways.
Fiction + STEM
Work with your English Language Arts teacher or school librarian to find a high-interest novel that connects to your content. You can also find recommendations on the School Library Journal Website. Here are a few ideas: