This school year marked the first “almost normal” school year after the 2018-19 school year. Most started the school year with a mask mandate and many isolated entire classes or grades due to the COVID-19 outbreak, but schools were open and students filled classrooms.
The truth is that learning changes forever. The epidemic has highlighted the huge disparities in communities across the country, increased teachers ’discomfort tenfold, and the issue of students’ choice of learning in school, hybrid or online, has drawn further controversy.
A series of documentaries from the Clayton Christensen Institute explores five insights about post-epidemic education, supported by data that could have major implications for schools and districts in preparation for the 2022-23 school year.
The Institute has conducted a two-year series of nationally-representative surveys to better understand its various uses and related instructional practices in the context of the Covid-19 epidemic.
How are teachers mixing and personalizing learning in post-epidemic education settings?
The Institute defines mixed learning: “A formal education program where a student learns at least partly through online learning, including some elements of student control over time, space, path and / or speed, and at least partially supervised brick-and-mortar location away from home. (E.g. school). The methods of each student’s learning path are integrated into a course or subject to provide an integrated learning experience. “
Pre-epidemic, 69 percent of teachers used some kind of mixed education. The use of mixed education has declined from pre-epidemic levels, but about half (49 percent) of all teachers still use some form of mixed education in this recent school year.
Personalized education is defined as: “An educational philosophy, which tends to refer to
Many efforts and approaches (mixed learning is one such approach that equates learning and development for individual students) are based on the belief that educators want students to achieve results and how to best help them get there. “
Personalized education regularly takes the form of small groups (65 percent of teachers reported using this method), student organizations (62 percent), mixed learning (49 percent), and flexible speed (41 percent). Only 21 percent of teachers reported using all personalized habits in the study.
Studies have shown that teachers who use mixed learning are more likely to use personalized learning practices than those who do not use mixed learning.
In general, despite the rapid shift toward online and hybrid education in the immediate aftermath of the epidemic, neither teachers nor administrators indicated that they view online education as a highly effective instructional model (both groups rated it 4.3 on a 10-point scale, with 10 indications being the most effective). Model).
What educational resources do educators rely on?
The source of the primary curriculum teachers reported using in their classrooms did not match what the administrators reported as the primary curriculum of their school.
30 percent of teachers use materials created for their own use as the source of their primary curriculum, where 15 percent of administrators believe it. 11 percent of teachers use the commercial print curriculum as their primary curriculum, while 37 percent of administrators report it as the primary curriculum in their schools.