Over the past year, school has been disrupted and many students have not received the same quality, depth, and volume of learning as they did in the past. For some, learning was interrupted or unfinished, all of which could have lasting effects on students for years to come. Schools and districts are now faced with the challenge of supporting students at varying levels of achievement in an effort to close academic gaps and accelerate learning. This requires thinking about time and space flexibly, while building diverse and robust tools and strategies to help students learn and grow.
What We Believe
We believe that teachers need to be equipped with the skills in designing varying learning experiences, using the Universal Design for Learning guidelines, that focus on how all students will access and participate in meaningful and rigorous learning experiences that meet their needs.
We believe that teachers must reimagine how to remediate learning by differentiating instruction and providing personalized, targeted supports to meet the needs of all students through the use of sustainable technology systems and tools.
We believe that addressing learning loss and accelerating student growth requires an instructional approach that prioritizes making grade level content accessible to all students by using differentiated, targeted supports that are embedded into the instruction.
We believe that teachers must analyze student data, engage with stakeholders, and develop flexible systems all in an effort to personalize instruction and close academic gaps.
BetterLesson Blog Posts
Osborn, Erin. Why Returning to Normal isn't the Highest Path for Our Schools. October 12, 2020.
Kuhfeld, Megan, et al.. Learning During Covid-19: Initial findings on students’ reading and math achievement and growth. Collaborative for Student Growth. November 2020.
Leadership Perspectives: Best Practices and a Path Forward on Addressing Unfinished Learning and Essential Content. Achieve the Core. December 2020.