This is part of a series of blog posts based on HMH’s recent report titled The Connected Learning Era: Mitigating the COVID-19 Learning Loss.
Teachers have always had different groups of students to track and pay attention to—including English language learners, students in special education, and those who receive free and reduced-price lunch. Now, amid the COVID-19 pandemic, there’s a new designation to add. Shall we call it remote learning status? In your classroom during this time, you likely have some combination of learning happening—some asynchronous, and some synchronous, either in person or remotely.
At this time of the year, you’re likely starting to get a good handle on students’ strengths and gaps following last year’s unprecedented interruption in learning. Once you’ve completed the basic assessment plan, it’s time to use the data to differentiate instruction on a weekly or even daily basis, no matter where your students are in their learning status. Research says targeted, differentiated instruction is a powerful way to address learning loss and teach new material. Let’s dig a little deeper together to pick apart what that can mean for your classroom.
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