Close Learning Gaps Post-COVID with Personalised Teaching

A billion students were forced out of schools during COVID-19. Exam results are down, and stress levels are up. Worldwide, 31 percent of students have not been able to access remote education, according to UNICEF. But even those lucky enough to have online or hybrid classes were not able to progress at their usual pace.  
 
In the short term, the new academic year is going to be a challenge for students and teachers alike, as they face the need to fill the gaps in learning. In the long-term, however, the effects could be even more profound. The World Bank ran a simulation using data from 157 countries. Shockingly, its models show that, globally, a school shutdown of 5 months “could generate learning losses that have a present value of $10 trillion.” It also contends that up to 7 million students from all levels of education could drop out of school to support their families. 
 
It’s therefore essential that we adopt a fast, efficient way of teaching in order to mitigate these effects. We spoke to Suzy Wybrow and Kevin Surrey, Directors of Direct Instruction (DI) at United Learning - and year seven teachers at Avonbourne Academy. They run DI South Hub, based at Avonbourne Academy, where they support students within the Academy and provide training for other schools who want to use DI with their students.  
 
DI has a long history of helping students rapidly catch up to where they need to be. So, let’s explore what we are up against and see how this methodology and personalised learning could be employed to help students recuperate their lost progress.  

Significant Learning Loss in the UK 

An interim study by the UK Department of Education in January 2021, defines learning loss “as the difference between expected progress and actual progress.” Its results show that, during school closures, all year groups at Primary level experienced a learning loss in reading equivalent to 1.6 to 2 months progress. In maths, primary school students’ learning loss amounted to over 3 months on average.

However, pupils from minority or less privileged backgrounds have tended to see even greater learning loss. The Education Policy Institute (EPI) found that UK secondary schools with more disadvantaged pupils have experienced learning loss at a rate that’s “50% higher than those schools with very few pupils from disadvantaged backgrounds” (2.2 months to 1.5 months respectively).

Learning loss has been impacted by four main factors; less time spent in learning, a lack of motivation, additional stress, and changes to the way students interact - according to a European Commission report on the likely impact of COVID-19 on learning.

Mitigating the Impact of Learning Loss

While COVID-19 and the school shut down has brought learning loss to the forefront, progress gaps have always existed, as have educational interventions designed to combat them.

DI was developed by Engelmann and Becker in the 1960s as a way to help underprivileged students in the U.S. catch up to their peers. Operating on the principle that all children can be taught and can improve academically and in terms of self-image, it is designed to facilitate learning in the fastest and most efficient way.

The methodology is still relevant in the UK today, where a quarter of children in the UK grow up in poverty. Research from the University of York has shown that children from the lowest-income homes are “half as likely to get five good GCSEs and go on to higher education.”

“We’re seeing year seven pupils - 11-year-olds - with reading ages of 5 and 6. That’s the reality we’re facing - and it’s reflected in many of the schools we visit across the country,” says Kevin Surrey.

By gradually introducing, building, reinforcing, and assessing skills, DI accelerates learning. Extensive testing has shown it to develop skills and confidence in students of all levels - including ESL learners and those considered to be at risk.

“We’re seeing year seven pupils - 11-year-olds - with reading ages of 5 and 6. That’s the reality we’re facing - and it’s reflected in many of the schools we visit across the country."

How does Direct Instruction work?

“DI starts with a placement test that groups students by skill level. The classes then cater to the gaps in their learning - students progress through the levels at the same time,” says Suzy Wybrow.

DI requires the teacher to read from a script. “While some teachers are skeptical at first, it makes sure there are no gaps. It makes teaching and learning consistent. With 50 years of field testing, these lessons really work,” says Surrey.

“The whole thing about DI is that students need to learn quicker than their counterparts,” he continues. This makes it an ideal way of tackling learning gaps post-COVID.

“The whole thing about DI is that students need to learn quicker than their counterparts,” he continues. This makes it an ideal way of tackling learning gaps post-COVID."

DI Results at Avonbourne Academy

Wybrow explains that they began with DI at Avonbourne Academy before COVID-19 hit - and the results have been astounding. One year seven student, with a lower than average reading age (RA), progressed from 6.04 on entry to 11.9 RA by the end of the academic year.

Not only did the student increase their reading age by almost 6 years, but they also increased their confidence significantly. This inspired the rest of their classmates and demonstrated how much of an impact DI can have.

Further studies at the academy have shown increases in reading and numeracy skills for struggling year seven students. In 2020-21, year seven groups taking DI classes alongside the regular curriculum showed an average increase of 3.4 years in reading age and 2.13 years in numeracy skills, according to Avonbourne figures. 

“Since COVID-19 hit, learning gaps have become more evident. Schools are phoning us up and contacting us via Twitter - looking at ways to address the situation. While DI is not linked to the curriculum, it gives students the skills they need to access it later."

Dealing with Curriculum Level Learning Loss

DI is a powerful tool to help students who have experienced significant learning loss during school closures. There are other ways to personalise learning and address students’ needs individually, alongside the curriculum.

Rise - Personalised Maths and Literacy Instruction

ALEKS - an Adaptive Maths and Science Programme

ALEKS, which stands for Assessment, Learning in Knowledge Spaces, is an adaptive maths and science program for years four to thirteen (grades 6-12). It has been used to successfully address learning loss for over 20 million students, over the last two decades.

The tried and tested platform uses artificial intelligence to create personalised learning paths for students based on their individual learning needs. At the same, it enables educators to uncover and track which topics students understand and which they need more help with.

A Future that Requires a New Approach to Teaching 

There’s no doubt that the figures are stark and a big challenge lies ahead for students, teachers, parents, and governments all around the world. There’s no time to be wasted when it comes to adapting the learning environment, personalising our classes, and giving students the support they need.

Thankfully, there is little need to reinvent the wheel. DI already offers an efficient, fast means of filling learning gaps. Rise and ALEKS also help students with unique subject-based learning challenges.

Learn more about Direct Instruction, Rise and ALEKS on our website.

Visit the DI South Hub website to learn more about how Kevin Surrey and Suzy Wybrow can support you. 

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