Most educators can probably agree that more personalization in learning is needed for the fall—perhaps more than ever before. Students will be entering classrooms with varied experiences during the pandemic, entering classrooms with uneven skill sets and knowledge levels.
But the reality is this has always been the case. Now, however, it’s being framed as learning loss, with parents, administrators and educators advocating for learning recovery or acceleration. It’s bad enough that these terms are inherently deficit-based, focusing on what students do not know, but what’s worse is that this framing is likely to incite panic and anxiety, when the focus should be on healing from a traumatic year.
