Should meticulous learning check happen in Primary classes.

My personal experience as a school Principal, I encounter many parents who for obvious reasons related to family functions or family get together's ignore classes and learning of their child during the formative years. Sometimes, it can be a tragedy that strikes the family that causes learning loss in primary classes. Sometimes, it is also as 'it is not serious learning' in the primary classes the absenteeism is on the high.  However, my outlook has totally changed after the 'learning gap' I personally saw, among the learners.

The confusion starts with recognition of '+' and 'x' to why use these operations.  This simple gap from the formative level has crept to the level where learner is not able to apply in their secondary level examination.  Reading is complicated as the learner was unable to blend and read or ignored in classrooms for reading during the formative years.

Observation on development of such a gap in the learning process led me to understand that the process of learning was unchecked during the formative years and combined with COVID - loss of learning due to online classes, this gap has widened.

A systematic check on learning should be mandated at all levels to see the learning outcomes has reached minimum learning levels.  These checks should not be ignored at the learning level and the next level where the outcome serves for prior knowledge.  Ignoring such gaps at the primary level accumulates and brings the locus on 'missing information build up'.  

Teaching should emphasize on this gap and permit absence only when such gaps can be overcome.  The year 1 gap develops to year 2 and so forth.  Moving forward the learner misses crucial information which helps build further learning.  A practical example that I have observed when one of my learner losses the clarity on basic mathematical operation is that the learner losses confidence in furthering the concept to addition and multiplication of fractions which then moves on to lack of competency in calculation of HCF and LCM which leads to the lacuna in solving algebra, trigonometry and further into deriving logical conclusions.

When and where should the check happen?

The learning gap formed during the academic year should be overcome during the year as it is less burdensome for the learner.  Imagine carrying a book and standing for 5 - 6 hours, it is sure painful!  However, if it is shortened by right intervention then the gap is overcome.  If it is extended the pain becomes frustrating which then turns fearful leading to other complications further if neglected.  Teachers are well aware of the curricular outcomes when the calendar is fixed, this can allow them to set 'minimal learning levels' which should be mandatory checked by the year end.  Schools as such should focus on training teachers in enhancing these MLLs for every year of learning which will develop learning to an enjoyable season rather than a certificate reason.

This June onwards when our new academic session begins, let us promise 'no child will be left behind' in attaining the minimum learning required in their class.  Looking forward to see every child being a champion as in the words of Rita Pearson, Let's educate!

LEARNING PATTERNS

Classroom situations cater to multiple scenarios in learning.  It is passive for many and active for some.  Teachers find understanding and sorting towards student learning difficult.  

What makes learning difficult?

It is not a definite process.  Human brain has the capacity to modify and modulate.  Each individual’s learning pattern is different and unique.  What works and what does not work in learning is cannot be decided by the factor of teaching.  It depends on various other processing factors like

-          Interest

-          Confidence

-          Motivation

-          Language

-          Coordination etc.,

These factors are both internal as well as external.  Inculcating and developing internal learning factors must be given the top most priority in setting learning patterns.  Research has already proved that the intelligence and creativity of students reduce with age and the culprit for this decrease are the ways in which schooling has evolved.

Learning patterns – identifying learning order among individual students is the most challenging task for an educator.

Students learn only they feel and want but when do they feel and want?

Recognizing the change in the attitude towards learning is most important for the teaching community.  It is this attitude that helps grow a timid and non-involved student to a great performer.  These attitudinal changes do not happen regularly.  They are often random instances where the spark for learning gets ignited among students.  The occasion for such spark is also not always the same.  The learning pattern generally develops when it involves

• Play
• Challenges
• Research
• Thought process
• Ample time

In the fast-evolving education scale, these have become a rare commodity.  It is important for the learner that the educator is patient, provides clues not answers and guides when struck.  Frankly, no one has the time to wait for a learner to think and solve.  Many a time, the guiding person reveals the answer rather than providing the clue to guide the student team towards answers.  The students’ who are able to catch-up with the spin survive while others lag. 

Building a learning pattern includes a lot of frustration, anger and failures.  Support at each and every stage provides students with lots of confidence not only in facing the subject challenges but also the more complicated counter part called life.  Acceptance of larger failures in life as a stepping stone develops only when small failures are promoted as learning process.  Schools fail to demonstrate these aspects among their students. 

Developing lessons on patterns for learning takes time and collaborative thinking process. 

•  Do teacher organisations work towards achieving this? 
•  What fraction of time do these organisations have to design this?
•  What training do teachers have on designing such patterns for learning?

Can external support work in providing these towards learning?

The sane saying is that the learning process applicable for students is also applicable for teacher educators.  ‘Until we think and process, we will not be able to execute’.  This is the reason why many external organisations which support school are not successful in the long run.  Individual educators when they define learning change and accept them on their levels, teaching-learning process have become hugely successful.  To develop the pattern in learning, individual teacher becomes more responsible than the cumulative effort of schools. 

Learning patterns are crucial for most problems of 21^st century – be it sustainable development, or creative-innovative technology, or work-life balance.  Developing the attitude may look simple, but the process of building the habit is more complex than its design.  Together we can, Together we must…. walk towards a more ‘e-friendly’ future.