4 steps to continuing Covid recovery in the classroom

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Science teacher and EEF associate, Bob Pritchard shares his top tips to boost your students’ progress

Source: Adapted from © Davizro Photography/Shutterstock

For many of us, this is the first term in a long time that has felt relatively normal. Although Covid-related disruption has (hopefully) mostly passed, data suggests it has negatively impacted the attainment of all pupils, particularly those from disadvantaged backgrounds.

In such circumstances we cannot assume the best and carry on as normal. To support schools with their recovery planning this academic year and beyond, the Education Endowment Foundation has produced Moving forwards, making a difference: A planning guide for schools 2022–23.

For many of us, this is the first term in a long time that has felt relatively normal. Although Covid-related disruption has (hopefully) mostly passed, data collated by the Education Endowment Foundation (EEF) suggests it has negatively impacted the attainment of all pupils, particularly those from disadvantaged backgrounds.

In such circumstances we cannot assume the best and carry on as normal. To support schools with their planning around how to recover this academic year and beyond, the Education Endowment Foundation has produced ’Moving forwards, making a difference: A planning guide for schools 2022–23’ (pdf: bit.ly/3SYFNdj).

The guide indicates that high-quality teaching is the most important factor when it comes to improving attainment (particularly for disadvantaged pupils) and helps teachers to unpack what that might look like in the classroom.

Reflecting on the first half term, here are four things that have made a big difference with my own classes.

1. Don’t assume prior knowledge

Always good advice, but even more vital with potential pandemic learning loss. We should be building on prior knowledge, but cannot assume the foundational building blocks are there.

Use diagnostic assessment at the start of topics and address the gaps before moving on. Pre-topic mind maps can help, as can low-stakes quizzing and well-planned hinge questions.

Use diagnostic assessment at the start of topics and address the gaps before moving on. Pre-topic mind maps can help with this, as can low-stakes quizzing (rsc.li/3Tl0pwb) and well-planned hinge questions (rsc.li/3yBUk6o).

2. Slow down to catch up

Gaps in long-term memory or insecure prior knowledge can increase the burden on working memory.

Help pupils manage cognitive load by providing high-quality explicit instruction and appropriate scaffolding, such as worked examples and faded examples.

We can help pupils manage cognitive load by providing high-quality explicit instruction and appropriate scaffolding, such as worked examples and faded examples (read the EEF’s advice: bit.ly/3Te1Blr).

Provide plenty of practice and regularly check for understanding with quick, effective strategies (mini whiteboards, for instance). If understanding isn’t secure, address it. Rushing through the curriculum may lead to poor retention and understanding in the long term.

3. Help them feel successful

I’ve noticed some pupils feel deflated by the gaps in knowledge that have appeared post-Covid. It is thought the relationship between achievement and motivation is bidirectional: motivation can lead to greater achievement, but achievement also leads to better motivation.

Start with tasks that are accessible to all, allow them to develop confidence and feel successful, then remove the scaffold and/or increase difficulty.

4. Keep it purposeful, but don’t lose the wonder

Science is an incredible, awe-inspiring subject. The sheer wonder of it all makes it appealing to many pupils.

Although we have a responsibility to make lessons as high impact as possible, this shouldn’t require losing the thrill and enjoyment that science brings. Continue to bring the subject to life with relevant concrete examples from the world around you. And enjoy making a difference.