Op-Ed: Pandemic learning loss is real. Schools must follow the science to make up for it (via latimesopinion)
When the stakes are high for policy decisions, as they of course are during a public health crisis, we hear the mantra “follow the science.” As millions of students are back in class for the third school year affected by COVID-19, this tenet applies to schools as well.
For instance, a science-based pedagogy will require a shift to include much greater emphasis on the knowledge of facts. Educators tend to underestimate the importance of knowledge, as though teaching rote facts detracts from teaching higher-order thinking. But the science shows otherwise.
It’s uncomfortable to think that so much of what we do in school boils down to something so mundane, but Kirschner shows that memory is the difference between performance and learning. Educators also resist the evidence that experts learn differently from novices. For novices , dynamic, engaging forms of direct instruction are most efficient, especially woven together with careful examples, questions and retrieval practice. Conversely, experts do better with projects and real-world problems. Novices in such cases attend to far more noise than signal and, ultimately, learn less. Cognitive scientist John Sweller calls this phenomenon the “guidance fading effect.
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