Bridging the Learning Gap: Strategies to Meet Students Where They Are

What does it mean for students to experience "learning loss"? In brief, learning loss refers to the idea that students' learning decays over time if students do not regularly engage with the practice of learning. Prior to the pandemic, learning loss was commonly discussed in the context of summer break -- many of us have often wondered, "How much of my students' learning in the Spring semester carries over to the Fall?" Research suggests that students' academic progress slows(link is external) over the relatively relaxed summer months. However, we also have evidence to suggest that students are able to relearn concepts and skills quickly, especially when their prior knowledge and experiences are used as a foundation for learning new knowledge (Kole and Healy 2007(link is external), Morris et al. 1981(link is external)).

COVID-19 has disrupted student learning and higher education in unprecedented ways. National survey research(link is external) reports that students are feeling less prepared, finding it harder to concentrate for extended periods of time, and are spending more time completing course assignments than previous years. These findings are particularly relevant to students from historically underrepresented and excluded communities. UC Berkeley's series of Student Pulse Surveys from Fall 2020 through Fall 2021(link is external) point to similar trends, and acknowledge the specific hurdles transfer students continue to experience as a result of pandemic learning.

Taken together, learning loss is likely one of many symptoms related to the unpredictable and stressful nature of pandemic learning, including distracting learning environments, unfamiliarity with remote learning, and few support structures designed to meet all of these ongoing student needs at once (and for an extended period of time). While we, as educators, are not able to resolve all of these challenges, we can support our students to reclaim and activiate their prior knowledge. Provided below are four evidence-based approaches designed to help you bridge the learning gap by meeting students where they are in their learning.

Design Self-Assessment Activities

Use metacognitive strategies to help students observe patterns in their learning and study practice. From these patterns, students can identify what is helping (or hindering) their learning.

Prioritize Depth Over Breadth

With many unexpected changes to our teaching contexts, consider prioritizing depth over breadth as a strategy for designing flexible and inclusive courses. Provided below is a non-exhaustive list of resources to help you design equitable learning experiences for your students.

  • Design flexible courses using CTL's Course Design Guide. This guide is designed to help you take a goal-oriented approach to course planning with opportunities to collect evidence of student learning throughout your course.
  • Read CTL's article on supporting your students' return to campus. Although written back in August 2021, many of the strategies are still relevant as students continue to navigate unexpected challenges to their learning.
  • Oftentimes perceptions of learning loss are symptomatic of inequitable learning experiences. Consider incorporating values affirmation and sense of belonging interventions into your course plans to support students who may feel out of place or excluded from your classroom, discipline, or higher education more broadly.

Revise Your Evaluation Tool

Evaluation tools are designed to communicate how students are expected to demonstrate their learning. Rubrics are used on both high- and low-stakes assignments, such as homework, in-class participation, research papers, and project work. Explore resources for (re)designing your evaluation tool.

Collect Student Feedback

Collect student feedback at strategic points in the semester to learn more about your students' needs and use this information to inform changes to your teaching practice and course plans while the semester is ongoing.

Explore Strategies Suggested By Berkeley Faculty

Review prerequisite skills to activate prior knowledge, especially at the beginning of the term. Then, consider how you might adjust the course based on where students are in their learning.

  • "I always provide background lectures and assignments from the pre-req courses, post them on bCourses, and advertise their existence and promote their use throughout the first month of the course. Anytime a topic comes up that builds off of prerequisite knowledge, I call it out..." - Instructor in a gateway Chemistry class

  • "Breaking down of assignments into much smaller chunks and asking that students submit materials to make sure they’re doing the preliminary work they need to do to complete more advanced tasks" - Instructor of Reading & Composition class

Modify assignments to scaffold students’ learning by incorporating low-stakes assessments at strategic points in the semester (e.g., prior to a high-stakes assessment), assigning projects rather than traditional exams, and adjusting deadlines to offer flexible learning opportunities. 

  • "I have found that assigning lots of low stakes assignments that focus on the core skills of analytical writing has been effective, especially in combination with anonymous peer reviews, which I’ve assigned through bCourses. This has helped students learn from each other and gain comfort with the basics, no matter their previous skill level." - Instructor of Reading & Composition class

  • "I have implemented a scaffolding assignment template, in which the assignments add on to each other over the course of the semester. So students build towards their final research essay through a series of small research essays through a series of small research essays." - Instructor of Reading & Composition class

  • "Increased quizzes, pre-recorded lectures and then used lecture time for review & Q & A…" - Instructor of gateway Biology class

Incorporate additional opportunities for metacognitive learning, including brief writing assignments and peer feedback.

  • “...we've built in more daily writing exercises--in particular focusing on how to develop a thesis--to practice the fundamental building blocks of argumentation and analysis." - Instructor of Reading & Composition class

  • "I found that students really enjoyed group work, and felt less comfortable talking in front of the whole class, so I did a lot of group work. I think this took at a gate of their desire to be social again, and it felt like the classroom became a supportive community." - Instructor of Reading & Composition class

  • "I assign less reading, now. They seem to be actually pretty good at understanding the reading. It’s their writing skills that are really concerning and markedly different from when I taught before the pandemic. So we do a lot more in class writing exercises and instead of reading journals, I now have them turn in parts of their essays early for peer review or for me to look at. " - Instructor of Reading & Composition class

Offer additional opportunities for instructor-student interactions, such as additional office hours and timely communications via email. When possible, units sponsored tutors at the Student Learning Center.

  • "We have been soliciting questions from students about areas of confusion during lecture and covering these topics specifically during a weekly review session." - Instructor in a gateway Chemistry class

  • "I use piazza and answer many questions that way..." - Instructor in gateway Math class