Compensation of Academic Loss Programme (CALP)

Compensate the Academic Loss Programme

• What is academic learning loss and how to address it?

Learning loss refers to the decline or setback in academic progress experienced by students, often resulting from extended periods away from traditional learning environments such as classrooms. To address learning loss effectively, teacher can consider implementing the following strategies:

• Assessment: Conducting diagnostic assessments to identify areas of weakness and gaps in learning.

1. Individualized Support: Providing targeted interventions and personalized learning plans to address specific areas of need for each student.
2. Engagement Strategies: Utilizing interactive and hands-on teaching methods to enhance student engagement and motivation.
3. Remedial Instruction: Offering additional tutoring, remedial classes, or online resources to reinforce foundational concepts and skills.
4. Collaboration: Collaborating with parents, caregivers, and community stakeholders to support student learning both inside and outside the classroom.
5. Flexible Learning Models: Implementing flexible scheduling and learning models to accommodate diverse learning styles and individual needs.
6. Social-Emotional Support: Prioritizing social-emotional learning and mental health support to help students cope with challenges and build resilience.
7. Continuous Monitoring: Continuously monitoring student progress and adjusting instruction as needed to ensure ongoing academic growth and success.

• Strategies to Compensate the “Academic Loss”

1. Measuring the “Gaps” – Adjusting instruction to accommodate children’s learning requirements and focusing on important foundational skills is required. As session starts, it is essential to monitor students’ learning level
2. Teaching core skills using “Bridge” content – Bridging is a well-intended strategy of teaching old and new material that focuses on regular review of specific topics over the course of 2-week or so. “Bridge” content, a remedial step, is a different way of dealing with lost learning and ensuring that all students have a strong foundation for future learning.
3. Emphasizing content that are prerequisites to future learning – The first thing you should do as a teacher is to identify missed learning standards and all content that is a prerequisite to further learning. It’s possible that students didn’t fully comprehend the material. A student, for example, will not succeed in basic English unless he or she first masters grammar.
4. Creating a different schedule, reshaping curriculum – Let’s start by grouping children by learning and competency and altering assessments from common grade-level exams to measurements of proficiency and skills. Try to craft a completely different schedule for the first few months of the school year with longer blocks for addressing missed learning standards and content that are prerequisites for future learning. For courses like math, and science where prior-year knowledge is a core prerequisite for future learning, extra instructional time will be needed for all students to cover missing chapters or acquire missed ideas alongside the current-year curriculum.
5. Being flexible – Whether a teacher may be working to reach students in the classroom, in a remote setting, or perhaps a combination of the two, changes to the learning environment can impact each student’s learning path in different ways and the right educational technology can help educators in facilitating learning, no matter when or where it happens.

KVS(HQ) has also conducted the LAT exam for classes III, V and VIII to test the learning achievement of the student