FEATURE FOCUS: BRIDGING THE LEARNING GAP


Confidence is key when it comes to bridging the learning gap – the power of peer learning


To me, it showed how easily a lack of


confidence can impact on someone’s overall understanding, and therefore enjoyment and success, in a subject. A lack of self-confidence at any given point is


perfectly normal, at any age (Imposter Syndrome, anyone?); but for schoolchildren, whose learning curriculum will move along with or without them, it has more potential to cause harm - and yet can quite easily be addressed. If a subject at school is fun, engaging and the


I


n our first look this month at bridging the learning gap, we’re delighted to hear from


Anne Morris, founder and CEO of Yipiyap, who explains how peer tutoring can help anxious students catch up on lost learning and instil self-confidence and self-esteem.


As a former maths teacher, I’ve worked with lots of pupils who had quite marked gaps in their knowledge, simply because they had missed a few specific lessons then never had the confidence to raise the subject again. I realised that there were others in the same boat, who didn’t know prime numbers, square numbers, basic number bonds, etc., but were too nervous or embarrassed to admit it - and it ended up impacting on their overall understanding of this vital subject.


learner understands, then the pathway to learning success is almost guaranteed. But if the pupil doesn’t understand, it can quickly stop becoming fun and engaging. This then becomes self-perpetuating. Pupils become more nervous and lack the confidence to admit they don’t know how to do something, so stay silent out of self- consciousness. In a large class, this silence can often be taken as an understanding of a lesson, or section within a lesson. Research carried out by the Cambridge-based


Primary Review says many schoolchildren are suffering from ‘deep anxiety’ and are just as overwhelmed as their parents by the messages, instructions and choices thrown at them each day. The Children’s Commission spoke to almost 2,000 eight-17 year olds in March of last year and two thirds (66%) of the respondents said they felt most stressed about homework and / or exams – quite a way ahead of worrying about what other people thought of them (39%) or bullying (25%). And this was before the pandemic. When you take into account the fact that


26 www.education-today.co.uk


young people’s minds are still developing, and then throw in hormone changes, it’s no wonder young people can feel overwhelmed, uncomfortable or self-conscious in a learning environment, and don’t want to admit if it doesn’t immediately ‘click’. The last 15 months have left a lot of gaps in


the learning of our schoolchildren, despite the gargantuan efforts of school leaders and teaching staff to keep up with the ever-changing dictats from the government, and the weeks and months of home-schooling. Some people don’t like the term catch-up as


the mental health (and confidence!) of the children comes first. I think it’s a combination of the two. It’s our duty to help our schoolchildren get to the level they should be at, but the key is to find a solution that helps learners strive to attain their full potential, without putting them under any more unnecessary pressure.


This is where peer tutoring comes in.


Peer learning is already established as a powerful tool - with guidance, students can work together through new concepts and formulas, giving them the opportunity to learn from, and teach each other, at the same time. When students are well- matched, it is recognised for helping them learn, see different perspectives and develop connections with others. All of these things combine to develop confidence, as they are taking place in an informal setting – the students feel less self-conscious, and more relaxed.


July/August 2021


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44