Nobody wants to be that teacher – the one who assigns a massive packet of busy work, due the first day back to school, but it is evident that extended vacations result in a reversal of some learning. This loss of learning increases with grade level, so at the ages we are trying to maximise the use of high-impact teaching and learning strategies, we run the risk of much of that work being undone by Summertime Subsidence (d=-0.02).
At the same time, it’s upsetting to hear of students who give up the bulk of their summer to crash-courses for SAT or various other exam preparations. They need to recharge, as do we all. With the emerging importance of the Affective cluster of the Approaches to Teaching and Learning, we need to recognise the importance of social, emotional and physical well-being in creating rounded, happy learners. Vacations give us this opportunity, improving happiness and even productivity upon our return, as well as helping to manage stress. A mindful vacation helps redress the balance that a high-intensity academic programme such as IB Diploma can upset.
So what is the balance?
What do you do to ensure your students make the most of their break – not only for preventing learning loss but for bringing them back happy, healthy and ready to go? Do you give summer reading or assignments? What do you do with the first days back; do you move on with the new stuff or review the old?
I’ve posted my guidelines for my IB Biology students on i-Biology.net here. I’m be interested to hear more!
Have a great summer.
And keep that brain Fresh…
Thank-you for your comments.