STC 2

ADDRESSING THE LEARNING GAPS IN EDUCATION

I. DEFINITION OF LEARNING GAP

Learning gap refers to the relative performance of individual students—i.e., the disparity between what a
student has actually learned and what he or she was expected to learn at a particular age or grade level.

It is closely related to achievement gap and opportunity gap, a learning gap is the difference between what a
student has learned—i.e., the academic progress he or she has made—and what the student was expected to
learn at a certain point in his or her education, such as a particular age or grade level.

II. Factors that Contribute to Learning Gaps

WITHIN SCHOOLS’ CONTROL OUTSIDE SCHOOLS’ CONTROL

School Wide Factors Factors in the Local Community
 Low expectations for students’ achievement  Economic opportunity for students’ families
 Lack of rigor in the curriculum  Access to health and social services
 Large class size  Community safety
 Tracking groups of students into a less  Access to libraries, museums, and other
demanding curriculum institutions that support students’
 Unsafe schools development
 Culturally unfriendly environment  Access to child care and after-school programs
 Poor or no instructional leadership and facilities
Teacher- and- Teaching- Related Factors Students’ background
 Uncertified and inexperienced teachers  Families income level
 Insensitivity to different cultures  Students birth weight
 Poor teacher preparation  Students’ diet and nutrition at home
 Low expectations of students  Students’ mobility
 Inadequate materials, equipment, and  Students primary language
resources, including technology-based
resources
Student-related Factors Education Funding Shortfalls
 Students’ interest in school  State budget deficits
 Students’ level of effort  Unfunded federal mandates
 Students’ feeling that they are, in part  Inequities in funding among school districts.
responsible for their learning
Families Support of Students’ Learning Families Support of Students” Learning
 Families participation in school activities  Time family members are able to devote to
 Families’ skills to support and reinforce support and reinforce learning
learning  Other factor societal bias (racial, ethnic,
 Student’s TV watching poverty and class
III. IDENTIFYING THE LEARNING GAP

IDENTIFYING THE
LEARNING GAP

2. Then, once the gap is discovered teachers

should begin to address this gap by first
1. Perform a variety of in informing students of what they should be
class task and collect addressing themselves. For example, teachers
various data. These data must give students descriptive feedback in
should then be order to inform students of what skills they are
documented as well as doing well with as well as what skills they need
analyzed in order to to focus on. For this part of addressing student
determine how well the learning it is important to give descriptive
student is performing or feedback rather than evaluative because
how far behind, they may descriptive offers students more concrete
be. descriptions of items they need to work on.

It is important to anticipate obstacles and

misconceptions. This is extremely important
because if misconceptions are addressed before
they occur, then this eliminates student
struggles and encourages more students
Finally, while planning your lesson
learning. For example, as a teacher, if you are
it is important to identify
able to identify and then address a variety of
strategies to address
possible misconceptions within your lesson then
misconceptions so that you can
this eliminates time spent on having to go back
than enforce different strategies
and reiterate or correct the misconception later.
depending on what works best for
Thus allowing students to understand the
the types of learners you have
material or task at hand the first time
within your classroom.
instruction is given which then allows more time
for students to correctly perform the task at
hand.

A “learning or professional practice gap” is the term used to describe a learner’s deficiency or
shortcoming, which if eliminated results in improvements in knowledge, competence and/or performance
that can potentially improve health outcomes. Gaps may be defined as the difference between “the way
things are” and “the way they should be”.
The easiest gaps to identify are those relating to knowledge. Knowledge gaps can be identified by
means of questionnaires or review of test scores from in training or board examinations. Correcting gaps in
knowledge is important, but usually has the least impact on improving competence or performance and
outcomes for patients.
Identifying gaps in competence or performance is more challenging, and there are various ways in which this can be
achieved.
Some examples are:-

1. Clinical practice guidelines developed by professional organizations constitute standards for what a learner should
know or be able to do. Evidence that guidelines are not being followed, or that learners are unfamiliar with new
guidelines, constitutes a gap that can be addressed.

2. Consultation with experts or subspecialists provides a means of identifying potential gaps in competence or
performance. Based on patterns of referrals, the expert or subspecialist may observe common deficiencies in practice
that can be corrected through education.

3. Review of evidence-based literature in scientific journals, practice-based audits and peer review processes can be
used for identifying gaps in competence, performance and health outcomes.

4. Analysis of federal government or state public health data may identify disparities in health care and thus serve as a
“gap” requiring corrective education.

IV. POINTS TO REMEMBER ON ADDRESSNG THE LEARNING GAP

1. IMPROVING YOUR TEACHING

- the challenge for them is to identify the specific and relatively minor adjustments that they can make to their teaching
that together will add up to a significant improvement in which their pupils/students learn.

2. LEARNERS ARE FOR LEARNING

- It seems simple enough. Lessons are for learning. It is almost self-evident yet sometimes it is failed to achieve.

3. LEARNING= UNDERSTANDING + MEMORY

- Learning involves understanding and memory. It is not an either/ or situation, both are essential. If we do not
understand, we cannot claim to have learned. The same is true if we cannot remember.

4. CONSCIOUS STRATEGY

- Many of the things that teachers say and do instinctively and intuitively have a positive impact on students. It also
exploits the opportunity that we, as teachers have to influence the attitude of our students.

5. CONGRUENCE IS THE KEY

- Many experts claim that very little communication is done through the words that we use. The subtle clues of the tone
of our voice and our body language are more important.

V. Guiding principles of addressing the learning gaps based from DepEd Order No. 39.s. 2012

VI. WAYS TO ADDRESS THE LEARNING GAP

A. Eight Proven Ways to Help Close the Achievement Gap

By Ossa Fisher
1. Use Evidence-Based Instruction: One of the keys to help students who are struggling, or not making
consistent progress, is the use of a supplemental, evidenced-based intervention program to aid learning. The
cycle from formative assessment to instruction enables the teacher to observe students’ responses to
targeted interventions and to proceed with instruction supported by ongoing performance data.

2. Provide a Rigorous Curriculum: Ample evidence shows that almost all students can achieve at high levels if
they are taught at high levels. The curriculum should feature balanced instruction, emphasizing basic skills for
increasing comprehension.

3. Increase Instructional Time: Struggling students often need more instructional time coupled with an
increased intensity of instruction in small groups and more repetitions or doses of instruction. For example,
instruction offered to struggling readers needs to be clear and explicit, provide scaffolding, and target their
individual needs.

4. Introduce Supplemental Instruction: Supplemental instruction is intended to fill in students’ learning gaps
as quickly as possible and return them to core instruction. Instruction should typically be delivered at least
three times per week in small-group settings in addition to regular classroom instruction.

5. Monitor Progress, Ideally Monthly: Teachers need to know exactly what students are doing well and
precisely where they need to focus their attention. Using formative assessments, teachers can pinpoint where
students have gaps and intervene accordingly.

6. Motivate & Engage: When tasks are not matched to students and they are asked to perform skills they do
not have, their motivation and engagement decrease. Use of theme, technology, choice, and differentiation
enhances motivation and engagement.

7. Deepen Professional Development: A well-designed and clearly communicated teacher development

process is essential for driving measurable and lasting learning for students.

8. Link School and Home: Close cooperation between schools, parents, and the community is one of the keys
to closing achievement gaps. Parent involvement has a strong, direct impact on student’s achievement.

B. Strategies for Closing the Achievement Gaps

1. Enhanced Cultural Competence

- Consider students' diversity to be an asset
- Increase faculty's cultural competence
- Be sensitive to students' home cultures
- Understand and capitalize on students' culture, abilities, resilience, and effort
2. Comprehensive Support for Students
- Screen children early for medical/social services
- Work with medical, social services, and community agencies
- Identify students who need additional instructional support
- Support students via mentors, tutoring, peer support networks, and role models
3. Outreach to Students' Families
- Make sure the main office is family friendly
- Engage/reach out to students' families
- Establish family centers at schools and other community locations
- Hire staff from the community who speak families' home languages
- Provide transportation to and from school events
- Conduct adult education and parenting courses at local schools
4. Extended Learning Opportunities
- Institute full day kindergarten and pre-kindergarten
- Extend learning to before- and after-school programs as well as summer programs
5. Classrooms that Support Learning
- Use varied, effective strategies to instruct diverse learners
- Use test and other information on students' performance in instructional planning
- Target literacy and math instruction, if needed
- Safeguard instructional time

VI. THE TEACHER AND THE LEARNER

Article VIII: The Teachers and Learners

Section 1. A teacher has a right and duty to determine the academic marks and the promotions of learners in the subject
or grades he handles, provided that such determination shall be in accordance with generally accepted procedures of
evaluation and measurement. In case of any complaint, teachers concerned shall immediately take appropriate actions,
observing due process.

Section 2. A teacher shall recognize that the interest and welfare of learners are of first and foremost concern, and shall
deal justifiably and impartially with each of them.

Section 3. Under no circumstance shall a teacher be prejudiced or discriminate against a learner.

Section 4. A teacher shall not accept favours or gifts from learners, their parents or others in their behalf in exchange for
requested concessions, especially if undeserved.

Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other what is authorized for
such service.

Section 6. A teacher shall base the evaluation of the learner’s work only in merit and quality of academic performance.
Section 7. In a situation where mutual attraction and subsequent love develop between teacher and learner, the teacher
shall exercise utmost professional discretion to avoid scandal, gossip and preferential treatment of the learner.

Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions from their
scholastic ratings as a punishment for acts which are clearly not manifestation of poor scholarship.

Section 9. A teacher shall ensure that conditions contribute to the maximum development of learners are adequate, and
shall extend needed assistance in preventing or solving learner’s problems and difficulties.

VII. INFLUENCE OF THE TEACHER AS THE “LEARNING LEVEL”

A. Teachers and Learners – Roles That Complement Each Other

Teachers should share their enthusiasm with students.

In the process of learning, there are numerous things that play a significant role towards making it a
smooth, pleasurable and constructive process.
First of all, the teachers are those who set the tone for a great learning environment. However, a lot
depends on the way the learners face the lessons and overall, learning.
To begin with, a learner must seriously take into consideration that learning is a great commitment. Most of
the times, it requires hard work in order for it to be a successful procedure. Building up knowledge should be
continuous; that is, the learners should consistently study so as not to have any gaps, for the reason that then
they will have serious problems in their learning. Learning is like a chain, and each lesson and studying time is
a link in the chain. If the learners fail to study or miss a lesson without making up for it, then they
automatically break the learning chain and their learning is disrupted. For that reason, teachers are there to
remind learners that both of them should stick to a schedule and that when a lesson is missed, it will surely be
made up for.
Secondly, learners must understand what kind of learner they are: are they visual, aural, kinesthetic?
This can be encouraged by the teachers. Not everyone learns the same way. It is important for them to decide
on what kind of learner they are, as this will help them tremendously.
Learning will become much easier and naturally, more pleasant for them. Plus, they will help their
teachers enormously, as the latter will be able to adapt their lessons to their learners’ needs and special traits.
A characteristic of the good learner is concentration, both in class and in the study place. A good
learner pays attention to the teacher while delivering the lesson and also to their classmates, when they are
asking a question about the lesson or answering the teacher’s questions. (Naturally, the teacher has to be
enthusiastic and make the lesson as interesting as possible so that the students become engaged as well.) It is
very constructive to pay attention when classmates have questions, because for example it may be something
they cannot comprehend. Teachers need to encourage and remind this and try to engage a number of
students when someone asks a question. This is a very good opportunity for the others in class to learn
something new, something maybe they had not thought or about, or they can even answer the questions
themselves, if of course they can explain the unintelligible point in question.
Moreover, there must be concentration in the study place as well.
The learner must choose to study in a comfortable, warm environment, if possible away from
distractions like telephones, computers or televisions. Above all, studying should take place at an appropriate
time for the learners: they should ask themselves what the best time of day for them is in order to study and
keep that as permanent study time.
Therefore, learners have to create a good study schedule and combine it with any other daily activities
or work, if they are professionals. Having a schedule aids the learning process a great deal, for the reason that
it helps maintain organization.
Last of all, but equally important to all the aforementioned factors, learners should be prepared to study hard.
It is highly beneficial to study not only the work assigned by the teacher, but also to access additional
bibliography to read extensively on the given subject and moreover to recycle and simultaneously
comprehend all the components of the lesson delivered by the teacher. It may be tiring at times, as it is extra
work, but the benefits are numerous.
All elements combined, the learner is a person responsible for their advancement in learning and
should be organized, attentive and should be prepared to study, so as to be successful in the work they have
undertaken. In order for them to achieve this though, the teacher is responsible for the learning process to a
great extent. If the teacher turns the classroom into an enthusiastic and encouraging place for learning (as
well as organized), then the learner will enjoy being there as well.
From Rand Education

B. Teacher’s Influence to students learning

Teacher’s preparation is important to their effectiveness in a classroom. It also helps teacher communicate more
effectively with students as well as with the overall perception of their student's strengths and
weaknesses. Teachers with self-efficacy have a positive impact on their students' academic performance.

C. Teachers Matter: Understanding Teachers' Impact on Student Achievement

Many people emphasize the importance of good teachers, and many local, state or government policies are designed to
promote teacher quality. Research using student scores on standardized tests confirms the common perception that
some teachers are more effective than others and also reveals that being taught by an effective teacher has important
consequences for student achievement.

D. Teachers matter more to student achievement than any other aspect of schooling.

Many factors contribute to a student's academic performance, including individual characteristics and family and
neighborhood experiences. But research suggests that, among school-related factors, teachers matter most. When it
comes to student’s performance on reading and math tests, a teacher is estimated to have two to three times the
impact of any other school factor, including services, facilities, and even leadership.

E. Effective teachers are best identified by their performance, not by their background or experience.

Despite common perceptions, effective teachers cannot reliably be identified based on where they went to school,
whether they're licensed, or (after the first few years) how long they've taught. The best way to assess teachers'
effectiveness is to look at their on-the-job performance, including what they do in the classroom and how much
progress their students make on achievement tests. This has led to more policies that require evaluating teachers' on-
the-job performance, based in part on evidence about their students' learning.

F. Teachers Change Lives

It is not an exaggeration to say that a great teacher can change a student’s life. There are endless amount
of stories that attest to the benefits of a strong relationship between an educator and pupil.

As some of the most influential role models for developing students, teachers are responsible for more than
just academic enrichment. If you want to be a great educator, you must connect with your pupils and reach
them on multiple levels, because the best teachers are committed to their students’ well-being both inside
and outside the classroom. By forging strong relationships, educators are able to affect virtually every aspect
of their students’ lives, teaching them the important life lessons that will help them succeed beyond term
papers and standardized tests.

It is not always easy to change a student’s life, which is why it takes a great teacher to do so. Some just need
an extra push others may be going through something troubling in their personal lives and need someone to
talk to. Whatever the student needs to help them excel, a life-changing teacher will be there for them.

While you will spend your entire career learning the different ways you can change your students’ lives,
here are three aspects that are directly affected by great teachers:

1. Education

A great teacher makes learning fun, as stimulating, engaging lessons are pivotal to a student’s academic
success. Some students who are more prone to misbehavior, truancy or disengagement are more dependent
on an engaging teacher. Making your classroom an exciting environment for learning will hold the students’
fascination, and students learn best when they are both challenged and interested. It’s part of motivating
students, which may not be easy, but which will benefit students immeasurably in the long run.

2. Inspiration
Have you ever had a teacher who inspired you to work harder or pursue a particular goal? Were you inspired
to become an educator by one of your own great teachers?

Inspiring students is integral to ensuring their success and encouraging them to fulfil their potential. Students
who are inspired by their teachers can accomplish amazing things, and that motivation almost always stays
with them. Inspiration can also take many forms, from helping a pupil through the academic year and their
short-term goals, to guide them towards their future career. Years after graduation, many working
professionals will still cite a particular teacher as the one who fostered their love of what they currently do
and attribute their accomplishments to that educator.

3. Guidance

Teachers can also be a trusted source of advice for students weighing important life decisions. Educators can
help their students pursue higher education, explore career opportunities and compete in events they might
otherwise have not thought themselves able to. Students often look to their teachers as mentors with
experience and knowledge, and, as an educator, you will almost definitely be asked for advice at some point
during your career.

Did you know that one in four students drop out of school or that every nine seconds, another student drops
out? Dropping out is a decision that students won’t likely come to you about, but an adept teacher can notice
the indications that a student is struggling and intervene before it’s too late. Aside from educating them on
the hard facts about dropping out, teachers can also help assess the problem and figure out an alternative. In
such situations, teachers undoubtedly have the ability to change the lives of students.

VIII. PROGRAMS CONDUCTED IN ADDRESSING THE LEARNING GAP

A. Academic Programs

1. Remedial instruction can help struggling learners shore up their basic skills. This extra support can
help them catch up to their peers. Sometimes, it eliminates the need for referral to special education.
Learn how remedial programs work and how to spot an effective program.

2. Summer Reading Camp is a fifteen (15) weekday activity which follows the integrated approach to teaching
and learning where all subject areas are involved focusing on reading comprehension skills

3. The Alternative Delivery Mode (ADM) Summer Program

Organized by the Department of Education, ADM is a summer class wherein lessons are being delivered in an
alternative mode and uses a friendly approach in teaching. The program aims to provide another learning
channel to reach out specifically to out-of-school youths.

4. Scholarship Program. It is an award of financial aid for a student to further the education.

5. Every Child A Reader Program (ECARP). It aims to equip elementary pupils in public schools with strategic
reading and writing skills to make them independent young readers and writers.
6. Mathematics Teachers Association of the Philippines (MTAP). This program helps those students who have
learning gap particularly in mathematics subject to learn more and understand the lessons in the whole school
year that is difficult for them and prepare them for the next school year

B. HEALTH PROGRAMS

1. Essential Health Care Program (EHCP) for the School Children

Education and health are interrelated. Academic performance of the pupils and instructional outcomes are
determined by the quality of health of the school children. Unhealthy children cannot develop their full
potential which may result to high drop-out rates and low academic performance. The health status of public
school pupils in public schools is alarmingly poorly.

Dental cares, infectious diseases (respiratory tract infections and diarrhea and worm infestations are the most common
hygiene deficiency related infectious diseases in public schools which are due to lack of water and functional sanitary
facilities. If unattended, these will lead to malnutrition, poor physical growth and other diseases like anemia, toothache,
among others
To address these problems, the Essential Health Care Program (EHCP) for school children shall be institutionalized
in all schools. Through this project, soap, toothbrush, toothpaste with fluoride and deworming medicines will be
provided for the conduct of daily hand washing, daily tooth brushing and bi-annual deworming of all children. These are
the most cost effective, evidence-based preventive interventions to improve the health of school children in public
schools and thereby, improving their academic performance.

2. Implementation of the School-Based Feeding Program

Government has developed feeding programs to reduce hunger, to aid in the development of children, to
improve nutritional status and to promote good health, as well as to reduce inequities by encouraging families
to send their children to school given the incentive of being provided school feeding program. School-Based
Feeding Program (SBFP) for School Year (SY) 2016-2017 to address under-nutrition and short-term hunger
among public school children.

C. SAFETY AND SECURITY OF THE STUDENTS

1. School Child Protection Policy

The Policy guidelines listed down the specific acts that constitute child abuse and violence used as a guide in addressing
social problem.
CHILD PROTECTION POLICY: PROHIBITED ACTS:
- Abuse
- Violence
- Exploitation
- Discrimination
- Corporal punishment
- Bullying
- And other forms abuse

Section 5. DUTIES AND RESPONSIBILITIES OF TEACHERS

a. Exercise parental authority and responsibility over the child while under their supervision, instruction and
 custody.
b. Keep them in their company and support, educate and instruct them by right precept and good example.
c. Give them affection, advice and counsel, companionship and understanding.
d. inculcate the value of respect and obedient.
e. practice positive and non-violent discipline as may be required under the circumstances; provided in no case
shall corporal punishment be inflected upon them.

2. Anti -Bullying Act

Republic Act 10627, or the Anti-Bullying Act (the “Act”), aims to protect children enrolled in kindergarten,
elementary, and secondary schools and learning centers (collectively, “Schools”) from being bullied. It requires
Schools to adopt policies to address the existence of bullying in their respective institutions.

A. What is Bullying?

Bullying, as defined under the Act, is any severe or repeated use by one or more students of a written, verbal
or electronic expression, or a physical act or gesture, or any combination thereof, directed at another student
that has the effect of actually causing or placing the latter in reasonable fear of physical or emotional harm or
damage to his property; creating a hostile environment at school for the other student; infringing on the rights
of the other student at school; or materially and substantially disrupting the education process or the orderly
operation of a school; such as, but not limited to, the following:

Any unwanted physical contact between the bully and the victim like punching, pushing, shoving, kicking,
slapping, tickling, headlocks, inflicting school pranks, teasing, fighting and the use of available objects as
weapons;

Any act that causes damage to a victim’s psyche and/or emotional well-being;

Any slanderous statement or accusation that causes the victim undue emotional distress like directing foul
language or profanity at the target, name-calling, tormenting and commenting negatively on victim’s looks,
clothes and body; and

Cyber-bullying or any bullying done through the use of technology or any electronic means. The term shall also
include any conduct resulting to harassment, intimidation, or humiliation, through the use of other forms of
technology, such as, but not limited to texting, email, instant messaging, chatting, internet, social media,
online games, or other platforms or formats.

Social bullying, or any deliberate, repetitive and aggressive social behavior intended to hurt others or to
belittle another individual or group.

Gender-based bullying, or any act that humiliates or excludes a person on the basis of perceived or actual
sexual orientation and gender identity.

As such, any person who commits any of the foregoing acts, is considered a bully. Furthermore, any act of
retaliation against a person who reports bullying, who provides information during an investigation of bullying,
or who is a witness to or has reliable information about bullying, is likewise prohibited.