I just read Alfie Kohn’s take on the Summer Slide. He puts forward an interesting argument and correlates the ‘fear’ of loss of progress over the summer with the same fear of what will happen if teachers don’t assign homework (hint: Mayhem! Chaos! Kids Gone Wild!).
He summarizes his argument:
By the time September rolls around, kids may indeed be unable to recall what they were told in April: the distance between the earth and the moon, or the definition of a predicate, or the approved steps for doing long division. But they’re much less likely to forget how to set up an experiment to test their own hypothesis (if they had the chance to do science last spring), or how to write sentences that elicit a strong reaction from a reader (if they were invited to play with prose with that goal in mind), or what it means to divide one number into another (if they were allowed to burrow into the heart of mathematical principles rather than being turned into carbon-based calculators).
Summer learning loss? It’s just a subset of life learning loss—when the learning was dubious to begin with.
His summary is really a blueprint for what parents can do (and teachers can support) in order to use the summer break as an opportunity for growth rather than loss: Do experiments, swing in a hammock and write a story from the perspective of something around you, bake something or make something that has you using your math skills, for real. Most importantly, focus on the process of having a summer vacation and all that entails: rest, experiences, creation, re-creation, and play.
As Kohn points out, the ‘summer slide’ is evident when standardized test scores are compared. But what about the skills that can not be measured on such a test?
My take on combatting the slide? Here are some Summer Learning slides I shared with the parents at my school:
With the exception of the ‘knowing’ slide, which gives details of websites in which students can practice traditional academic skills, the tools suggested focus on the idea of creating and documenting based on experiences. The more children see, do, touch, feel, experience, and try, the more they will have to speak, write, and create about.
In addition to technology, get outside, and read (read outside or just read and then go outside or vice versa). If you are needing help with summer reading, look no further than my favorite book blog: One Page To The Next. Last summer she posted on Summer Reading for Book Enthusiasts. This summer, her Summer Reading post is another great spread of excitement for readers.
If you are still looking for ideas, my other favorite blog Engage Their Minds has a wealth of resources under the category “Summer Slide”
Finally, I love this list of ideas for experiences for kids from Ranger Rick. Take a look and download from here – and then make a digital book, i-movie, podcast, artwork, poem, rap song, comic book, or ??? about your experience!
4 thoughts on “Summer Slide – A reality or media construct?”
“when the learning was dubious to begin with.” Wow. Doesn’t that just sum it up? If it doesn’t stick, it didn’t make a dent in the first place, and often I really feel the stuff we know doesn’t stick is the stuff we may be killing and drilling too much. I’m just going to put it out there: Memorizing spelling words? Rote math fact memorization? It doesn’t stick when it’s not being taught in a meaningful context where it can be used continuously…What a point. I say, Read! Explore! Have an Adventure! Take photographs and Write a Story or a Letter about them! That’s the stuff of life.
And by the way, I think we need to bring back Flashlight Tag. That’s my favorite game EVER! (and Kick the Can…)
Think I can see certain activities (play in the mud, play sprinkler games, blow bubbles) that a certain Elisabeth would happily do this summer.
I think we can handle that!