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What constitutes quality teaching and learning?

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School values – Udon Thani International School: An IB World School fully accredited with CIS

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At UDIS, we strive to foster the development of ten values that we want students to embody. These are:

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Why and how you could define high-quality learning to guide your school’s pedagogical approach

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Leo Thompson starts his post with the bold claim: High-quality learning and teaching (HQLT) is both context and culture dependent and cannot be defined and measured in absolute, universal terms. He unpacks his claim in this post and offers guidance to help school leaders and educators to approach the challenge it presents.

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British International School in Istanbul

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Educate Nurture Inspire Excellence
High Quality Learning
At SOIS we believe that high quality learning should enable learners of all ages to develop

socially, emotionally and academically. It reflects our Guiding Statements in all aspects.

To achieve high quality learning school, home, teachers and parents need to work collaboratively for all

students to be successful. It is an active process, one in which students are encouraged to research and

discover rather than receiving information. SOIS believes that students develop the knowledge and tools to

use strategies they have learned in the classroom and transfer their learning to other subjects and situations.

High Quality learning for students will include the ability to:

Demonstrate commitment, motivation and enthusiasm for their learning

Stimulated, inspired and challenged to work towards targets that are understood, achievable and

appropriate to their ability and level

Build upon prior learning and make good progress in line with their ability

Understand their strengths and areas for development as learners, members of the school community

and global citizens

Be able to apply strategies and knowledge they have learned in the classroom and transfer these to

other subjects and real world situations

Develop self‐management skills and take responsibility and ownership of their learning

Be able to evaluate their own work and reflect on the outcomes

Work independently and collaboratively and are given encouragement and support to do so effectively

Appreciate and respect the concerns, views and feelings of others within the school, community and the

wider world

Thrive on active learning and be able to research, understand and apply knowledge/skills/strategies and

not just expect to be given the information

They evaluate their own work and reflect on the outcomes and are stimulated, inspired and challenged

and are working towards targets that are understood and achievable.
High Quality Teaching
At SOIS we are committed to fostering a culture of learning through using a range of

approaches that inspire engage and challenge learners of all ages. This will occur when students are

nurtured in positive, supportive relationships that allow every student to feel safe, valued and respected as

learners. We encourage our teachers to use a range of approaches to learning.

To achieve High Quality Teaching at SOIS teachers will:

demonstrate deep knowledge and understanding of the subjects they teach. They use questioning

highly effectively and demonstrate understanding of the ways students think about subject content.

They identify students' common misconceptions and act to ensure they are corrected.

plan lessons effectively, making maximum use of lesson time and coordinating lesson resources well.

They manage students' behaviour highly effectively with clear rules that are consistently enforced.

provide adequate time for practice to embed the students' knowledge, understanding and skills

securely. They introduce subject content progressively and constantly demand more of students. They

recognise that every individual is unique and plan for differentiation and individualisation of learning.

Phonics teaching is highly effective in enabling students to tackle unfamiliar words.

check students' understanding systematically and effectively in lessons, offering clearly directed and

timely support.

provide students with incisive feedback, in line with the school's assessment policy, about what

students can do to improve their knowledge, understanding and skills. The students use this feedback effectively.

set challenging homework, in line with the school's policy and as appropriate for the age and stage of students, that consolidates learning, deepens understanding and prepares students for work to come.

utilises the school's facilities and the wider context of the school and its surrounds.

Teachers are determined that students achieve well. They encourage students to try hard, recognise their

efforts and ensure that students take pride in all aspects of their work. Teachers have consistently high

expectations of all students' attitudes to learning.

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绿洲学校初中部, Oasis International School, SOIS,shenzhen Oasis International School

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Research suggests that curriculum, instruction, and assessments should be designed in ways that incorporate the growing knowledge base about how people learn.

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OUR Definition of High Quality Teaching and Learning

Learning at CDNIS occurs through a process of student inquiry. Students inquire into student and teacher-posed questions, and engage in building knowledge and skills. Students connect concepts to form deep understanding and apply their learning in relevant and meaningful contexts. Students create ways to transfer their understanding to new contexts. Students take action in caring for themselves, other people and the planet.

Teachers are proactive in how they plan to teach the curriculum to the students in their class, selecting effective and innovative approaches, tools and technologies. Teachers are responsive to the individual social, emotional, and academic needs of their students. Teachers honour the diversity of capabilities, interests and experiences among their students to make the learning accessible with the right amount of challenge.

CDNIS is a safe place where individuals are respected and diversity is celebrated. CDNIS fosters growth through a belief that capabilities and performance are not fixed, and can be developed. At CDNIS, students learn in a highly collaborative environment where they have agency and take ownership of their learning.

Student Learning Process

INQUIRING
Students and teachers pose questions that prompt students to reflect and take action. Student-centered learning begins with curiosity.

BUILDING KNOWLEDGE AND SKILLS
Students access prior learning. New knowledge and skills are established, retrieved. and deliberately practiced.

CONNECTING CONCEPTS
Students connect big ideas through exploring the relationships between concepts in order to develop deep enduring understanding.

APPLYING IN CONTEXTS
Students apply knowledge, understanding, and skills to situations, issues and opportunities. This provides the purpose and relevance of learning.

TRANSFERRING AND CREATING
Students access transfer learning to new situations, and take principled action. They develop innovative ideas; design products, performances and solutions; and make a meaningful, positive impact.

Approach to Learning

PROACTIVE
Teachers know their students and the curriculum well. They anticipate the needs of their students and make plans to use effective and innovative approaches, tools and technologies to guide and support students in their achievement of the curriculum.

RESPONSIVE
Teachers are aware of and respond to the social, emotional, and academic needs of students. Teachers use the results of observations and assessments to understand each student's journey and guide them with the experiences they need to further their learning.

ACCESSIBLE
Teachers design lessons in a way that honours the diversity of capabilities, interests and experiences among their students, and ensure that each student has an entry point into the learning the expectations of the curriculum, with the right amount of challenge.

Environment

TRUST
Our CDNIS community is a safe place that supports risk-taking and well-being through promoting shared values and mutual respect.

INCLUSIVITY
Our CDNIS community respects all individuals and we celebrate our diversity. Unique identity in honoured and a sense of belonging is cultivated.

GROWTH
Our CDNIS community believes that capabilities and performance are not fixed but can be influenced and developed by facing challenges with the effort, trying new strategies, and being resilient.

COLLABORATION
Our CDNIS community understands that learning involves interacting, respecting differences, and co-constructing understanding. Students learn with and from one another, parents and teachers.

AGENCY
Our CDNIS community values opportunities for students to choose what they learn, how the learn, and how they demonstrate their learning. Students take ownership of their learning, articulate their understanding, and voice their perspectives.

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canadian international school of hong kong limited

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Joy of Learning at CDNIS - Canadian International School of Hong Kong Limited

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Joy of Learning at CDNIS - Canadian International School of Hong Kong Limited