High Quality Learning by Adrian Hall https://padlet.com/headofsecondary11/ld27q9lxrlmz8lnz It's what we do! en-us 2021-04-29 17:08:47 UTC 2021-05-27 12:58:58 UTC hello@padlet.com Group 8 Feedback headofsecondary11 https://padlet.com/headofsecondary11/ld27q9lxrlmz8lnz/wish/1474907227 Example 1

Needs recognition of EAL as central to our learners.  We like that inclusivity is first up.

Perhaps too much emphasis on the academic side of things.  Seems to emphasise HOW we do it, rather than what we are trying to accomplish.  It is not just about the academic curriculum.  students are always learning when they are in school (and outside too)

Global citizenship and international mindedness.

It will look different for different ages.


Example 2
Focus on community links.  Venezuelan roots.  Internationally focused but maintaining Venezuelan roots.

LIVE, study and work worldwide.  Put Venezuela earlier.

Why are we different from a good venezuelan school.  What is our unique selling point?

High quality learning at TBSC means developing an in-depth understanding of the Spanish language and of Venezuelan culture, alongside a world class British International education that prepares students to live, study and work worldwide.

The two sentences about British and Venezuelan need to be next to each other I think.


]]> 2021-04-29 17:11:03 UTC https://padlet.com/headofsecondary11/ld27q9lxrlmz8lnz/wish/1474907227 Reading/Links/Notes headofsecondary11 https://padlet.com/headofsecondary11/ld27q9lxrlmz8lnz/wish/1474912705 Please feel free to add here!

This was from my previous school. 
Another Example
Third example

Edutopia article

Please don't mention learning 'styles'/VAK etc.  It's nonsense.]]> 2021-04-29 17:12:05 UTC https://padlet.com/headofsecondary11/ld27q9lxrlmz8lnz/wish/1474912705 From CIS website headofsecondary11 https://padlet.com/headofsecondary11/ld27q9lxrlmz8lnz/wish/1474950142 “[…] the first thing that springs to mind is that it cannot be a static concept.” (Anna Marsden, United World College East Africa)

“Whilst a school may be able to determine what defines quality for themselves (and this is a worthy endeavour), there should also be examination against external measures of quality.” (Michael Arcidiacono, IGB International School)

“I think that being able to roll out a curriculum that is both globally focused and inclusive is one of the key defining characteristics of a high-quality international education.” (Nicole Ifi, United Nations International School)

“High-quality education must include the development of fundamental skills and ways of working—collaboration, communication, critical thinking, idea-sharing, problem-solving—not just to equip the individuals, but to enable them to engage successfully with other individuals from other cultures as citizens within the global community.” (Karl Wilkinson, Orbital Education)

“The school is a happy and safe place for all, with an outstanding reputation for psychological well-being and diversity.” (George Walsh, Institut International de Lancy)

“It will be a school that focuses on the learner, and emphasises the importance of well-being.” (Yvonne Secker, International School of Lausanne)

“High-quality means that education is based on best practices and research-based pedagogy.” (E Shannon Koga, Gateway International School)

“Our shared vision and values underpin all that we do.”  (Nyree Buckley, The British School, Rio de Janeiro)

“I believe that the key characteristic in a school delivering a ‘high-quality education’ is whether the school is giving the students what they need.” (Lee Rosky, The International School of Brussels)

“While we have understood over the years that we must have focus on the physical and cognitive development of each child, we need to ensure that we also create a quality learning environment that is safe, regardless of gender, race, ethnicity.”  (Garland Green, International School of Brussels)

“The extent to which teaching and learning carefully consider issues from more than one perspective.” (Lola García-Suárez, Marymount International School London)

“A high-quality international education has to be defined by the school in terms of what learning will actually look like.” (Rajvinder Bolla, International School of Paris)

]]> 2021-04-29 17:19:07 UTC https://padlet.com/headofsecondary11/ld27q9lxrlmz8lnz/wish/1474950142 Discussion Prompts headofsecondary11 https://padlet.com/headofsecondary11/ld27q9lxrlmz8lnz/wish/1475045520 In your groups please read the definitions, and add any thoughts - likes, dislikes or possible edits.  In your discussions, you may wish to address:
  1. Who are our learners?  What is the unique mix of students at TBSC - their ages, cultural makeup, languages, context and aspirations.
  2. Why does the school exist? What is our central purpose and remit.
  3. What are TBSC's essential programme goals? The IPC/IGCSE/IB’s key learning goals, aims and objectives.
  4. How should we learn? What our the most effective teaching approaches and learning strategies used with the TBSC's unique cohort.
  5. How do we know whether students are experiencing high-quality learning?

]]> 2021-04-29 17:36:21 UTC https://padlet.com/headofsecondary11/ld27q9lxrlmz8lnz/wish/1475045520 High Quality Learning Exploration https://padlet.com/headofsecondary11/ld27q9lxrlmz8lnz/wish/1475282526 Hi all, please find attached our work on the HQL definition for TBSC.]]> 2021-04-29 18:19:41 UTC https://padlet.com/headofsecondary11/ld27q9lxrlmz8lnz/wish/1475282526 Group 1 https://padlet.com/headofsecondary11/ld27q9lxrlmz8lnz/wish/1475480999 High-quality learning
recognises and celebrates the diversity of our student population when planning for learning experiences, meeting each student's needs and making sure the learning is embedded. It also promotes a global-minded community.



]]> 2021-04-29 19:02:09 UTC https://padlet.com/headofsecondary11/ld27q9lxrlmz8lnz/wish/1475480999 GROUP 2 srumsey3 https://padlet.com/headofsecondary11/ld27q9lxrlmz8lnz/wish/1475580343 TBSC nurtures students in cultivating their individual strengths, and supporting them in developing resilience as they face the challenges and opportunities in their personal and intellectual growth, equipping them for life beyond the classroom. 
A culture of trust, cooperation and mutual respect in the classroom helps support students of all backgrounds and abilities to learn, thrive and achieve. High quality learning at TBSC is inclusive, positive and centred around global mindedness whilst embracing the rich local Venezuelan culture. A culture of trust, cooperation and mutual respect in the classroom helps support students of all backgrounds to learn, thrive and achieve. TBSC promotes student-led inquiry-based learning and discovery in a transdisciplinary format that builds knowledge, skills and conceptual understanding. TBSC emphasises teamwork and collaboration so that students bond, appreciate and value each other’s contributions. Lessons are planned using research based pedagogy, allowing students to continuously push themselves to realise their full potential. Teachers regularly assess for future learning needs of all children in the classroom individually, and feedback strikes an effective balance between constructive criticism and praise, acknowledging achievement while motivating further improvement. 

]]> 2021-04-29 19:25:29 UTC https://padlet.com/headofsecondary11/ld27q9lxrlmz8lnz/wish/1475580343 Group 3 Feedback https://padlet.com/headofsecondary11/ld27q9lxrlmz8lnz/wish/1475608458 For 70 years The British School Caracas has offered our students the excellence of a British education in a world-class international school setting deeply rooted in Venezuelan culture. Our commitment to student wellbeing and academic excellence centers on an approach tailored to every child’s needs that equips them for life beyond the classroom as a global citizen.
 
Our student’s individual and unique learning needs are identified and are comprehensively supported from preschool through to Year 13. Our depth of curriculum and co-curricular activities employ flexible and creative teaching approaches and strategies to encourage student-led inquiry based learning. 
 
Our philosophy of differentiated learning is the basis for our inclusive practise. The TBSC teacher is systematically reflective and fosters a love of learning in our students through every stage of their development. 


]]> 2021-04-29 19:32:47 UTC https://padlet.com/headofsecondary11/ld27q9lxrlmz8lnz/wish/1475608458 High quality learning at TBSC involves the whole school. TBSC prides itself on providing a secure and friendly family atmosphere where the students' wellbeing is at the heart of the very foundation which enables high quality learning to take place. https://padlet.com/headofsecondary11/ld27q9lxrlmz8lnz/wish/1489745335 Instructional strategies for effective learning are based on empirical, contemporary evidence and are regularly visited and updated. Staff deliver individualised programmes after analysing students' levels of knowledge, skills and understanding. This differentiated learning environment is active, social and meaningful. it encourages a love of learning in a positive, supportive and challenging setting. TBSC  aims to produce life-long learners who are resilient and confident and our staff set realistic goals which are attainable. Students become effective communicators in more than one language and are encouraged to appreciate the rich Venezuelan culture in addition to many influential global cultures. High quality learning results in global citizens who are confident and ready to acknowledge and critically analyse challenges and global trends in a positive and respectful manner.
Becky N

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