9 criteria proving BCIS quality online education

Overcoming difficulties during the Covid pandemic, online learning at CIS still ensures the same quality as when studying on campus by sticking to the following criteria:

1. Positive learning environment (risk-taking, safe to explore) 

- Character traits are celebrated

- Ask students who finish early and do a good job, to share their work examples with others.

- During 5B's online learning, we take 20 minutes per day to make our "minds stronger", otherwise known as mindfulness time. Students can read, draw, write, or meditate quietly while listening to relaxing music each morning. This gets our students off screen and practicing mindfulness daily.

- Showing enthusiasm when students ask questions, validating the value of their question, telling them that asking questions is a crucial component of the learning process.

- Creating activities where students are encouraged to research and share their findings with low stakes (everyone finds an image of a primary producer) and sharing in a shared Google doc/Padlet.

- During the first weeks of school, students engage in a series of small and large group challenges and reflect on how traits such as communication, collaboration, perseverance, empathy, and integrity are exercised. Using what they have learned, they co-create and ‘sign’ a class agreement.

- Teachers always take care of the student’s emotion when joining class in order to have the best way to help them if there is any difficulty.

Read the criteria when learning on campus in here 

2. Spiraled targeted learning - Consistently revisiting and building on core concepts 

- Using vocabulary with Quizlet, Kahoot, and presentations that include multiple choice for individuals or student partners in break out rooms to answer.

- Using student-friendly language, success criteria and learning goals that have clear links to overall inquiry questions that are posted visibly in the classroom.

- With Moet curriculum, according to the standard framework of knowledge and skills, ensuring the spiral development from grade 1 to grade 12.

Read the criteria when learning on campus in here 

3. Challenging but within the student’s Zone of Proximal Development 

- Give each student a writing activity in which each student can contribute information and answers based on their personal experiences.

- In Online mini-journals, students write a daily quick response to a visual image, a quote, or a short video. Each day a few students read their responses. Demonstrates diversity and range of thinking.

- Students read at selected reading levels, record their reading and submit to teachers for assessment.

- Teaching activities are built flexibly to ensure knowledge for each student. Positive interaction between teachers and students will help them understand and apply knowledge in practice

Read the criteria when learning on campus in here 

4. Modeling and visualization to demonstrate skills and create understanding 

- Give each student a writing activity in which each student can contribute information and answers based on their personal experiences.

- Give each student the opportunity to solve the problem / circumstance to develop their necessary learning skill.

- Before asking students to take on some work, showing students step-by-step how to approach a question, and verbally explaining thought processes/ wonderings on how to go to the next step (for example, if one of my students needed to explain a scientific process, and they were using a command term, I would show them step-by-step how I would approach the question and answer it fully).

- Easily pedagogical images, videos, and visual data sources for quick demonstrations

Read the criteria when learning on campus in here 

5. High standards for performance that are high and known by students 

- Set deadlines, Check individual work progress daily, give suggestions for improvement and expect the best. 

- “Chunk” assessments, with check-in meetings to ensure assessment completion and the clarity of expectations.

Read the criteria when learning on campus in here 

6. Real-life application and/or real-life approach 

- Topics can be covered online with focus on global and cultural understanding, such as diversity in the Francophone world. 

- Traditional learning activities have been designed using online tools such as playfactile, nearpod, kahoot.. Students can develop and apply the language in real life through dialogues, discussions, and role-play activities.

- After finishing each topic, each student will share their real experiences with others or practice the topic’s message (e.g: help their parents to do housework, help their friends…) (Last SY, an art teacher gave them a topic that students will design a visual menu that they can describe their favorite dishes and ask their parents to help them prepare).

Read the criteria when learning on campus in here 

7. An active process with opportunities for engagement, reflection, and ownership 

- Polls and surveys can still be done online and decisions can be made for the student to take ownership of decisions for the good of the whole community. 

- Character traits are celebrated

- Students go to break out rooms and teachers go to these rooms to guide and scaffold.

- Students have to complete an end-of-unit reflection (using a Google form, Google classroom, Google doc... different app or through online sharing at the end of the day with teachers in club class).

Read the criteria when learning on campus in here 

8. Encouraging intrinsic motivation through enjoyment, engagement, autonomy and success (involve differentiation) 

- Creating fun online activities combined with projects that are engaging will help to develop motivated students. Speaking about how and what will happen when we are not online can also motivate students. Creating projects for displays, online or in person provides a sense of pride in what they do. 

(For example, when learning about plants, students share about the plants they have in their homes by taking the class on an online tour through the camera screen.)

- Use apps like Class Dojo to encourage students by adding scores when they get the daily online learning target. 

Read the criteria when learning on campus in here 

9. Involves assessment for, as, and of learning 

- This can all be done online with examples for learning and models to guide the students as learning. Online assessments can be created with tools like Google presentations, or polls. Breakout rooms also can be used for individual speaking assessments.

- Use of survey forms are sent to students in which students respond to questions. The surveys are collected for data to inform instruction. Students hold up their answers to questions and teachers capture their thinning through checklist with success criteria.

Read the criteria when learning on campus in here 

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