The Online Learning Model
The United Nations Rights of the Child enshrines for children the right to both an education and to safety. From time to time circumstances may arise in which, to honor both these rights, NIS needs to close its campus-based learning and shift to an online learning environment. The spread of COVID-19 is such an occurrence.
During Online School:
- Learning will ensure that students have the opportunity to make adequate progress such that they are not unduly disadvantaged by the closure of the school campus.
- Well-being of students will still remain a priority, with the support of student services, counselors, homeroom teachers and other adult able to help and guide learners through a time of stress.
Below illustrates the way in which NIS Online School will be designed and implemented. This document will be supplemented by specific communications from the Associate Principals and Principals, describing how this policy will become operational in your child’s division in the event of moving to online school.
Essential Components of the NIS Online Learning Program
Online learning follows the same basic framework as face to face learners. This will look different in Early Childhood than it does in the Secondary School, and will look different in Math than it does in PE. However the common framework underpinning instructional design remains constant as follows:
Teachers will be explicit about:
- what is expected from students regarding their learning (the content, the learning targets).
- what is expected from students as a result of their learning (what should students produce as a result of the lesson).
- how students are expected to learn (resources, materials, collaborative work, individual work, etc.).
All courses will include a balance of:
- assigned tasks and activities to be completed online
- teacher taught lessons (either live lessons, or pre-recorded lessons)
- collaborative group discussion and interaction (through video conferencing)
Students will be supported by:
- continued access to student services staff – e.g. special needs, EAL, etc.
- continued access to team leaders and administrators in support of the students and their learning.