DISTANCE LEARNING

In the event that the students are not allowed physically ‘on campus’ the school does not close its doors. In place of face-to-face teaching and learning a comprehensive and effective Distance Learning Program is executed that defines how AISVN’s faculty leverage digital and experiential learning in ways that bring curriculum to life even though the students are at home. The Distance Learning program provides a synchronous learning experience whereby students check in daily as if they were attending each lesson block with regular opportunities to interact face-to-face with the teacher or with other students via video, chat, discussion, etc. We believe our Distance Learning Program is the best available alternative to face-to-face learning in the school.

AISVN deliberately uses the term distance learning rather than technology-specific labels such as “virtual learning”, “e-learning,” or “online classes.’’ This choice reflects our conviction that quality learning can occur at a distance without solely relying on computers. Rather than being tied to an electronic device for their learning, AISVN’s goal is for students to read, communicate, and engage in authentic learning experiences, while continuing to be physically active. Accordingly, AISVN’s shift to distance learning begins with consideration of how we can intentionally align distance learning experiences with our Guiding Statements - the Mission, Vision and the IB Learner Profile.

AISVN’s approach to distance learning begins with the assertion that the learning experiences teachers design when school is in regular session cannot be simply replicated through distance learning. In particular, the invaluable social interactions and mediation that occurs naturally among students and between teachers and students cannot be recreated in the same way. Additionally, teachers must find new methods for providing timely and specific feedback to support student growth and learning.

At the core of AISVN’s approach to distance learning is the belief we should think differently about our priorities when responding to challenging circumstances, and we should embrace new opportunities for students to learn in authentic, meaningful ways