Learning is the process of creating meaning through acquiring, applying and synthesising new skills, understandings and knowledge.
We believe that excellent learning is taking place at UNIS Hanoi when learners are:
- Extending their thinking and making thinking visible
- Modifying their thinking, behaviours and attitudes
- Developing new understandings and perspectives
- Reflecting on their learning experiences, their strengths and areas for development
- Transferring their learning to other settings and contexts
- Making connections to what they already know and can do
- Cooperating, collaborating and communicating in a variety of social contexts as well as being confident to learn independently.
- Appropriately challenged and actively engaged
- Active, have frequent opportunities to move, transition and to process information
- Aware of the significance and relevance of their learning
- Encouraged and nurtured in learning environments characterised by supportive and mutually respectful relationships.
Excellent Learning is the foundation goal for the UNIS Hanoi five year plan, Strategy 2020.
Find out more about what we are doing at UNIS Hanoi to ensure excellent learning below.
Excellent learning will be the focus and the result of the efforts of all members of the school community. UNIS Hanoi is committed to moving all learning to new levels, so that every hour of every day spent here provides excellent learning opportunities. If we want our young people to thrive in the future we need to be clear about what this means. There are three objectives that will focus our attention towards this goal.
1. Student Learning
Students will be faced with increasingly complex decisions. Excellent learning as we understand it today needs to be stretched to fit a new landscape. The pace of learning is changing rapidly; the unknown future will also require students to be better thinkers, more agile users of knowledge and more collaborative and creative problem-solvers. To be excellent in this landscape requires us to be unrelenting in our expectations about student learning.
- Give students a wide range of opportunities so they can all be excellent across all dimensions of learning;
- Provide teaching that appreciates each student’s unlimited potential;
- Clearly define and sharpen our understanding of excellent learning;
- Motivate students to discover and develop their capabilities;
- Build up students’ agency, self-advocacy and their ability to take responsibility for their own learning.
2. Systems for Learning
Systems support student learning and amplify its impact. They are catalysts for progress. We will use the systems we have in better ways and will find new systems to sustain and improve our efforts to promote student learning.
- Articulate and deliver a challenging and dynamic curriculum that meets the needs of future learners;
- Make better use of data and digital tools to improve student learning;
- Accelerate feedback loops and enhance responsiveness between students, parents and school;
- Amplify and embed the impact of faculty and staff professional learning, growth and development;
- Investigate the ongoing impact of learning at UNIS Hanoi on students after they have left.
3. Learning Environments
There is a connection between excellent learning and the inspiring environment in which it happens. Excellent learning occurs in both physical and virtual environments, on campus and beyond it. Our notion of the place of learning will expand beyond the classroom and we will find a greater variety of ways to make learning spaces adapt to learning and to learners’ needs.
- Provide flexible, creative physical spaces that can be adapted to our students’ changing learning needs;
- Ensure students have high quality access to virtual learning environments that connect them to the wider world;
- Expect the campus and other learning environments to be sources of data, locations of inquiry and sites of inspiration.
All students can be excellent across the many dimensions of learning that the school provides. There is a culture that recognizes and celebrates the balance and breadth of their achievements.
Teachers inform their understanding that each student has unlimited potential to learn with informal and formal data, and provide highly effective teaching that differentiates, enriches, extends and personalizes learning accordingly.
Understandings of excellent learning at UNIS are documented and shared with the school community. They are evident in the school’s practices and translate into high expectations. This definition of learning is used to focus conversations and guide decisions.
Challenging goals are set by, with or for each student to drive learning. A range of motivating strategies are used across all learning situations. Students are consistently self-directed in their learning, discovering and developing their own capabilities.
Students confidently express opinions, make meaningful decisions, demonstrate self-advocacy and initiate positive change. Students are motivated and confident to take responsibility for their own learning.
Systems for Learning
Evaluation processes and ongoing plans ensure continuous improvement and strengthening of the curriculum, taking research and best practice into account. Timely checks ensure curriculum is continuously challenging and dynamic, making adjustments when catalytic opportunities for better learning are identified.
A culture of using data to improve learning exists, supported by documented and shared understandings. Data inform learning-related decisions across all levels of the school. Data are routinely collected, analysed, communicated and stored, using efficient methods and effective digital tools. Faculty, staff and students draw upon data when inquiring into questions and situations.
Feedback between students, parents and the school occurs in multiple and adaptive forms, with systems that ensure quick responses and authentic dialogue that supports and promotes learning.
The school promotes an innovative and proactive approach to PD. Faculty and staff regard themselves as stakeholders in sustainable PD systems that demonstrably improve or support teaching and learning. Systems are regularly reviewed and improved in the light of data about impact.
Rigorous systems track former students’ pathways and provide data about the ongoing relevance of their learning at UNIS. Stories about former students’ success are integrated into current messages to reinforce the concept of lifelong learning in authentic ways. Opportunities exist for alumni to have a direct impact on current student learning.
Our flexible and creative physical spaces can be readily adapted to our students’ changing learning needs. Excellent learning drives the design, configuration and use of the spaces with input from students and teachers as an integral part of the process.
High quality age-appropriate virtual learning environments are accessible to all students in their repertoire of learning strategies and resources and are routinely used by students to connect to the wider world.
The campus and other learning environments are routinely used as sources of data and locations for student inquiry. They are integrated naturally into teaching and learning. Student learning influences people’s behaviour and the operation and further development of the campus. The campus and other learning environments inspire excellent learning.