Approach to Education
As is the case with the learning network run by Californiacolleg®, our learning policy always believes that the school is made up of a dynamic production team. The managers, teachers and students are all contributors to this team, always moving towards knowledge and through which the positive ideas generated by the team’s integrated effort are generated.
Collective action, which allows us to reach each member of the team to positive goals that are difficult to reach individually.
Therefore, the educational curriculum followed is one of the mechanisms that helps the team to reach these goals through the attributes that characterize that approach in terms of being comprehensive and balanced for all different knowledge and that are ranked according to different age stages, including languages and mathematics, digital skills and a wide range Academic, technical, aesthetic, physical and creative experiences that are adapted to complement and integrate the local conditions in which the school is located. The cultural and national diversity of students is appreciated, recognized and celebrated, and the international context in which student’s work is recognized.
Through this approach, all courses are organized for students at all levels to enable students and teachers to learn what to learn. Teachers teach the target concepts of each lesson through frequent rotation between oral work, individual work and group work in such a way that students are able to satisfy all cognitive aspects and ways in which students become active participants in accessing different cognitive topics.
So we get education to the extent of the fun of learning, which leads to the arrival of the student to all knowledge in the classroom and give them more time to relax and fun after the school day.
Academic Objectives
The learning network operated by Californiacollege® works hand in hand with the Integrated Task Force, which aims primarily at raising students’ academic standards, enhancing their social and moral values, developing their personality, and developing communication and management skills and engaging students in organizing sports and artistic activities.
The set of these Objectives is especially geared towards making students’ progress continuously and without tireless access to information and instilling the idea of love and learning to continue to achieve higher and higher degrees of learning.
Evaluation & Monitoring
The importance of assessment and follow-up is to clarify a number of vital points of the learning process
Which gives the student and the teacher and the guardian strengths and weaknesses of the student, which makes it easier for the teacher to identify the problems of each student through the results of different assessments.
Not only identifying weaknesses and strengths, but also an opportunity to identify students’ interests and areas of skills for their development and outreach to the student for the best level of education.
These assessments are carried out within the framework of the use of advanced assessment methods, which include the three types of evaluation commonly known as:
- Diagnostic assessments
A) Initial tests
Primary tests are one of the most commonly used diagnostic tests. Primary tests test student information about specific subjects before they are taught.
B) Self-assessment of the student
In which the student is asked to write what he knows about the subject to be studied. Through the answers, the teacher can measure student knowledge
C) mental mapping
Where the student writes the subject name in the middle of the map, then divide the subject into different concepts and sub-topics.
- Formative assessments
Formative assessments allow the teacher to identify the student’s level of achievement of the learning material during the course of the study, and also provide the opportunity for the student to show his level of understanding of the material with a minimum of tension and fear of loss of grades. The simplest forms of formative assessment are observation, oral questions, and activities during the course, including the answers to quick questions.
The importance of assessment and follow-up is to clarify a number of vital points of the learning process
Which gives the student and the teacher and the guardian strengths and weaknesses of the student, which makes it easier for the teacher to identify the problems of each student through the results of different assessments.
Not only identifying weaknesses and strengths, but also an opportunity to identify students’ interests and areas of skills for their development and outreach to the student for the best level of education.
These assessments are carried out within the framework of the use of advanced assessment methods, which include the three types of evaluation commonly known as:
- Diagnostic assessments
- A) Initial tests
Primary tests are one of the most commonly used diagnostic tests. Primary tests test student information about specific subjects before they are taught.
- B) Self-assessment of the student
In which the student is asked to write what he knows about the subject to be studied. Through the answers, the teacher can measure student knowledge
- C) mental mapping
Where the student writes the subject name in the middle of the map, then divide the subject into different concepts and sub-topics.
- Formative assessments
Formative assessments allow the teacher to identify the student’s level of achievement of the learning material during the course of the study, and also provide the opportunity for the student to show his level of understanding of the material with a minimum of tension and fear of loss of grades. The simplest forms of formative assessment are observation, oral questions, and activities during the course, including the answers to quick questions asked by the teacher at the end of the course. The teacher is provided with a written guide on the level of student understanding of the topic studied.
- Final evaluations
Concluding evaluations allow the teacher to know the level of student progress during the school year or school years. The final evaluations aim to measure the level of student achievement of the learning outcomes of the entire course earlier (mid-year, week, month, semester, mid-semester, etc.) It also provides both the student and the teacher with the learning material that the student has studied during a certain period, if it has been well understood, and what skills have been gained and applied.