Planning for Learning

Riffa Views International School aims to provide its students with a world class American education culminating in the International Baccalaureate Diploma or American matriculation. The curriculum is the result of extensive research into 'best-practices' in instructional design and assessment, aligned with international curriculum standards for K-12 education. Its exceptional teachers utilize a cutting edge technology infrastructure, an abundance of quality instructional resources, and a state of the art facility to assure an outstanding educational experience for our students.

When our teachers PLAN for student learning they:

Analyze curriculum standards  to articulate enduring understandings and essential questions as well as underlying knowledge and skills

Analyze curriculum standards  to articulate enduring understandings and essential questions as well as underlying knowledge and skills
Focus on developing and deepening students’ understanding of important ideas
Seek opportunities to maximize student engagement and stimulate active learning and inquiry
Incorporate  high expectations and rigor
Align standards with viable methods of assessment
Sequence learning in meaningful and coherent ways
Connect learning with ideas from other units and disciplines
Provide for student differences in readiness, interest, and learning style
Utilize available learning data

When our teachers ASSESS student learning they:


Understand that assessment is a useful tool to assist students in their learning

Formulate a well designed approach to using formative assessment that  includes student as well as teacher use of the assessment information
Develop and use standards based assessment criteria in the form of rubrics aligned with performance tasks, checklists, anecdotal note prompts, and other measures
Ensure student understanding of the criteria and performance standards by which their work will be evaluated
Ensure alignment with the instructional outcomes in both content and process
Use assessment results to plan future instruction for individual students
Give high quality, timely and specific feedback to students, who make use of the feedback in their learning
Provide frequent opportunities for students to assess and monitor the quality of their own work against the assessment criteria and performance standards and make active use of that information in their learning
Provide authentic and engaging summative tasks through which students may demonstrate achievement of the desired outcomes and understandings
Use the results of learning to reflect and plan

When our teachers use INSTRUCTION to facilitate student learning they:


Plan learning activities that are all designed to engage all students in high-level cognitive activity and are differentiated, as appropriate, for individual learners

Use a variety of instructional and management strategies to facilitate students’ active construction of meaning, promoting deeper understanding for each student
Provide materials and resources that are suitable to students, support the instructional outcomes, and are designed to engage students in meaningful learning
Utilize technology in imaginative ways to support learning
Demonstrate clarity of purpose for the lesson or unit, including where it is situated within broader learning
Demonstrate their enthusiasm for learning and the importance of the content
Ensure that students can articulate the purpose of the lesson or unit and where it is situated within their broader learning
Give  directions and procedures that are clear to students and anticipate possible student misunderstandings
Give imaginative explanations of content that connects with students’ knowledge and experience. Students contribute to explaining concepts to their peers
Form instructional groups that are productive and fully appropriate to the students or to the instructional purposes of the lesson
Treat all students equitably, fairly and respectfullyy