Guiding Questions | Actions |
|---|---|
To what extent are the learning experiences personalized to meet students’ individual needs and interests? (CR) |
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In what ways do students have opportunities to pursue their interests and passions? | * Opportunities are presented for students to connect learning to personal interests and hobbies. * Learning experiences allow students to explore topics that are relevant to their lives. * Equip students with tools and knowledge to take informed action on local and global issues they care about, fostering active global citizenship. (SA) (CR) |
How might we ensure students are given voice and choice in the curriculum to reflect their cultural backgrounds and lived experiences? (CR) | * Provide choices in assessment formats and learning activities. (CR) * Co-create rubrics with students to ensure they align with their strengths and interests. |
How might assessment models be adapted to accommodate students from different linguistic and cultural backgrounds? (CR) | * Use a variety of assessment methods that are culturally responsive and linguistically appropriate. (CR) * Provide accommodations and modifications as needed. (CR) * Provide opportunities for choice in content, process, and/or product. |
Do students have access to strategies for self-care and emotional well-being? (SEL) | * Incorporate mindfulness and stress management techniques into the curriculum. * Support Students in identifying personal strategies (individually or collectively) that help them manage their emotional well-being. * Provide avenues for students to affirm their identities. (CR) |
How might personalized learning experiences foster a sense of community? | * Intentionally create opportunities for students to collaborate and support each other. * Create an environment that values diversity and inclusivity. (CR) * Co-design learning goals or projects that reflect shared interests or community needs. (SEL) * Use peer feedback protocols that emphasize care, curiosity, and collaboration. (SEL) |
ABOUT US
Our Strategic Direction
An Ambitious, Bold, and Inclusive Framework
- BEING
- CONNECTING
- DOING
- Guiding QuestionsActionsTo what extent do students take ownership of their learning process?* Provide space for students to set goal based on academic/social emotional needs (CR)
* Provide students with strategies for self-regulation, and encourage them to reflect on their emotional states and how they impact learning.
* Provide an opportunity for students to have ownership of assignment timelines.
* Encourage students to reflect on their emotional states and how they impact learning. (SEL)
* Students have choice in selecting technologies being used.
* Students are the primary user of technology.In what ways are students empowered to make decisions about their learning? Who selected what is being learned? Who selected how it is being learned?* Offer a variety of learning activities and resources to cater to different learning styles.
* Allow students to choose their preferred methods of learning.
* Support students in exploring strategies that can support them when they need to work outside of their preferred methods of learning.
* Students are presented with opportunities to be the primary driver of talk time and/or work time.
* Digital technologies are used by students in empowering ways.How might we ensure students have opportunities to reflect on their planning, thinking, work, and/or progress?* Build in time for self-reflection and peer feedback to assist students in developing goals.
* Use journaling, reflection prompts, and metacognitive strategies.To what extent are students encouraged to explore diverse global perspectives on historical and contemporary issues that extend beyond the dominant culture? (CR)* Use culturally responsive and inclusive media and literature to explore diverse perspectives. (CR)
* Facilitate discussions that challenge dominant narratives and perspective and encourage critical thinking. (CR)
* Students use culturally responsive and inclusive literature and media to deepen student engagement in critical thinking. (CR)
* Guide students to reflect on how cultural perspectives shape their values, assumptions, and decisions. (SEL)In what ways do students have opportunities to engage with their community through their learning projects? (CR) (SA)* Encourage students to engage in community action. (CR)
* Foster partnerships with local organizations to enhance community engagement. (CR) (SA)
* Provide opportunities for students to reflect on how their learning contributes to their community and sense of purpose. (SEL)
* Encourage students to engage in authentic community action connected to their interests and values. (SEL)
* Foster partnerships with local organizations to provide real-world context and support for student-driven projects. (SEL)How are adults modeling respectful, autonomy-supportive behavior?* Model respectful listening and offer real choices that show trust in student autonomy. (SEL)How might this task shift students’ beliefs about their potential or their ability to influence outcomes in their lives?* Design experiences where students make meaningful choices and reflect on how their effort influenced the outcome. (SEL)How do learning experiences connect to students’ long-term goals or sense of purpose? (SEL)* Connect learning to real-world issues, personal interests, or future aspirations that matter to students. (SEL)
* Provide opportunities for students to reflect on how their learning contributes to their community and sense of purpose. (SEL)
* Provide opportunities for students to reflect on how their learning contributes to their community and sense of purpose. (SEL)
* Encourage students to engage in authentic community action connected to their interests and values. (SEL)How might we elevate student voice in ways that build peer or adult respect? (SEL)* Create structures for students to share ideas and lead learning in ways that are seen and valued by peers and adults. (SEL) - Guiding QuestionsActionsTo what extent is student work authentic and reflective of that done by experts outside of school?* Connect learning to real-world contexts and professions.
* Use case studies and simulations that mirror real-world scenarios.
* Support students in reflecting on how their work contributes to real-world issues or community needs. (SEL)
* Scaffold the confidence and communication skills needed for students to share their expertise publicly. (SEL)
* Encourage students to collaborate in ways that mirror interdisciplinary teamwork found in real professions. (SEL)In what ways are students asked to take on an authentic societal role as part of their learning? (CR)* Design assignments where students act as real-world researchers, journalists, designers, community organizers etc. (CR)
* Encourage students to address real-world problems that are process-driven and contribute to their communities. (SA)How might we design lessons to highlight diverse contributions to fields that may not often be highlighted within the mainstream curricula? (CR)* Invite local experts to partner with and share their knowledge and skills and present multiple perspectives.
* Reflect on the diversity of voices in the learning experience, and how teachers and students can include more perspectives, including local knowledge and practices. (CR)To what extent are students utilizing authentic research, inquiry, and information literacy strategies?* Guide students on how to conduct research using credible sources.
* Emphasize the importance of evaluating information and avoiding plagiarism.
* Support students in learning how to use generative AI tools in positive ways to deepen learning, while continuing to think and act in independent, human-centric ways.
* Provide structures for collaborative inquiry that build respect for diverse viewpoints and research approaches. (SEL)In what ways does authentic learning promote a sense of connection to the broader world? (CR)* Encourage students to explore global issues and perspectives.
* Foster a sense of responsibility towards the environment and community. (CR)
* Provide opportunities for students to collaborate with peers from different cultural or social contexts to broaden empathy and understanding. (SEL)How might we help students reimagine systems and believe in their capacity to shape a more just world? (SEL)* Facilitate inquiry into real-world systems and support students in imagining alternatives through dialogue, design, or action. (SEL)How do we help students generalize a mindset or strategy from one subject or setting to another? (SEL)* Prompt students to reflect on how a mindset or strategy used in one subject or experience could apply to another context, challenge, or relationship. (SEL)Guiding QuestionsActionsTo what extent do students have the opportunity to design, create, make, or otherwise add value that is unique to them?* Integrate project-based learning, design challenges, and maker activities.
* Encourage students to express their creativity and individuality.
* Students leverage technology to generate new ideas or create original works.
* Support students in identifying how their personal experiences, values, or identities shape their creative choices. (SEL)In what ways does the learning environment support risk-taking?* Create a classroom environment where all students feel welcome, safe, and supported.
* Address instances of bias and discrimination promptly and effectively. (CR)
* Normalize productive struggle and model how to recover from mistakes with curiosity and care. (SEL)
* Provide routines for students to share in-progress work and receive constructive, non-judgmental feedback. (SEL)
* Use reflective practices to help students identify what emotional or social conditions help them take creative risks. (SEL)How might creative expression enhance students' emotional well-being by providing outlets for self-expression?* Encourage students to express themselves through various mediums.
* Provide opportunities for students to share their thinking inside and outside of the school.To what extent does creative expression foster empathy and compassion among students? (CR)* Encourage students to explore different perspectives through creative projects. (CR)
* Foster a sense of empathy through storytelling and role-playing. (CR)
* Invite students to reflect on and affirm their own identities as a pathway to recognizing and affirming the identities of others. - Guiding QuestionsActionsTo what extent does collaborative learning enhance student learning and promote social well-being?* Purposefully group students to enhance discussion/deeper learning.
* Use online collaboration tools to facilitate group projects.
* Equip students with conflict resolution strategies to enhance group dynamics.
* Provide opportunities for students to have strength based understanding of their peers.
* Create psychological safety within our classrooms and social groups.In what ways are digital technologies used to facilitate cross-cultural exchanges and global collaborations in the classroom? (CR) (SEL)* Connect students with peers from around the world through video conferencing and online platforms. (CR)
* Use technology to facilitate cross-cultural exchanges and global collaborations in the classroom. (CR)
* Prepare students with reflection tools and guiding questions to foster empathy, openness, and curiosity before and after cross-cultural interactions. (SEL)
* Explicitly teach and model cultural humility and respectful communication in digital spaces. (SEL)
* Co-create digital norms with students that reflect inclusivity, active listening, and ethical online behavior. (SEL)How might we ensure students have opportunities to learn from each other's cultural backgrounds and experiences? (CR)* Create a classroom environment where students feel safe to share their cultural backgrounds and experiences. (SA)
* Facilitate cross-cultural sharing tasks within the classroom. (CR)To what extent are students encouraged to use technology responsibly and ethically?* Teach students about digital citizenship and online safety.
* Encourage students to use technology to advocate for positive change.
* Students analyze AI-generated content for accuracy and bias, following ethical guidelines to ensure fairness in AI use.
* Support students in considering whose voices are amplified or silenced in the digital space and what responsibility they hold in shaping those spaces. (SEL)What structures support students in practicing self-regulation or collaboration beyond the classroom? (SEL)* Create routines, responsibilities, or roles that extend beyond the classroom (e.g., peer mentoring, leadership tasks, or shared agreements) to support continued practice of collaboration and self-regulation. (SEL)How are strong, trusting relationships cultivated as the foundation for peer learning and conflict resolution? (SEL)* Prioritize relational trust by modeling vulnerability, facilitating inclusive dialogue, and creating routines where students practice listening, perspective-taking, and peer support. (SEL)Guiding QuestionsActionsTo what extent do students apply what they learn to real-world contexts?* Create opportunities for students to address real-world problems and contribute to their communities. (SA)
* Foster critical, inclusive, and open mindsets for effective problem-solving.In what ways are students creating products or performances for authentic audiences?* Provide opportunities for students to partner with audiences beyond the classroom.
* Use online platforms to share student work with a wider audience.
* Create opportunities for students to turn their research into practical applications. (SA)How might we ensure students have opportunities to document and share cultural histories? (CR)* Encourage students to share cultural histories through various mediums. (CR)
* Highlight diverse contributions to fields like science, mathematics, and the arts.
* Emphasize the important role of storytelling as a global competency.To what extent are students empowered to impact their communities and enhance their social well-being and sense of belonging? (CR) (SA)* Connect student action to community needs or global issues. (CR) (SA)
* Ensure that meaningful action is purposeful, thoughtful, and involves deep listening, thinking, designing, and prototyping.
* Encourage students to create products or services that benefit others. (CR) (SA)
* Guide students in practicing empathy and deep listening before proposing solutions. (SEL)
* Support students in designing, prototyping, and revising products or services contributing to others’ well-being. (SEL)
* Facilitate reflection on how taking action influences their identity, sense of belonging, and role in the community. (SEL)Does this experience help students believe that change - personal or societal - is possible? (SEL)* Highlight real-world impact and guide students to connect their learning to meaningful change in their lives or communities. (SEL)
Strategic Vision Framework
School Improvement
Expansion
Corporate Social Responsibility
Training and Consulting
School Improvement
AISG will be a hub of education, offering a learning environment that provides a transformative experience through its innovative programs, methods, and spaces, empowering students with the knowledge, skills, and character strengths necessary to be positively impactful global citizens, striving to excel educationally and personally.
Expansion
AISG will increase its influence through the physical expansion of its programming, leveraging its expertise to increase accessibility to a diverse population of students within Guangzhou and beyond.
Corporate Social Responsibility
AISG will develop and leverage partnerships with businesses, educational institutions, alumni, and non-profit organizations to create a service program that enriches the AISG community and establishes the school as a leading "corporate citizen" in Guangzhou and beyond.
Training and Consulting
AISG will be a leading center of international education, recognized locally, regionally, and globally as a thought leader in curriculum, teaching and learning, and student experience.
Foundation
Strategic Priorities
Action Plan
Projects
These four strategic priorities are aspirational and are meant to push the boundaries of innovation in a way that is inclusive of both local and global communities. The work on these priorities will be ongoing with the expectation of moving from framework to action by identifying task forces, creating action plans, and identifying projects.
These four strategic priorities are aspirational and are meant to push the boundaries of innovation in a way that is inclusive of both local and global communities. The work on these priorities will be ongoing with the expectation of moving from framework to action by identifying task forces, creating action plans, and identifying projects.
These four strategic priorities are aspirational and are meant to push the boundaries of innovation in a way that is inclusive of both local and global communities. The work on these priorities will be ongoing with the expectation of moving from framework to action by identifying task forces, creating action plans, and identifying projects.
These four strategic priorities are aspirational and are meant to push the boundaries of innovation in a way that is inclusive of both local and global communities. The work on these priorities will be ongoing with the expectation of moving from framework to action by identifying task forces, creating action plans, and identifying projects.