Marymount London & Online Learning

15 / 05 / 20 | NEWS

The impact of COVID-19 on the global community left no corner untouched, including Marymount London. After a few days of practice, all learning moved online – an action that pushed all of us, teachers and students alike, to further develop our IB learner skills.

Principled

In moving our teaching online, it was important to ensure that the school stayed true to its Mission and the principles of the International Baccalaureate, whilst serving the needs of our uniquely placed international community. A ‘one-size-fits-all’ approach would not work for a community teaching and learning online and across the globe.

Open-minded

Whilst learning online is challenging at times, it offers wonderful opportunities for measured risk-taking and creativity. We have ensured that the policies adopted and put into place are true to the spirit of the IB and an interdisciplinary framework that fosters critical thinking, collaboration, and independence.

Balanced

Many student learning experiences at Marymount London already involve the use of some virtual learning environments, and so whilst the move online is not all new, it requires balance. Each of us have adjusted differently to life in lockdown, and it is important to balance online learning and greater screen time with physical activity, mental well-being and family responsibilities.

Marymount’s approach to online learning includes elements of both synchronous and asynchronous teaching and learning, supported by an Online Learning timetable to support students in managing their time, while allowing each student her own routine and individual learning pace.

Reflective

IB learners work to understand their own strengths and weaknesses. Our approach to online learning is continually re-calibrated to ensure high-quality learning experiences are offered; these calibrations draw on observations and survey feedback from students, parents and staff.

“For me personally, I have been finding this new schedule very useful and effective. Moreover, the teachers have been very supportive and understanding in helping guide us through this new mode of learning, by being online on TEAMS to answer all our questions throughout the day, and by scheduling regular meetings with classes to facilitate our learning. And of course, having advisor meetings twice a week and assembly has been very nice as it brings all of us in the Marymount community back together.”

Sahana, Grade 11

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