アマデウス・インターナショナル・スクール・ウィーン, we are embracing this possibility and continually seeking to level up our performance.

では、どのような 教育上の区別 look like in the AV online learning environment? We have engineered our program around the most contemporary educational theory.



  • ウェルビーイングを優先することで、画面を見たり座ったりする時間が減ります。
  • 学習と習得のブロックがより構造化されており、タスクの切り替えが少ないため、より集中して学習することができます。
  • 教師のスキルや知識をより活用できる(利用できる)こと。
  • は、タイムゾーンに関係なく、誰もが簡単に学習にアクセスし、共同作業を行うことができます。
  • 最新の脳科学に基づいた研究成果を活用し、成功に向けて最適な方法で学習することができます。


  • "彼らは私たちの状況をよく理解しているので、それに合わせて教え方を調整してくれました」。
  • "先生方はテクノロジーを駆使して、対面していなくてもタスクを明確に説明してくれます」。
  • "先生は困ったときにそばにいてくれて、成功に向けて努力するのを助けてくれる"。
  • "これにより、迅速で綿密な対応が可能になりました。また、自分たち(先生)がオンラインで助けてくれるということが保証されているのもいいですね。


To provide some additional context to our online learning program we draw upon Roddy & Lodge (2017). They identify four pillars for supporting student success in online learning. These include (i) sense of community, (ii) academic support, (iii) technology support, and (iv) health and wellbeing.



As each day is structured into key learning areas, we also enable our teachers to develop a greater shared sense of community as they respond to their students’ needs as a team. This adds to the sense of support the students feel as they can touch base during check-in and then work with a single focus in the knowledge that the entire department is there to support. We encourage teachers to set assignments that ask students to work together or that can be combined into something bigger once each student contributes their part. We also encourage the use of google hangouts for the students during their deep-work sessions so that they can support one another in their learning. This technology allows students to hang out virtually and provides an open platform for learning-focused interaction. Students have taken their own initiative to have their lunch breaks together online. Our student council is still having regular zoom meetings to support our AV student community and give feedback on perceptions of the student body.



According to Thistoll and Yates (2016), “clear assessment practices, including communication of deadlines and assessment requirements have been found to positively influence student engagement and course completion”. We continue to use the Managebac platform for posting all student work and deadlines. Three former IB students created Managebac and we feel it is an excellent way for students to get an overview of all work and assignments and keep structure in the learning program in a familiar way.

Furthermore, we have integrated the principle of spaced repetition into the timetable. “Hundreds of studies in cognitive and educational psychology have demonstrated that spacing out repeated encounters with the material over time produces superior long-term learning, compared with repetitions that are massed together” (Kang, Sean H. K., 2016). We have a learning rhythm, which enables deep-work, followed by review, and consolidation two days later. This is repeated for each key subject area, which gives teachers the time and space to provide detailed and personalised feedback. This structure also ensures that there is sufficient time for focused attention (time to go deeper and follow one’s curiosities) and meaning-making (teachers tie learning outcomes to relevant and engaging global, local, or personal contexts), all of which we know are essential aspects of the brain-based research into the learning process.

研究者たちは、脳を使った学習を導入した教師は、知識の保持と学業成績の両方が向上することが多いと述べています(Edelenbosch, 2015)。Varghese and Pandya (2016) も、「脳を使った学習は、『学習のお祝い』につながる学習の純粋な喜びに向けた、自己増殖的な神経認知的アプローチである。したがって、この研究者は、効果的な取引のためにこのアプローチを集中的に適用することを推奨している」と述べています。私たちのシステムは、これらの原則をオンラインで再現しようとしています。



Educational Technology (EdTech) support, was a major focus in our changes. Our parent and student survey, although very positive, included comments such as “perhaps give us one or two project/s to work on for the week, instead of a new one every lesson” and “back to back deadlines are a little complicated to manage”. We took this information and developed a timetable with less screen time but more support for students. We now have virtual ‘office hours’ where students can get the help they need from their teachers relating to their tasks. We have had great success with Zoom online sessions, seesaw and Managebac. Students have created great submissions to demonstrate learning by using Gsuite, screencastify and iMovie. Our EdTech Coordinator also gives online tutorials to students to answer any tech questions or to explain new and different ways to create digital work.


The cornerstone of our new program is wellbeing. One cannot sustain high-performance learning without health and wellbeing. We have integrated daily physical activity into our schedule to enable the continued development of physical literacy (Durden-Myers, Whitehead, & Pot, 2018) and have continued to make space for our mindfulness curriculum (the effectiveness of online mindfulness interventions is well documented in studies such as Bailey et al. 2018).


Finally, we are also offering online counseling to students and/or parents who are requiring some additional support during these times. These sessions can target a range of factors to support ‘academic resilience’, including those 5 Cs proposed in the work of Martin & Marsh (2006); “confidence (self-efficacy), coordination (planning), control, composure (anxiety), and commitment (persistence).” Within this support, our counselor is also sending out daily mindfulness activities and videos to encourage and further lift the spirits of our secondary students.

AMADEUS は、この遠隔学習の時代に学生が成功するための力を与え、可能にするだけでなく、新しい学習スキルと学習の新境地となりうる可能性を構築するために、学生ベースの学習スケジュールを作成するための最初のステップを踏み出しました。

by カレン・ボール (Head of Secondary) & ジェレミー・ハウス (Head of School)です。



AMADEUS International School Vienna