CMASAS - An Online Learning Community for Today's Students

Welcome to CMASAS Learning Community where students from around the world come together and Touch the Future! We are not your typical online school. We deliver what other online programs can't - a personalized learning experience tailored to each individual student!  We back up our claim with having been named one of the top 5 best online high school diploma programs by www.thebestschools.org.  We differentiate ourselves from other online schools by not just making the ordinary exceptional, but through our Personalized Philosophy which drives everything we do.  

  • Self-paced. Students have access to courses 24 hours per day, 7 days per week, 365 days per year. Courses end dates are determined by personalized pacing guide set up with input of student and instructor, not by arbitrary semester end dates.
  • Personalized Education. Students have the opportunity to complete assignments based on the learning style in which they learn the best. This approach takes a commitment from both the instructor and student to develop alternative assignments which cover the learning objective and concepts being taught.
  • Curriculum which is more than just reading and answering multiple choice questions, with assignments which allows students to show what they know in the learning style they prefer.
  • 1:1 student teacher interaction.
  • Instructor response within 24 hours and mostly same day (includes grading, assignment feedback and response to email/phone communications).
  • Mastery based assignments and assessments.

CMASAS has a unique Personalized Educational Philosophy that is research-based and encompasses the whole student. Our proven Personalized Education model is effective and works with students. It is flexible, yet offers a rigorous course schedule. It is adaptable depending on student needs. If you have questions or a unique situation, contact us today to see how we can create a personalized enrollment plan for you.

These terms are often used inter-changeably. If you become proficient or competent in multiplication of numbers 1-10, you are saying that you are able to perform the task of multiplication, and likely with accuracy and little to no struggle. You could also say that you have mastered your multiplication tables 1-10.

However, these words can also be used to describe different levels. In these cases, proficiency is typically a level where one is able to perform a task or understand something, but perhaps with some struggle or room for improvement. To become competent is a step above that, and to achieve mastery is to reach a level of perfection. Note that “level of” perfection might mean something equivalent to 80%, not necessarily 100%, depending on the context.

 

 

In curriculum and instructional design, think of a “Big Idea” as the “big picture” of what students need to know about. What’s the main point, or what is the most important thing that students should understand years later?

Big Ideas are, themselves, timeless. How one works with an idea might change, but the idea itself remains. For example, the “Writing Process” is a big idea, but what is considered to be good writing can itself change over time or depending upon the particular scenario. Have you ever witnessed self-appointed Grammar Police argue over details such as whether a contraction should or shouldn’t be used in a sentence? Or how about starting a sentence with a coordinating conjunction? No matter the current opinion regarding these details, the writer still goes through the Writing Process to craft and refine the writing to meet the purpose and audience for that particular work.

The Scientific Method is another process that can serve as a Big Idea; the specific area of science is not as important is the student’s ability to work through the process to observe, hypothesis, evaluate, and theorize about those concepts.

You know that whole back-and-forth exchange where a student thinks that a teacher “gives” grades, and the teacher responds that the student actually earns the grade?

Unfortunately, in many cases the student’s perception might be closer to the truth. Not in your classroom, you say? Well, let’s hope so, but humor me a moment and let’s take a closer look.

Have you ever taken off points for work being turned in late? How about grant extra credit points? What about deducting points for grammar on an assignment that was for a topic other than writing?

Watching a video in which a teacher at an onsite schools explains the importance of Napoleon’s foreign policies in the context of European history can make one wonder, “how do I know what is important? It all sounds boring, I’d rather not be here at all”. No matter how creative or entertaining the teacher is, it is difficult to get excited about centuries-old events that have no immediate effect on the present. As a result, the facts become meshed with the “fluff” of the stories, making it almost impossible for the intimidated student to understand and process.

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