https://www.leadinginternationalschoolteams.com/episodes daily 0.75 2020-10-04 https://www.leadinginternationalschoolteams.com/episodes/episode-one monthly 0.5 2020-01-01 https://www.leadinginternationalschoolteams.com/episodes/episode-two-my-journey-from-mississippi-to-the-international-world monthly 0.5 2020-01-17 https://www.leadinginternationalschoolteams.com/episodes/episode-three-leadership-styles monthly 0.5 2020-01-31 https://images.squarespace-cdn.com/content/v1/5dc667d5df06ac3cd5ebe9a8/1580481234992-B2ZBK4TL1NNFGTQ3Y0KJ/Jennifer+Podcast.png Episodes - Episode Three: Leadership Styles - Jennifer Bertram Middle School Principal American International School of Dhaka https://www.leadinginternationalschoolteams.com/episodes/bonus-episode-extended-online-learning-in-emergency-situations-for-high-schoolmiddle-school monthly 0.5 2020-02-08 https://images.squarespace-cdn.com/content/v1/5dc667d5df06ac3cd5ebe9a8/1581148193330-KVMMWW4T05TNI4IO65OI/Hannah+Day.jpg Episodes - Bonus Episode: Extended Online Learning in Emergency Situations for High School/Middle School - Hannah Day HS Social Studies Teacher International School of Beijing https://www.leadinginternationalschoolteams.com/episodes/episode-four-the-international-library monthly 0.5 2020-02-15 https://images.squarespace-cdn.com/content/v1/5dc667d5df06ac3cd5ebe9a8/1581751551217-QNLGWE042C9UFRMACCLY/Nicole+Podcast.JPG Episodes - Episode Four: The International Library - Nicole Doyle HS/MS Librarian American International School of Dhaka https://www.leadinginternationalschoolteams.com/episodes/episode-five-visiting-author-john-coy monthly 0.5 2020-02-29 https://images.squarespace-cdn.com/content/v1/5dc667d5df06ac3cd5ebe9a8/1582945882991-AJKR0F748GQRT4QA39D8/John+Coy.jpg Episodes - Episode Five: Visiting Author John Coy - John Coy Visiting Author https://www.leadinginternationalschoolteams.com/episodes/bonus-episode-extended-online-learning-with-elementary-teachers-and-parents monthly 0.5 2020-03-07 https://images.squarespace-cdn.com/content/v1/5dc667d5df06ac3cd5ebe9a8/1583572915065-2PNNOH4QEL0UUYHO2WOM/Russell+and+Jessica+Phillips+Photo.jpg Episodes - Bonus Episode: Extended Online Learning with Elementary Teachers and Parents - Jessica and Russell Phillips Grade 1 and Grade 4 Teachers Parents of Elementary Students American International School of Guangzhou https://www.leadinginternationalschoolteams.com/episodes/episode-six-mental-health-in-the-international-school-setting monthly 0.5 2020-03-13 https://images.squarespace-cdn.com/content/v1/5dc667d5df06ac3cd5ebe9a8/1584089754249-DIDASWOMBOFIJT0PSXID/Screen+Shot+2020-03-09+at+10.04.35+AM.png Episodes - Episode Six: Mental Health in the International School Setting - Michele Curley American Community School of Abu Dhabi World Language Teacher Mental Health First Aid Attendant https://images.squarespace-cdn.com/content/v1/5dc667d5df06ac3cd5ebe9a8/1584089942731-126BLVIUX66YQG4WYJAS/Year+Cycle.png Episodes - Episode Six: Mental Health in the International School Setting From: The Culture Blend https://www.leadinginternationalschoolteams.com/episodes/episode-seven-one-of-my-favorite-international-stories-zita-and-issea monthly 0.5 2020-03-27 https://www.leadinginternationalschoolteams.com/episodes/episode-eight-the-power-of-after-school-activities-and-athletics monthly 0.5 2020-05-10 https://images.squarespace-cdn.com/content/v1/5dc667d5df06ac3cd5ebe9a8/1589086017161-FKM8XF9S2VSRDFXIO4FV/John+Zahara.jpg Episodes - Episode Eight: The Power of After School Activities and Athletics - John Zahara International School of Uganda Athletic Director https://www.leadinginternationalschoolteams.com/episodes/episode-nine-world-languages-with-rebeca-lozano monthly 0.5 2020-06-06 https://images.squarespace-cdn.com/content/v1/5dc667d5df06ac3cd5ebe9a8/1591449164527-7HZFOI243JTBJINEU4CM/Rebeca+2019+Nov+copy.jpg Episodes - Episode Nine: World Languages with Rebeca Lozano - Rebeca Lozano American International School of Dhaka MS/HS Spanish Instructor https://www.leadinginternationalschoolteams.com/episodes/episode-ten-the-teacher-leader-with-jon-exall monthly 0.5 2020-06-21 https://images.squarespace-cdn.com/content/v1/5dc667d5df06ac3cd5ebe9a8/1592765443329-UOQMYU1UTUDAR92DV8MB/IMG_6732.jpeg Episodes - Episode Ten: The Teacher Leader with Jon Exall - Jon Exall American International School of Dhaka Middle School Science https://www.leadinginternationalschoolteams.com/episodes/yxntwn49l9hap7f1hhvr4nnv0d4jje monthly 0.5 2020-07-04 https://images.squarespace-cdn.com/content/v1/5dc667d5df06ac3cd5ebe9a8/1593868128291-BWGDUN4W47KWGV1REVJ5/104393135_701377733770030_7873628354542364613_n.jpg Episodes - Episode Eleven: An International Parent Perspective - Gregg Weltz International School of Uganda Parent and Board Member https://www.leadinginternationalschoolteams.com/episodes/7jmdbg4g3cq6mwu4vk0ghwfth9jbpe monthly 0.5 2020-07-19 https://images.squarespace-cdn.com/content/v1/5dc667d5df06ac3cd5ebe9a8/1595184922846-XQ5C95KN2LF3AV19FY8B/Jennifer+Podcast.png Episodes - Episode Twelve: Lessons Learned in Virtual Learning - Jennifer Bertram American International School of Dhaka Middle School Principal https://www.leadinginternationalschoolteams.com/episodes/v5v3zlz42ettg2px3v6r5n0zwk1zj6 monthly 0.5 2020-09-05 https://images.squarespace-cdn.com/content/v1/5dc667d5df06ac3cd5ebe9a8/1599306952944-LCBFX39QGHLNRDHVZ5KI/Shannon110.jpg Episodes - Episode Thirteen: Coaching - Shannon Hobbs-Beckley Graded American School of Sao Paulo, Brazil Director of Teaching and Learning https://www.leadinginternationalschoolteams.com/episodes/episode-fourteen-differentiation-a-5-strand-view-of-an-unfashionable-topic monthly 0.5 2020-09-20 https://images.squarespace-cdn.com/content/v1/5dc667d5df06ac3cd5ebe9a8/1600591050999-1UGSUKKEIVAQLDTL9GYD/Screen+Shot+2020-09-06+at+12.31.15+PM.png Episodes - Episode Fourteen: Differentiation: A 5 Strand View of an Unfashionable Topic - Paul Wade Sunny Canadian International School Vice Principal https://www.leadinginternationalschoolteams.com/episodes/episode-fifteen-trust-based-observations monthly 0.5 2020-10-04 https://images.squarespace-cdn.com/content/v1/5dc667d5df06ac3cd5ebe9a8/1601775056829-O1RNV4O2Y796EHJUYULK/120764119_389421148739923_8375341093812892440_n.jpg Episodes - Episode Fifteen: Trust-Based Observations - Craig Randall Author and Educational Consultant Trust-Based Observations https://www.leadinginternationalschoolteams.com/episodes/category/Travel monthly 0.5 https://www.leadinginternationalschoolteams.com/episodes/category/Relationships monthly 0.5 https://www.leadinginternationalschoolteams.com/episodes/category/Health monthly 0.5 https://www.leadinginternationalschoolteams.com/episodes/category/Culture monthly 0.5 https://www.leadinginternationalschoolteams.com/episodes/category/Sports monthly 0.5 https://www.leadinginternationalschoolteams.com/shared-stories daily 0.75 2020-09-13 https://www.leadinginternationalschoolteams.com/shared-stories/lsv1hsl8rhl30rutn3i44eln5152mk monthly 0.5 2020-09-13 https://images.squarespace-cdn.com/content/v1/5dc667d5df06ac3cd5ebe9a8/1597119027524-YIHAPBHTQE7AAP46ZOCM/image-asset.jpeg Shared Stories - Differentiation: A Five Strand View on an Unfashionable Topic https://images.squarespace-cdn.com/content/v1/5dc667d5df06ac3cd5ebe9a8/1597119934930-TSZ1N4OHULD08JOP3DON/image-asset.jpeg Shared Stories - Differentiation: A Five Strand View on an Unfashionable Topic - S upport: Once students are working on the tasks that you have set them, you need to decide how much help they need to achieve the task. By this I mean, for the most part, help from people. The two main sources of differentiation by support will be either when you, the teacher, decide to step in and support a pupil or group who is finding the task challenging, or when you ask another adult in class to do the same. This may be planned in advance or emerge, organically as part of the teaching process. It is not the same as input, as it is a remedial measure, rather than proactive teaching and it also acts to bring kids along with the tasks that they are already doing rather than preparing them for the task they are going to attempt. You may also use peer support or use specific technologies, but this crosses a little but too much into ‘resource’ territory, so I’m going to cheat and move on. https://images.squarespace-cdn.com/content/v1/5dc667d5df06ac3cd5ebe9a8/1599382891597-YN24WLOBX7X0FK7Q7NIT/5+Strand+Differentiation.png Shared Stories - Differentiation: A Five Strand View on an Unfashionable Topic https://images.squarespace-cdn.com/content/v1/5dc667d5df06ac3cd5ebe9a8/1597119277785-436FFS6NVCZFY5DQ24HK/image-asset.jpeg Shared Stories - Differentiation: A Five Strand View on an Unfashionable Topic - Task- perhaps the one that most teachers will be thinking of when they discuss (and complain about) differentiation, although, as David Didua discovered during his research and I have also uncovered during training sessions, once teachers start to properly talk about differentiation, they know it is far more. Everything from setting those ‘three different worksheets’, to creating little challenge tasks, to having optional (stacked) success criteria. What we ask the pupils to do, if it is not all exactly the same as each other, counts as differentiation by task. Now it has become increasingly unpopular to do the ‘three tasks’ model, and probably rightly so, but there is still room to think about how you ask the children to achieve the learning in different ways so that they get where you want them to go. And it is also worth remembering that setting tasks differently doesn’t mean putting them into groups or, deep breath people, setting. But that’s another article entirely. Once you accept that it is OK to set tasks differently, you will probably realise that you do it anyway, without thinking about it. Which brings me on to... https://images.squarespace-cdn.com/content/v1/5dc667d5df06ac3cd5ebe9a8/1597119595266-70Y8SBM4QIV12VNAXAV8/image-asset.jpeg Shared Stories - Differentiation: A Five Strand View on an Unfashionable Topic - I nput: Or as I like to put it, ‘the stuff you teach the kids before you ask them to start the tasks you have set for them’. This can be anything from letting some kids start the task early, as you know they pretty much got the idea yesterday but no one else did, to deciding to do a specific input session during assembly for a couple of kids who will be bored out of their mind if they have to do the same maths as the rest of the class but do actually need to be taught the method they are going to attempt before being given work to do. Some schools call it popcorn teaching, some schools set aside specific sessions for differentiated input, some even have clubs for extra teaching. You can also plan your input to accelerate the learning of students who struggle to pick up concepts quickly, thus helping to close the gap to their peers. With a little more thinking, we can also adapt our input to try things like mirrored teaching, whereby you split the class roughly in half, face one half ‘the other way’ and a teaching assistant essentially mirrors your teaching at the other end of the room, while adapting it slightly to the students they are working with - it sounds daunting, but it can be great way to deliver differentiated input within a tight time frame. Whatever it gets called or however it is done, varying your input is most definitely differentiation and many of us do it without thinking. What we might think about more though is... https://images.squarespace-cdn.com/content/v1/5dc667d5df06ac3cd5ebe9a8/1597118418945-FS1ZNS0P6XHBAOZNHD5Z/image-asset.jpeg Shared Stories - Differentiation: A Five Strand View on an Unfashionable Topic https://images.squarespace-cdn.com/content/v1/5dc667d5df06ac3cd5ebe9a8/1597120048410-1Q31274J81Q8F40W6K9T/image-asset.jpeg Shared Stories - Differentiation: A Five Strand View on an Unfashionable Topic - O utcome: When I started teacher this was the big baddie. You couldn’t just set tasks and judge the outcome afterwards. Naughty teacher! But actually, using tasks or tests, where most or all pupils attempt the same thing, is an excellent way to differentiate your teaching, if done with the right motivation (I want to know what they have learned so I can adapt for next time) rather than the wrong one (I can’t be bothered differentiating today, they can all do exactly the same while I hyperventilate in the corner because SLT want me to complete another questionnaire on work:life balance). As part of your formative and summative assessment processes, some differentiation by outcome can be a powerful thing. Using technology such as Google Forms to set one minute quizzes or rapid writing tasks is a great way to quickly pick up on where everyone is with their learning and allows you to go back and differentiate for those students who need it. In essence, differentiation by outcome is a cornerstone of the formative assessment agenda - which has to make it a good thing, right? So there we have it. My five strands of differentiation. Perfect? No. Useful? I certainly hope so. I also feel that, among the five above you will find almost everything you do or want to see done in the classroom to ensure that students get the learning they need. They are also very likely to achieve some mastery along the way. So next time you hear someone complaining about differentiation or state that ‘we don’t do differentiation in this school, we want to challenge every child’, ask them exactly what they mean by ‘differentiation’ or, better still, show them this article and then open up a new a more positive discussion about differentiation in your school. https://images.squarespace-cdn.com/content/v1/5dc667d5df06ac3cd5ebe9a8/1597119822930-M8EV5L7ZN7F4ELKYV5EW/image-asset.jpeg Shared Stories - Differentiation: A Five Strand View on an Unfashionable Topic - R esource: Otherwise known as ‘the stuff you give kids so they can do the task’, this often gets planned quite carefully without teachers necessarily thinking that they are differentiating at all. That group will need access to rulers so they can remember which order the numbers go in. This kid is going to have to keep going long after the others have come back to the carpet just so they can get a decent amount of work done and feel successful. The whole front row are in the front row because that is where they need to be able to access the learning and, in some cases, actually see the whiteboard because they always forget their glasses. Resource is not just the stuff from the resource cupboards, but also time, room setup, quiet background music, extra homework, a tablet for research, whatever you need to change for different kids so that they get the learning. You can even argue that resource and input intersect quite strongly and I would not tell you that you are wrong. You could also argue, perhaps even more strongly that resource intersects very much with... https://images.squarespace-cdn.com/content/v1/5dc667d5df06ac3cd5ebe9a8/1597120207138-HJYAB4XPSK8E8ERKXXY4/Screen+Shot+2020-08-11+at+10.29.41+AM.png Shared Stories - Differentiation: A Five Strand View on an Unfashionable Topic - Paul Wade Vice Principal Sunny Canadian International School, Prague Paul is an early years trained educator with over twenty years of experience in Primary, Secondary and Higher education in the Uk and internationally. He has been a senior leader in education for more than ten years, holds a BA in Psychology from Bangor University, a PGCE in Primary and Early Years and a MA in Special and Inclusive Education from the Institute of Education. Paul retains a passion for inclusive practice, high quality differentiation and enjoys training adults as much as teaching students. https://www.leadinginternationalschoolteams.com/about-list daily 0.75 2019-11-09 https://images.squarespace-cdn.com/content/v1/5dc667d5df06ac3cd5ebe9a8/1573290421236-646S0KJLJYYMCAAZMW5L/Caleb+Boat.jpg LIST https://www.leadinginternationalschoolteams.com/contact daily 0.75 2019-11-09 https://www.leadinginternationalschoolteams.com/home daily 1.0 2019-11-09 https://images.squarespace-cdn.com/content/v1/5dc667d5df06ac3cd5ebe9a8/1574497377686-Y8MH8ZTZ4CNJ9LW0IZA1/CalebJOEBird.jpg Home - Leading International School Teams is hosted by Michael Caleb Earnest. https://www.leadinginternationalschoolteams.com/mce daily 0.75 2022-08-08 https://images.squarespace-cdn.com/content/v1/5dc667d5df06ac3cd5ebe9a8/1573289731978-JEAZM0IQHIJ7YP91XELK/Earnest%2C+Caleb.jpg MCE - Michael Caleb Earnest My journey into educational leadership began with a desire to be a basketball coach. From 2003, I have truly enjoyed getting to experience various perspectives on education and learning in the international world. Most people call me Coach, which is directly due to atmosphere that I created for my Middle School classroom. I truly believe that students learn best when they are guided through the process through experiential learning experiences that allow them to struggle, grow, reflect, and repeat. My role is to provide them with tools, skills, and some direction that will allow them to be successful. Along the way, the students may need feedback and assistance. As I coach them towards their goals, I believe that I become their biggest supporter. We both win when they succeed. It is essential to understand what each student will need in order to reach their goals, and it is essential to provide each student with those means. I believe the same thing about leading teachers. https://images.squarespace-cdn.com/content/v1/5dc667d5df06ac3cd5ebe9a8/1573289788873-LADKO00576YX1PZP7Z75/Family+Beach+2019.jpg MCE - Family is everything. I am incredibly blessed to be married to a beautiful Kenyan woman named, Purity. The joy that she brings to my life cannot be measured. Since the day we met in Uganda, there is no other person in the world who has supported me more. She daily stands by my side and in my corner. I cannot walk this journey without her. Together, we are blessed to be the parents of an amazing young man, Joshua. 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