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href="https://www.thinkib.net/leadership/page/28352/schools-system-thinking" >Schools - System Thinking</a></li><li ><a href="https://www.thinkib.net/leadership/page/29160/school-culture" >School Culture</a></li><li ><a href="https://www.thinkib.net/leadership/page/39425/diversity-equity-inclusion" >Diversity, Equity & Inclusion</a></li><li ><a href="https://www.thinkib.net/leadership/page/46342/are-we-inclusive" >Are we inclusive?</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20905/writing-vision-and-mission-statements" class="father">Writing Vision and Mission Statements</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/28281/happy-new-year" >Happy New Year</a></li><li ><a href="https://www.thinkib.net/leadership/page/20944/what-is-the-purpose-of-your-school" >What is the purpose of your school?</a></li><li ><a href="https://www.thinkib.net/leadership/page/23892/how-to-write-a-mission-statement" >How to write a mission statement</a></li><li ><a href="https://www.thinkib.net/leadership/page/21025/is-your-school-mission-clear" >Is your school mission clear?</a></li><li ><a href="https://www.thinkib.net/leadership/page/21005/my-vision-" >My Vision </a></li><li ><a href="https://www.thinkib.net/leadership/page/23893/how-to-write-a-vision-statement" >How to write a vision statement</a></li><li ><a href="https://www.thinkib.net/leadership/page/28280/does-your-vision-drive-your-school-forward" >Does your vision drive your school forward?</a></li><li ><a href="https://www.thinkib.net/leadership/page/21070/getting-the-branding-right" >Getting the branding right</a></li><li ><a href="https://www.thinkib.net/leadership/page/21072/getting-the-culture-right-a-case-study" >Getting the culture right - A Case Study</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20914/aligning-mission-with-ib" >Aligning Mission with IB</a></li><li ><a href="https://www.thinkib.net/leadership/page/20918/strategic-leadership" class="father">Strategic Leadership</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/20917/strategic-planning-process" >Strategic Planning Process</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20929/change-management" class="father">Change Management</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/20978/culture-change" >Culture change</a></li><li ><a href="https://www.thinkib.net/leadership/page/20979/understanding-the-changing-world" >Understanding the changing world</a></li><li ><a href="https://www.thinkib.net/leadership/page/20980/lead-the-change" >Lead the change</a></li><li ><a href="https://www.thinkib.net/leadership/page/21173/are-you-a-change-leader" >Are you a change leader?</a></li><li ><a href="https://www.thinkib.net/leadership/page/20946/managing-change-across-different-cultures" >Managing change across different cultures</a></li><li ><a href="https://www.thinkib.net/leadership/page/20930/change-management-tools" >Change Management Tools</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/22585/opening-a-new-school" class="father">Opening a new school</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/31368/checklist-opening-a-new-school" >Checklist: Opening a new school</a></li><li ><a href="https://www.thinkib.net/leadership/page/22901/what-is-international-education" >What is International Education?</a></li><li ><a href="https://www.thinkib.net/leadership/page/22824/us-and-canada-educational-landscape" >US and Canada - Educational Landscape</a></li><li ><a href="https://www.thinkib.net/leadership/page/22834/getting-the-vision-right" >Getting the vision right</a></li><li ><a href="https://www.thinkib.net/leadership/page/22942/getting-the-values-right" >Getting the values right</a></li><li ><a href="https://www.thinkib.net/leadership/page/22898/getting-teacher-recruitment-right" >Getting teacher recruitment right</a></li><li ><a href="https://www.thinkib.net/leadership/page/22845/getting-staffing-right" >Getting staffing right</a></li><li ><a href="https://www.thinkib.net/leadership/page/22899/getting-professional-development-right" >Getting professional development right</a></li><li ><a href="https://www.thinkib.net/leadership/page/22933/getting-the-learning-right" >Getting the learning right</a></li><li ><a href="https://www.thinkib.net/leadership/page/22488/getting-the-curriculum-right" >Getting the curriculum right</a></li><li ><a href="https://www.thinkib.net/leadership/page/23425/information-systems" >Information Systems</a></li><li ><a href="https://www.thinkib.net/leadership/page/22584/getting-the-legal-framework-right" >Getting the legal framework right</a></li><li ><a href="https://www.thinkib.net/leadership/page/22859/getting-the-finances-right" >Getting the finances right</a></li><li ><a href="https://www.thinkib.net/leadership/page/22895/getting-marketing-right" >Getting marketing right</a></li><li ><a href="https://www.thinkib.net/leadership/page/22879/getting-accreditation-inspection-right" >Getting accreditation / inspection right</a></li><li ><a href="https://www.thinkib.net/leadership/page/22867/diary-of-an-international-head" >Diary of an international head</a></li></ul></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20883/leadership" >Leadership</a><ul class="level-1"><li ><a href="https://www.thinkib.net/leadership/page/21643/introduction" >Introduction</a></li><li ><a href="https://www.thinkib.net/leadership/page/21023/what-is-leadership" class="father">What is leadership?</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/34593/leadership-resources" >Leadership Resources</a></li><li ><a href="https://www.thinkib.net/leadership/page/23833/whats-my-big-idea" >What's my big idea?</a></li><li ><a href="https://www.thinkib.net/leadership/page/23834/communicating-my-big-idea" >Communicating my big idea</a></li><li ><a href="https://www.thinkib.net/leadership/page/24717/passionate-leadership" >Passionate Leadership</a></li><li ><a href="https://www.thinkib.net/leadership/page/21154/leadership-traits-behaviours-and-skills" >Leadership traits, behaviours and skills</a></li><li ><a href="https://www.thinkib.net/leadership/page/21360/leadership-styles" >Leadership styles</a></li><li ><a href="https://www.thinkib.net/leadership/page/26653/exploring-leadership-through-videos" >Exploring leadership through videos</a></li><li ><a href="https://www.thinkib.net/leadership/page/21202/leadership-vs-management" >Leadership vs Management</a></li><li ><a href="https://www.thinkib.net/leadership/page/21152/what-makes-school-leadership-effective" >What makes school leadership effective?</a></li><li ><a href="https://www.thinkib.net/leadership/page/34832/leading-in-a-time-of-great-change" >Leading in a time of (great) change</a></li><li ><a href="https://www.thinkib.net/leadership/page/27122/middle-leadership" >Middle Leadership</a></li><li ><a href="https://www.thinkib.net/leadership/page/27125/data-driven-leadership" >Data-driven leadership</a></li><li ><a href="https://www.thinkib.net/leadership/page/21812/leadership-lessons" >Leadership Lessons</a></li><li ><a href="https://www.thinkib.net/leadership/page/23915/leadership-top-tips" >Leadership Top Tips</a></li><li ><a href="https://www.thinkib.net/leadership/page/21139/my-leadership" >My leadership</a></li><li ><a href="https://www.thinkib.net/leadership/page/22649/case-study" >Case Study</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/21311/roles-of-a-middle-or-senior-school-leader" class="father">Roles of a middle or senior school leader</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/41646/the-art-of-middle-leadership" >The art of middle leadership</a></li><li ><a href="https://www.thinkib.net/leadership/page/43075/first-100-days-of-being-a-middle-leader" >First 100 days of being a middle leader</a></li><li ><a href="https://www.thinkib.net/leadership/page/21206/leaders-influence-others" >Leaders influence others</a></li><li ><a href="https://www.thinkib.net/leadership/page/21226/leaders-lead-high-performing-teams" >Leaders lead high-performing teams</a></li><li ><a href="https://www.thinkib.net/leadership/page/21241/leaders-motivate-people" >Leaders motivate people</a></li><li ><a href="https://www.thinkib.net/leadership/page/21207/leaders-communicate-effectively" >Leaders communicate effectively</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/21151/culture-and-context" class="father">Culture and context</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/21255/developing-a-shared-school-culture" >Developing a shared school culture</a></li><li ><a href="https://www.thinkib.net/leadership/page/21252/what-is-our-school-culture" >What is our school culture?</a></li><li ><a href="https://www.thinkib.net/leadership/page/21253/whats-the-impact-of-national-cultures" >What's the impact of national cultures?</a></li><li ><a href="https://www.thinkib.net/leadership/page/22320/impact-of-cultures-on-learning" >Impact of cultures on learning</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/21153/ib-leadership-pathway" class="father">IB Leadership Pathway</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/21379/ib-approach-to-leadership" >IB Approach to Leadership</a></li><li ><a href="https://www.thinkib.net/leadership/page/21377/ib-leadership-intelligences" >IB Leadership Intelligences</a></li><li ><a href="https://www.thinkib.net/leadership/page/21369/ib-leadership-workshops" >IB Leadership Workshops</a></li><li ><a href="https://www.thinkib.net/leadership/page/21663/discussion-scenarios" >Discussion Scenarios</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/21330/recruitment-development" class="father">Recruitment & Development</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/31281/writing-a-job-description-top-tips" >Writing a job description - top tips</a></li><li ><a href="https://www.thinkib.net/leadership/page/23558/appointing-heads-of-school" >Appointing Heads of School</a></li><li ><a href="https://www.thinkib.net/leadership/page/21331/appointing-teachers-and-subject-leaders" >Appointing teachers and subject leaders</a></li><li ><a href="https://www.thinkib.net/leadership/page/28716/applying-for-a-teaching-job" >Applying for a teaching job</a></li><li ><a href="https://www.thinkib.net/leadership/page/26344/preparing-for-a-job-interview" >Preparing for a job interview</a></li><li ><a href="https://www.thinkib.net/leadership/page/44854/induction-of-new-staff" >Induction of new staff</a></li><li ><a href="https://www.thinkib.net/leadership/page/21427/staff-development" >Staff Development</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/28926/appraisal-performance-management" class="father">Appraisal | Performance Management</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/22499/appraisal-of-school-leaders" >Appraisal of school leaders</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/23547/governance" class="father">Governance</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/23019/getting-governance-right" >Getting governance right</a></li><li ><a href="https://www.thinkib.net/leadership/page/21266/governors-roles" >Governors' roles</a></li><li ><a href="https://www.thinkib.net/leadership/page/23539/governors-meetings" >Governors' Meetings</a></li><li ><a href="https://www.thinkib.net/leadership/page/21265/governance-case-studies" >Governance - Case Studies</a></li><li ><a href="https://www.thinkib.net/leadership/page/23541/helpful-resources" >Helpful resources</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/23533/graduation-speeches" >Graduation Speeches</a></li><li ><a href="https://www.thinkib.net/leadership/page/22600/leadership-case-studies" class="father">Leadership case studies</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/22598/leading-in-a-time-of-political-change" >Leading in a time of political change</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/25420/leadership-thought-pieces" class="father">Leadership Thought Pieces</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/25626/applying-to-be-a-head" >Applying to be a Head</a></li><li ><a href="https://www.thinkib.net/leadership/page/25419/emotionally-intelligent-leadership" >Emotionally intelligent leadership</a></li><li ><a href="https://www.thinkib.net/leadership/page/31268/leadership-network" >Leadership Network</a></li><li ><a href="https://www.thinkib.net/leadership/page/42725/new-year-excellent-think-pieces-to-start-the-year" >New Year - Excellent think pieces to start the year</a></li></ul></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20882/teaching-and-learning" >Teaching and Learning</a><ul class="level-1"><li ><a href="https://www.thinkib.net/leadership/page/20937/introduction" >Introduction</a></li><li ><a href="https://www.thinkib.net/leadership/page/25734/how-do-students-actually-learn" class="father">How do students actually learn?</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/27322/creating-the-optimal-conditions-for-learning" >Creating the optimal conditions for learning</a></li><li ><a href="https://www.thinkib.net/leadership/page/36004/student-agency" >Student agency</a></li><li ><a href="https://www.thinkib.net/leadership/page/24556/how-do-we-think-all-about-the-brain" >How do we think? All about the brain</a></li><li ><a href="https://www.thinkib.net/leadership/page/39352/learning-and-thinking-differences" >Learning and thinking differences</a></li><li ><a href="https://www.thinkib.net/leadership/page/25510/how-do-we-engage-motivate-students" >How do we engage | motivate students?</a></li><li ><a href="https://www.thinkib.net/leadership/page/25968/how-does-learning-happen-in-your-school" >How does 'learning' happen in your school?</a></li><li ><a href="https://www.thinkib.net/leadership/page/30123/how-do-we-help-students-who-struggle" >How do we help students who struggle?</a></li><li ><a href="https://www.thinkib.net/leadership/page/26597/how-do-we-make-learning-memorable" >How do we make learning memorable?</a></li><li ><a href="https://www.thinkib.net/leadership/page/36026/student-work-book-scrutiny" >Student work - book scrutiny</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/26504/evidence-informed-teaching" class="father">Evidence informed teaching</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/26760/which-teaching-strategies-are-effective" >Which teaching strategies are effective?</a></li><li ><a href="https://www.thinkib.net/leadership/page/21406/how-do-you-become-an-expert-teacher" >How do you become an expert teacher?</a></li><li ><a href="https://www.thinkib.net/leadership/page/23084/what-does-it-mean-to-be-a-research-informed-school" >What does it mean to be a research-informed school?</a></li><li ><a href="https://www.thinkib.net/leadership/page/21877/characteristics-of-high-performing-schools" >Characteristics of high-performing schools</a></li><li ><a href="https://www.thinkib.net/leadership/page/26907/a-professional-development-programme-for-your-school" >A Professional Development Programme for your school</a></li><li ><a href="https://www.thinkib.net/leadership/page/24874/what-do-you-believe-about-teaching" >What do you believe about 'teaching'?</a></li><li ><a href="https://www.thinkib.net/leadership/page/29321/mindsets-matter" >Mindsets matter</a></li><li ><a href="https://www.thinkib.net/leadership/page/29169/homework-to-be-or-not-to-be" >Homework - to be or not to be?</a></li><li ><a href="https://www.thinkib.net/leadership/page/26700/useful-videos-on-pedagogy" >Useful videos on pedagogy</a></li><li ><a href="https://www.thinkib.net/leadership/page/21414/my-philosophy-of-teaching" >My Philosophy of Teaching</a></li><li ><a href="https://www.thinkib.net/leadership/page/22536/a-note-on-constructivism" >A note on constructivism</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/21573/our-21st-century-context-" class="father">Our '21st Century' Context </a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/23436/learning-for-the-21st-century" >Learning for the 21st Century</a></li><li ><a href="https://www.thinkib.net/leadership/page/22689/whats-worth-teaching" >What's worth teaching?</a></li><li ><a href="https://www.thinkib.net/leadership/page/25354/skills-for-their-future" >Skills for their future</a></li><li ><a href="https://www.thinkib.net/leadership/page/25083/teaching-for-the-21st-century" >Teaching for the 21st Century</a></li><li ><a href="https://www.thinkib.net/leadership/page/24610/all-about-pedagogy" >All about pedagogy</a></li><li ><a href="https://www.thinkib.net/leadership/page/34908/reggio-emilia-approach" >Reggio Emilia approach</a></li><li ><a href="https://www.thinkib.net/leadership/page/34909/pisa-assessments" >PISA assessments</a></li><li ><a href="https://www.thinkib.net/leadership/page/24892/what-are-we-doing-to-our-children" >What are we doing to our children?</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/28226/what-is-well-being" class="father">WHAT is well-being?</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/31119/why-focus-on-well-being" >WHY focus on well-being?</a></li><li ><a href="https://www.thinkib.net/leadership/page/31121/how-can-we-teach-well-being" >HOW can we teach well-being?</a></li><li ><a href="https://www.thinkib.net/leadership/page/31120/well-being-and-human-flourishing" >Well-being and human flourishing</a></li><li ><a href="https://www.thinkib.net/leadership/page/34358/well-being-and-student-leadership" >Well-being and student leadership</a></li><li ><a href="https://www.thinkib.net/leadership/page/34712/how-to-help-students-and-staff-facing-trauma" >How to help students and staff facing trauma</a></li><li ><a href="https://www.thinkib.net/leadership/page/34714/-mental-health-well-being" > Mental Health & Well-Being</a></li><li ><a href="https://www.thinkib.net/leadership/page/35103/staff-well-being" >Staff Well-Being</a></li><li ><a href="https://www.thinkib.net/leadership/page/31107/ps-well-being-and-the-secrets-of-a-long-life" >PS: Well-being and the secrets of a long life</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/28920/revision-strategies" >Revision Strategies</a></li><li ><a href="https://www.thinkib.net/leadership/page/31323/parent-teacher-consultations" >Parent - Teacher Consultations</a></li><li ><a href="https://www.thinkib.net/leadership/page/21648/what-is-pedagogical-leadership" class="father">What is pedagogical leadership?</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/21285/the-role-of-subject-leader-and-coordinator" >The role of subject leader and coordinator</a></li><li ><a href="https://www.thinkib.net/leadership/page/31573/your-role-as-a-pedagogical-leader" >Your role as a pedagogical leader</a></li><li ><a href="https://www.thinkib.net/leadership/page/26714/pedagogical-leadership-workshop" >Pedagogical Leadership Workshop</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/21461/professional-learning-development" class="father">Professional Learning (Development)</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/25045/pd-make-it-personal" >PD - Make it personal</a></li><li ><a href="https://www.thinkib.net/leadership/page/26710/teacher-journal-clubs" >Teacher journal clubs</a></li><li ><a href="https://www.thinkib.net/leadership/page/24970/learning-walks-sharing-practice-pineapple-pd" >Learning walks | sharing practice - Pineapple PD</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/21653/school-improvement" class="father">School Improvement</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/27217/school-improvement-tool" >School Improvement Tool</a></li><li ><a href="https://www.thinkib.net/leadership/page/21193/case-study-transforming-a-school-from-within" >Case study - transforming a school from within</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/25367/thought-pieces" class="father">Thought Pieces</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/25707/learning-is-" >Learning is ...</a></li><li ><a href="https://www.thinkib.net/leadership/page/35877/our-students-are-digital-natives" >Our Students Are Digital Natives</a></li><li ><a href="https://www.thinkib.net/leadership/page/28282/provocation-are-they-really-learning" >Provocation: Are they really learning?</a></li><li ><a href="https://www.thinkib.net/leadership/page/25648/whats-the-best-way-to-revise" >What's the best way to revise?</a></li><li ><a href="https://www.thinkib.net/leadership/page/25872/make-learning-real" >Make learning real</a></li><li ><a href="https://www.thinkib.net/leadership/page/25414/the-teenage-brain" >The Teenage Brain</a></li><li ><a href="https://www.thinkib.net/leadership/page/25652/knowledge-vs-skills" >Knowledge vs. skills?</a></li><li ><a href="https://www.thinkib.net/leadership/page/25368/thinking-skills" >Thinking skills</a></li><li ><a href="https://www.thinkib.net/leadership/page/25488/social-emotional-learning" >Social-Emotional Learning</a></li><li ><a href="https://www.thinkib.net/leadership/page/26009/how-do-we-build-confidence-in-our-students" >How do we build confidence in our students?</a></li><li ><a href="https://www.thinkib.net/leadership/page/25705/take-care-explaining-concepts" >Take care explaining concepts</a></li><li ><a href="https://www.thinkib.net/leadership/page/25424/collaboration-teamwork" >Collaboration & Teamwork</a></li><li ><a href="https://www.thinkib.net/leadership/page/25369/learners-what-makes-an-expert-learner" >Learners: What makes an 'expert learner'?</a></li><li ><a href="https://www.thinkib.net/leadership/page/25511/recalling-information-revision" >Recalling information - revision</a></li><li ><a href="https://www.thinkib.net/leadership/page/25519/making-learning-memorable" >Making learning memorable</a></li><li ><a href="https://www.thinkib.net/leadership/page/25653/our-century-who-are-our-students-thought-leaders" >Our century: who are our students' thought leaders?</a></li></ul></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/21808/ib-atls" >IB ATLs</a><ul class="level-1"><li ><a href="https://www.thinkib.net/leadership/page/22888/atl-working-with-staff" >ATL - Working with staff</a></li><li ><a href="https://www.thinkib.net/leadership/page/27371/establishing-an-atl-culture" >Establishing an ATL culture</a></li><li ><a href="https://www.thinkib.net/leadership/page/26572/atl-toolkit" >ATL Toolkit</a></li><li ><a href="https://www.thinkib.net/leadership/page/21002/ib-approaches-to-teaching" class="father">IB Approaches to Teaching</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/21436/teaching-is-based-on-inquiry" >Teaching is based on inquiry</a></li><li ><a href="https://www.thinkib.net/leadership/page/21609/teaching-is-focused-on-conceptual-understanding" >Teaching is focused on conceptual understanding</a></li><li ><a href="https://www.thinkib.net/leadership/page/36730/teaching-is-developed-in-local-and-global-context" >Teaching is developed in local and global context</a></li><li ><a href="https://www.thinkib.net/leadership/page/21312/teaching-is-focused-on-effective-teamwork-and-collaboration" >Teaching is focused on effective teamwork and collaboration</a></li><li ><a href="https://www.thinkib.net/leadership/page/22877/teaching-is-differentiated" >Teaching is differentiated</a></li><li ><a href="https://www.thinkib.net/leadership/page/21952/teaching-is-informed-by-assessment" >Teaching is informed by assessment</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/21320/ib-approaches-to-learning" class="father">IB Approaches to Learning</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/31693/atl-skill-progression-how-to-plan-for-it" >ATL skill progression - how to plan for it?</a></li><li ><a href="https://www.thinkib.net/leadership/page/25966/how-well-do-you-know-your-children-individually" >How well do you know your children - individually?</a></li><li ><a href="https://www.thinkib.net/leadership/page/22804/which-skills-are-important" >Which skills are important?</a></li><li ><a href="https://www.thinkib.net/leadership/page/22932/ib-atl-social-skills" >IB ATL: Social Skills</a></li><li ><a href="https://www.thinkib.net/leadership/page/22809/ib-atl-communication-skills" >IB ATL: Communication Skills</a></li><li ><a href="https://www.thinkib.net/leadership/page/22772/ib-atl-self-management" >IB ATL: Self-Management</a></li><li ><a href="https://www.thinkib.net/leadership/page/22829/ib-atl-research-skills" >IB ATL: Research Skills</a></li><li ><a href="https://www.thinkib.net/leadership/page/22813/ib-atl-thinking-skills" >IB ATL: Thinking Skills</a></li></ul></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20885/ib-world-school" >IB World School</a><ul class="level-1"><li ><a href="https://www.thinkib.net/leadership/page/21644/introducing-the-ib-world" class="father">Introducing the IB World</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/34995/ib-voices" >IB Voices</a></li><li ><a href="https://www.thinkib.net/leadership/page/34894/in-conversation-with-the-ib-director-general" >In conversation with the IB Director General</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/24965/10-slides-series-introduction-to-ib-big-ideas" class="father">10 slides series - introduction to IB big ideas</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/24773/the-ib-in-10-slides" >The IB in 10 slides</a></li><li ><a href="https://www.thinkib.net/leadership/page/24832/ib-learner-profile-in-10-slides" >IB Learner Profile in 10 slides</a></li><li ><a href="https://www.thinkib.net/leadership/page/24968/international-mindedness-in-10-slides" >International Mindedness in 10 slides</a></li><li ><a href="https://www.thinkib.net/leadership/page/24966/approaches-to-teaching-in-10-slides" >Approaches to Teaching - in 10 slides</a></li><li ><a href="https://www.thinkib.net/leadership/page/24884/approaches-to-learning-in-10-slides" >Approaches to Learning in 10 slides</a></li><li ><a href="https://www.thinkib.net/leadership/page/24831/ib-leadership-in-10-slides" >IB Leadership in 10 slides</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/29449/top-video-series" class="father">Top video series</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/29298/top-international-mindedness-videos" >Top International Mindedness Videos</a></li><li ><a href="https://www.thinkib.net/leadership/page/31233/top-leadership-videos" >Top Leadership Videos</a></li><li ><a href="https://www.thinkib.net/leadership/page/29317/top-learner-profile-videos" >Top Learner Profile Videos</a></li><li ><a href="https://www.thinkib.net/leadership/page/29314/top-teaching-and-learning-videos" >Top Teaching and Learning Videos</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/24337/what-is-our-global-context" class="father">What is our Global Context?</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/24338/global-citizen-what-does-it-mean" >Global Citizen - what does it mean?</a></li><li ><a href="https://www.thinkib.net/leadership/page/24339/global-competencies" >Global Competencies</a></li><li ><a href="https://www.thinkib.net/leadership/page/37668/be-a-digital-global-citizen" >Be a digital global citizen</a></li><li ><a href="https://www.thinkib.net/leadership/page/24341/global-issues" >Global Issues</a></li><li ><a href="https://www.thinkib.net/leadership/page/24732/global-issues-resource-bank" >Global issues resource bank</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/23655/an-ib-education" class="father">An IB Education</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/23135/what-is-an-ib-education" >What is an IB Education?</a></li><li ><a href="https://www.thinkib.net/leadership/page/23070/knowledge-how-do-we-make-learning-relevant" >Knowledge - how do we make learning relevant?</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20936/ib-culture-key-policies" class="father">IB Culture - Key Policies</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/21458/academic-integrity-honesty-policy" >Academic Integrity (Honesty) Policy</a></li><li ><a href="https://www.thinkib.net/leadership/page/21454/admissions-policy" >Admissions Policy</a></li><li ><a href="https://www.thinkib.net/leadership/page/21459/assessment-policy" >Assessment Policy</a></li><li ><a href="https://www.thinkib.net/leadership/page/21455/inclusion-policy" >Inclusion Policy</a></li><li ><a href="https://www.thinkib.net/leadership/page/21457/language-policy" >Language Policy</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/21445/glossary-of-ib-terms" >Glossary of IB Terms</a></li><li ><a href="https://www.thinkib.net/leadership/page/29316/ib-continuum-schools" >IB Continuum Schools</a></li><li ><a href="https://www.thinkib.net/leadership/page/21521/how-do-you-promote-market-the-ib" class="father">How do you promote | market the IB?</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/25774/case-study-why-choose-ib-as-opposed-to-the-national-programme" >Case Study - Why choose IB as opposed to the national programme?</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/23557/what-are-the-challenges-in-being-an-ib-school" >What are the challenges in being an IB School?</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20884/ib-programmes-pyp-myp-dp-cp" >IB Programmes: PYP | MYP | DP | CP</a><ul class="level-1"><li ><a href="https://www.thinkib.net/leadership/page/21645/introduction" >Introduction</a></li><li ><a href="https://www.thinkib.net/leadership/page/34604/role-of-head-of-school-in-an-ib-school" >Role of Head of School in an IB School</a></li><li ><a href="https://www.thinkib.net/leadership/page/20886/ib-mission" class="father">IB Mission</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/42970/education-for-sustainability" >Education for sustainability</a></li><li ><a href="https://www.thinkib.net/leadership/page/37507/live-the-mission-be-the-change" >Live the mission - be the change</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20887/ib-learner-profile" class="father">IB Learner Profile</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/23651/inquiry-into-the-learner-profile" >Inquiry into the Learner Profile</a></li><li ><a href="https://www.thinkib.net/leadership/page/20981/our-learner-profile" >Our Learner Profile</a></li><li ><a href="https://www.thinkib.net/leadership/page/20984/living-the-ib-learner-profile" >Living the IB Learner Profile</a></li><li ><a href="https://www.thinkib.net/leadership/page/20990/staff-learner-profile" >Staff Learner Profile</a></li><li ><a href="https://www.thinkib.net/leadership/page/21003/leader-profile" >Leader Profile</a></li><li ><a href="https://www.thinkib.net/leadership/page/23532/learner-profile-assemblies-town-halls" >Learner Profile Assemblies / Town Halls</a></li><li ><a href="https://www.thinkib.net/leadership/page/21007/ib-resources" >IB Resources</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20888/international-mindedness" class="father">International Mindedness</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/21032/what-is-international-mindedness" >What is International-Mindedness?</a></li><li ><a href="https://www.thinkib.net/leadership/page/45653/what-do-we-mean-intercultural-understanding" >What do we mean 'intercultural understanding'?</a></li><li ><a href="https://www.thinkib.net/leadership/page/21063/global-engagement" >Global Engagement</a></li><li ><a href="https://www.thinkib.net/leadership/page/21037/multilingualism" >Multilingualism</a></li><li ><a href="https://www.thinkib.net/leadership/page/29315/are-you-internationally-minded" >Are you internationally-minded?</a></li><li ><a href="https://www.thinkib.net/leadership/page/21034/international-mindedness-and-the-world-of-work" >International-mindedness and the world of work</a></li><li ><a href="https://www.thinkib.net/leadership/page/21075/international-mindedness-in-my-school" >International Mindedness in my school</a></li><li ><a href="https://www.thinkib.net/leadership/page/21036/ib-resources" >IB Resources</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20945/service-learning" class="father">Service (Learning)</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/24711/toxic-service" >Toxic Service!</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/25360/the-diploma-programme" class="father">The Diploma Programme</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/21308/key-documents" >Key documents</a></li><li ><a href="https://www.thinkib.net/leadership/page/25158/the-core" >The Core</a></li><li ><a href="https://www.thinkib.net/leadership/page/25156/diploma-subjects" >Diploma Subjects</a></li><li ><a href="https://www.thinkib.net/leadership/page/25162/dp-assessment" >DP Assessment</a></li><li ><a href="https://www.thinkib.net/leadership/page/25165/dp-coordinators-handbook" >DP Coordinator's Handbook</a></li><li ><a href="https://www.thinkib.net/leadership/page/21672/timetabling" >Timetabling</a></li><li ><a href="https://www.thinkib.net/leadership/page/25427/unit-planning" >Unit Planning</a></li><li ><a href="https://www.thinkib.net/leadership/page/25366/teaching-tips" >Teaching Tips</a></li></ul></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/25267/ib-coordinators" >IB Coordinators</a><ul class="level-1"><li ><a href="https://www.thinkib.net/leadership/page/25229/introduction" >Introduction</a></li><li ><a href="https://www.thinkib.net/leadership/page/46133/a-quick-guide-for-the-dp-coordinator" >A quick guide for the DP coordinator</a></li><li ><a href="https://www.thinkib.net/leadership/page/25151/ib-coordinator-job-description" class="father">IB Coordinator - Job Description</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/34354/coordinators-resource" >Coordinator's Resource</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/40603/new-important-ib-workshops" >NEW important IB workshops</a></li><li ><a href="https://www.thinkib.net/leadership/page/25261/the-big-picture" class="father">The Big Picture</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/25140/ib-mission" >IB Mission</a></li><li ><a href="https://www.thinkib.net/leadership/page/25139/the-ib-philosophy" >The IB Philosophy</a></li><li ><a href="https://www.thinkib.net/leadership/page/25142/international-mindedness" >International Mindedness</a></li><li ><a href="https://www.thinkib.net/leadership/page/25141/ib-learner-profile" >IB Learner Profile</a></li><li ><a href="https://www.thinkib.net/leadership/page/25143/key-ib-terms" >Key IB terms</a></li><li ><a href="https://www.thinkib.net/leadership/page/25149/general-regulations" >General Regulations</a></li><li ><a href="https://www.thinkib.net/leadership/page/28324/the-role-of-the-librarian" >The role of the librarian</a></li><li ><a href="https://www.thinkib.net/leadership/page/28639/the-role-of-the-counsellor" >The role of the counsellor</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/25221/my-role-as-pedagogical-leader" class="father">My role as pedagogical leader</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/25790/induction-of-ib-students" >Induction of IB students</a></li><li ><a href="https://www.thinkib.net/leadership/page/34344/curriculum-mapping" >Curriculum Mapping</a></li><li ><a href="https://www.thinkib.net/leadership/page/25829/approaches-to-learning-workshop" >Approaches to Learning Workshop</a></li><li ><a href="https://www.thinkib.net/leadership/page/25357/why-do-we-have-to-teach-atl" >Why do we have to teach ATL?</a></li><li ><a href="https://www.thinkib.net/leadership/page/25359/what-are-the-atl" >What are the ATL?</a></li><li ><a href="https://www.thinkib.net/leadership/page/25358/how-do-we-embed-atl-in-the-classroom" >How do we embed ATL in the classroom?</a></li><li ><a href="https://www.thinkib.net/leadership/page/28663/collaborative-planning" >Collaborative Planning</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/25434/ib-workshops" class="father">IB Workshops</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/32148/free-ib-professional-development-webinars-nanos" >FREE IB Professional Development - Webinars & Nanos</a></li><li ><a href="https://www.thinkib.net/leadership/page/34948/free-online-workshops" >FREE online workshops</a></li><li ><a href="https://www.thinkib.net/leadership/page/26659/workshops-using-a-translator" >Workshops using a translator</a></li><li ><a href="https://www.thinkib.net/leadership/page/24592/ib-workshops-for-authorization-and-evaluation" >IB Workshops for Authorization and Evaluation</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/26647/magpie-corner" class="father">Magpie Corner</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/26649/learner-profile" >Learner Profile</a></li><li ><a href="https://www.thinkib.net/leadership/page/27686/sculpture" >Sculpture</a></li><li ><a href="https://www.thinkib.net/leadership/page/31508/the-learning-environment" >The Learning Environment</a></li><li ><a href="https://www.thinkib.net/leadership/page/26651/global-issues" >Global Issues</a></li><li ><a href="https://www.thinkib.net/leadership/page/26648/the-library" >The Library</a></li></ul></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/25166/ib-authorization-evaluation" >IB Authorization & Evaluation</a><ul class="level-1"><li ><a href="https://www.thinkib.net/leadership/page/35086/becoming-an-ib-school" >Becoming an IB School</a></li><li ><a href="https://www.thinkib.net/leadership/page/25144/standards-and-practices" class="father">Standards and Practices</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/28120/september-2020-standards-and-practices" >September 2020 Standards and Practices</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/34807/ib-world-school-manager-what-do-they-do" >IB World School Manager: What do they do?</a></li><li ><a href="https://www.thinkib.net/leadership/page/20969/what-is-ib-authorisation" class="father">What is IB Authorisation?</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/28522/getting-ready-for-ib-authorization" >Getting ready for IB authorization</a></li><li ><a href="https://www.thinkib.net/leadership/page/44798/role-of-the-ib-consultant" >Role of the IB consultant</a></li><li ><a href="https://www.thinkib.net/leadership/page/23592/tips-for-authorization" >Tips for authorization</a></li><li ><a href="https://www.thinkib.net/leadership/page/21310/verification-visit" >Verification Visit</a></li><li ><a href="https://www.thinkib.net/leadership/page/21448/writing-an-action-plan" >Writing an action plan</a></li><li ><a href="https://www.thinkib.net/leadership/page/31839/authorization-ib-workshops-2020" >Authorization - 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<h1 class="section-title">Covid-19: What happens if school is closed?</h1>
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Wednesday 4 March 2020
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<div style="padding: 0 30px;"><h3 style="text-align: center;">E-Learning | Distance Learning</h3><p><img alt="" src="/media/ib/leadership/basics/covid-19.jpg" style="width: 780px; height: 438px;" /></p><p>As I write, governments in 119 countries have closed educational institutions in an attempt to contain the virus Covid-19. In some of these countries schools have been closed for weeks and others are closing in an attempt to contain the spread of the virus.</p><p>Students and teachers are being forced to complete schooling online. E-learning | distance learning is becoming a necessary modus operandi (a way of operating) instead if being an extension of classroom activities. We must do our best to offer high quality learning experiences remotely.</p><p>I learnt the value - as well as necessity - of e-learning when I was director of a school in the Middle East at a time of civil war. One Friday night two thirds of my students flew back home, and for the next six months we had to teach using online tools.</p><p>I write this blog in the hope that the tips it contains will help students and their teachers as they face the reality of online learning.</p><hr class="hidden" /><div class="blueBg"><h4>IB Update</h4><p>The International Baccalaureate keeps you informed on issues relating to Covid-19 and its impact on schools<a href="https://ibo.org/news/news-about-the-ib/covid-19-coronavirus-updates/"> HERE</a>. Their newsletter (27 February 2020) covered who to contact | internal assassessment | examinations | professional development.</p><p><a href="https://ibo.org/globalassets/news-assets/coronavirus/online-learning-continuity-planning-en.pdf">Online learning, teaching and education continuity planning for schools</a>, IB, March 2020. The guidance here is intended for staff supporting schools that are facing closures and quarantines due to the Covid-19 (Coronavirus) outbreak. It is contains suggestions and guidelines for online and blended learning, with further suggestions for free apps and solutions for schools that may not have online or mobile solutions in place at the time of closing. </p></div><div class="panel panel-has-footer" style="box-shadow: rgba(0, 34, 51, 0.3) 0px 10px 30px -15px; border-color: rgb(7, 103, 124);"><div class="panel-heading" style="background-color: rgb(7, 103, 124);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>SCHOOL LEADERS - you need to ....</p></div></div><div class="panel-body"><div><p><strong>Establish clear guidelines and protocols for E-learning</strong> between school and home (<em>see references at end of page for examples</em>).</p><p><strong>Strategically plan for e-learning: </strong>it is much easier to continue working in ways you are used to using pre-established e-learning tools than having to learn completely new ways of teaching, learning and communicating. Read <a href="https://www.linkedin.com/pulse/coronavirus-online-learning-strategically-planned-adrian-scarlett/"><em>Adrian Scarlett's blog</em></a> (see below for full reference). For example, audit which platforms are you already using (e.g. Microsoft 365, <a href="https://edu.google.com/products/classroom/?modal_active=none">Google Classroom</a>,or <a href="https://bigbluebutton.org/">BigBlueButton</a>). Also note that many companies are offering free services to schools closed by Covid-19 (e.g. <a href="https://yacapaca.com/">Yacapaca</a> - formative assessment tools to deliver instant grading etc.)</p><p><strong>Recognise the benefits of e-learning</strong>, and make it a core of your educational mission. Learning on-line - at a distance from school - is different than learning in a classroom face to face. However, there are some benefits:</p><div class="blueBg"><ul class="branded"><li><strong>Flexibility</strong>: students can study wherever they are in the world, at their own pace and at times of their choice.</li><li><strong>Independence</strong>: most virtual learning options encourages and requires independent thinking while also providing the benefit of group discussions and feedback.</li><li><strong>Deeper learning</strong>: IBM have found that participants learn five times more material in online learning courses using multimedia content than in traditional face to face courses. On the whole students work faster than they would do otherwise and take in more information.</li><li><strong>Built in assessment:</strong> in online courses assessment can become more of an ongoing process - regular short tests can improve student engagement.</li><li><strong>Personalised intervention</strong>: the teacher reacts directly with the students’ work on a regular basis: interventions can be more targeted.</li></ul></div><p><strong>Train staff and students </strong>in remote teaching and learning.</p><p><strong>Build on the platforms you already use in school, day-by-day</strong>. What are the key tools you already use? (s<em><span style="color:#B22222;"><strong>ee below for links to some commonly used tools</strong></span></em>). For example, (a) the Google suite: Google Meet can be used to check attendance, while Google Classroom lets you upload resources, set deadlines, allows students to turn in work they have done and, importantly, lets you mark it and send back the corrections, allowing you to ensure that they have studied the topic.(b) Microsoft Office 365 allows you to set up classes on Teams and to use OneNote to assign and mark classwork to students.</p><p><strong>Get your resources on line: </strong>you may well have many resources on line but are they comprehensive? Ensure they are all 'in the cloud' before school has to close.</p><p><strong>Ask departments to identify</strong> (and communicate with both students and parents) <strong>specific e-learning sites</strong> they use in their subject area. All academic disciplines have specialised sites. Why not create an e-learning library and communicate it with your students and parents? (e.g. in Maths there are many, including, <a href="https://www.mathletics.com/us/">Mathletics</a>, <a href="https://corbettmaths.com/">Corbett Maths </a>etc.). There are also generic sites that specialise in many subjects (e.g.<a href="https://www.bbc.co.uk/bitesize"> BBC Bitesize</a>).</p><p><strong>Manage connectivity and expectations</strong>: as well as ensuring excellent technical support for students and staff school leaders need to think carefully about the messages they are giving in order to protect the well-being of both. (See Neil Bunting's article referenced below where he is considering introducing 'unplugged days').</p><p><strong>Manage on-line timetables</strong> - to ensure all subjects are covered adequately. You may like to consider specialist subject half days | days.</p><p><strong>Communicate, communicate, communicate</strong> - to all stakeholders, regularly.</p><p><strong>Provide additional coaching and support to staff</strong> in how to offer optimum support online.</p></div></div><div class="panel-footer" style="background-color: rgb(245, 249, 250);"><div><div class="panel panel-has-footer" style="box-shadow: rgba(0, 34, 51, 0.3) 0px 10px 30px -15px; border-color: rgb(7, 103, 124);"><div class="panel-heading" style="background-color: rgb(7, 103, 124);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>TEACHERS - you need to:</p></div></div><div class="panel-body"><div><p><strong>Never forget that learning is a relational activity</strong> - e-learning may be a necessity but it should always try to include the human touch, and interaction.<span style="font-family:comic sans ms,cursive;"> "I think the move to longish term online learning will push us towards the limits of our paradigms for what we think learning actually is. We are still locked into a paradigm that learning is the transfer of knowledge. In this paradigm we will hunt around for online tools to convey knowledge from teacher to student. Or put another way the success of online learning will not be how digital (or 'e') it is but how human we can keep it. Adrian Von Wrede-Jervis, Bavarian International School.</span></p><p>With that it mind ...</p><ul class="branded"><li><strong>Establish protocols for communicating</strong> – e.g. essential agreements around access | completion requirements | commenting on other students’ posts | teacher comments.</li><li><strong>Identify clear learning objectives and as</strong><strong>sessment outcomes</strong> for lessons | pieces of work</li><li><strong>Keep task instructions short, simple and clear.</strong> Use command terms where possible - and provide a glossary for each of the command terms. Students find it more difficult to read lengthy instructions. Here are two examples for Geography, (a) for <a href="https://www.aqa.org.uk/resources/geography/as-and-a-level/geography/teach/command-words">AQA</a>, and (b) <a href="https://www.geoib.com/command-terms.html">IB</a> geography command terms.</li><li>Use <strong>bullet points</strong> rather than lengthy instructional narratives.</li><li><strong>Use multi-media materials </strong>to present information and create interactive lessons (see below on how you can use technology to create interactive resources).</li><li><strong>Add hyperlinks </strong>to instructional words | key resources (note, do not give URL since they can be messy) e.g. please find the LINK HERE to the resource ...</li><li><strong>Chunk the learning: </strong>think in terms of small self-contained learning engagements linked to clearly identified resources.</li><li><strong>Give students options in how they complete tasks </strong>- e.g. students sometimes prefer videoing themselves - use a platform (e.g. padlet) that allows for variety of uploads.</li><li><strong>Intersperse </strong>online learning with regular assessments.</li><li><strong>Communicate:</strong> let students know when you are available online.</li><li><strong>Track student progress</strong> through regular assessments.</li><li><strong>Intervene</strong> based on tracking at timely points.</li></ul><p>Here is a helpful graphic on good instructional practices in online learning. Click <a href="https://teachonline.asu.edu/2018/09/best-practices-for-teaching-online/">HERE</a> for an article that explains each of the areas of the graphic.</p><p><iframe frameborder="0" height="800" scrolling="no" src="/media/ib/leadership/best-practices-for-teaching-online_083118(1).pdf" width="800"></iframe></p></div></div><div class="panel-footer" style="background-color: rgb(245, 249, 250);"><h4>Useful e-learning tools</h4><div><ul class="branded"><li>Collaborative platform e.g. <a href="leadership/page/21022/padlet" title="Navigating the site » Digital technologies for collaborative learning » Padlet">Padlet</a>: a platform for sharing work | assignments | resources - easy to use. It allows you to upload many forms of resources e.g. files, photos, videos, URL links, draw, audio.</li><li>Video-conferencing: e.g. <a href="https://zoom.us/">Zoom </a>can be used for delivering classes and holding (staff) meetings around the world - such tools also have chat room facilities that allows for individual students to engage with their questions. Considering establishing daily time slots (if appropriate for your context)</li><li>Student digital portfolios e.g.<a href="https://web.seesaw.me/"> Seesaw Learning</a> - a way for teachers to provide learning engagement and for students to curate their work and communicate it with teachers online</li><li>Make resources interactive e.g. <a href="https://blog.edpuzzle.com/">EdPuzzle</a> allows you to pause and annotate videos as well as adding teaching notes and explanations. Voiceover allows you to “explain a concept the way you would in class - in your own style or maybe in another language”.<a href="https://h5p.org/"> H5P</a> allows you to add interactive elements to any website - this means that you do not need to create your own resources, but instead make existing resources interactive.</li></ul><p>Refer to my page <a href="leadership/page/32122/educational-technology-tools" title="Navigating the site » Digital technologies for collaborative learning » Educational Technology Tools">Educational Technology Tools</a> for a curation of other tools.</p><h3>PS:</h3><p><strong>Do not use too many tools</strong> - select carefully. The important thing is that technology helps students do the learning - it should not get in the way of the learning.</p><p>Here is a great pictograph from <a href="https://twitter.com/JenniferWathall?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor">Jennifer Chang Watall</a>.</p><p><img alt="" src="/media/ib/leadership/online-work.jpg" style="width: 750px; height: 540px;" /></p><div class="blueBg"><h4>(i)GCSE Subject Websites</h4><p><a href="https://www.gcsepod.com/">GCSEPod</a> provide teaching and learning digital resources for 27 GCSE subjects.</p></div><div class="blueBg"><h4><img alt="" src="/media/ib/leadership/basics/inthinking-subject-sites.png" style="float: right; width: 350px; height: 250px;" />Diploma Programme Subject Websites</h4><h4>InThinking websites for teachers and students</h4><p>InThinking have websites for both teachers and students.<br /><br />The teacher sites can be found at:</p><h4><a href="https://nam12.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.thinkib.net%2F&data=02%7C01%7C%7C56daae25c8f54d74b5f808d7bf3492cc%7C84df9e7fe9f640afb435aaaaaaaaaaaa%7C1%7C0%7C637188104875545553&sdata=pJougzILBz9rNLfHOaA3X0MI%2BAMVMJiM0UbCNzbkv7o%3D&reserved=0" target="_blank" title="Protected by Outlook: http://www.thinkib.net/. Click or tap to follow the link.">www.thinkib.net</a></h4><p>These sites include INTEGRATED STUDENT ACCESS which enables teachers to set assignments and give feedback online. Student access is easy to set up; you can set reading, writing, discussion, and multiple choice assignments; and you can track student progress.<br /><br />The students sites can be found at</p><h4><a href="https://nam12.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.studyib.net%2F&data=02%7C01%7C%7C56daae25c8f54d74b5f808d7bf3492cc%7C84df9e7fe9f640afb435aaaaaaaaaaaa%7C1%7C0%7C637188104875545553&sdata=L4eZXayQVxGJOIiDxLz1basj%2FROpvdklAqb%2FQbttV7A%3D&reserved=0" target="_blank" title="Protected by Outlook: http://www.studyib.net/. Click or tap to follow the link.">www.studyib.net</a></h4><p>These are revision websites for students which are designed for independent learning and self-assessment. They will be particularly helpful for IB2 students in the run up to their final exams.</p><p>Here are links to teacher sites and associated student access:</p><hr class="hidden" /><table><tbody><tr><td><h4>Link to teacher site</h4></td><td><h4><span style="display: inline !important; float: none; background-color: rgb(255, 255, 255); color: inherit; font-family: inherit; font-size: inherit; font-size-adjust: none; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; letter-spacing: normal; line-height: inherit; orphans: 2; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; -webkit-text-stroke-width: 0px; white-space: normal; word-spacing: 0px;">Link to integrated student access</span></h4></td></tr><tr><td><a href="biology">DP Biology</a></td><td><a href="biology/page/32633/setting-up-student-groups" title="Distance learning using InThinking Biology » Setting up student groups">Setting up student groups</a> | <a href="biology/page/32634/setting-assignments-in-student-access" title="Distance learning using InThinking Biology » Setting assignments - in student access">Setting assignments - in student access|</a> <a href="biology/page/27036/teacher-activity-mastering-student-access" title="Distance learning using InThinking Biology » Teacher activity - Mastering student access">Teacher activity - Mastering student access</a> | <a href="biology/page/27037/student-access-teachers-quiz" title="Distance learning using InThinking Biology » Teacher activity - Mastering student access » Student access teachers' quiz">Student access teachers' quiz</a> </td></tr><tr><td><a href="chemistry/blog/32621/covid-19-and-student-access">DP Chemistry</a></td><td><a href="https://studyib.net/chemistry">Chemistry</a></td></tr><tr><td><a href="economics">DP Economics</a></td><td></td></tr><tr><td><a href="englishalanglit">DP English A Language & Lit</a></td><td><a href="englishalanglit/page/29037/creating-student-accounts">English A</a></td></tr><tr><td><a href="englishalit">DP English A Lit</a></td><td></td></tr><tr><td><a href="ess">DP Environmental Systems & Societies</a></td><td><a href="ess/page/29053/student-access">ESS </a>with advice <a href="ess/blog/32661/distance-learning-and-blended-learning">HERE</a>.</td></tr><tr><td><a href="frenchorals">DP French</a></td><td></td></tr><tr><td><a href="geography">DP Geography</a></td><td></td></tr><tr><td><a href="german">DP German</a></td><td></td></tr><tr><td><a href="mathapplications/page/32636/school-closures-distance-learning">DP Maths: </a><a href="https://studyib.net/mathhlsl">DP Mathematics HL & SL </a>| <a href="mathstudies">Maths Studies</a> | <a href="mathapplications">Maths - Applications and Interpretation</a></td><td><a href="mathapplications/page/32635/student-access">Maths</a></td></tr><tr><td><a href="https://www.thinkib.net/history">DP History</a></td><td><a href="https://www.thinkib.net/history/blog/32626/student-access-and-covid-19">History </a>with good advice<a href="https://www.thinkib.net/history/blog/32626/student-access-and-covid-19"> HERE</a>.</td></tr><tr><td><a href="https://www.thinkib.net/physics">DP Physics</a></td><td><a href="https://studyib.net/physics">Physics</a></td></tr><tr><td><a href="https://www.thinkib.net/psychology">DP Psychology</a></td><td><a href="https://www.thinkib.net/psychology/std-access">Psychology</a></td></tr><tr><td><a href="https://www.thinkib.net/spanishb">DP Spanish</a></td><td></td></tr><tr><td><a href="https://www.thinkib.net/visualarts">DP Visual Arts</a></td><td></td></tr></tbody></table></div></div><div></div><div><div class="blueBg"><h4>Pamoja</h4><p>Pamoja Education offers two well supported options for schools:</p><ul class="branded"><li><a href="https://pamojaeducation.com/for-students/pamoja-taught-courses/">'Pamoja Taught'</a>, online full GCSE, A-L:evel and IBDP subjects, developed in conjunction with the IB.</li><li><a href="https://pamojaeducation.com/for-schools/school-taught-courses/">'School Taught', </a>where schools can purchase the entire package of online materials, right down to adjustable lesson plans, used by our Pamoja Taught teachers.</li></ul></div></div><div></div></div></div></div></div></div><div class="panel panel-has-footer" style="box-shadow: rgba(0, 34, 51, 0.3) 0px 10px 30px -15px; border-color: rgb(7, 103, 124);"><div class="panel-heading" style="background-color: rgb(7, 103, 124);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>STUDENTS - Top Tips</p></div></div><div class="panel-body"><div><ul class="branded"><li><img alt="" src="/media/ib/leadership/change-management/top-tips.jpg" style="float: right; width: 300px; height: 309px;" />Create a <strong>study space</strong> where you can get work done (desk | chair | lamp).</li><li>Keep your desk as clear as possible so you can easily find things you need.</li><li>Make sure you know the <strong>learning objectives</strong> and how you are going to be assessed on any piece of work</li><li>Work with other students online: form your own virtual classroom.</li><li>Know your workload: know which assignments you must do.</li><li><strong>Organise your time</strong>: schedule your studies by writing a timetable and be disciplined to stick to it.</li><li><strong>Organise your assessments</strong> – by making sure you keep a calendar of when work is due</li><li>Organise your work: by subject files | topic files within subjects – use sensible file names so you can easily find them.</li><li><strong>Take breaks</strong>. The beauty of the Pomodoro studying technique is it prompts you to take breaks. You study hard for 25 minutes without distractions then take 5 minutes to refresh and stretch. This technique tends to result in you achieving more as 25 minutes is a manageable time to stay focused.</li><li><strong>Control procrastination </strong>i.e. reasons for putting off the study: “When there’s a hill to climb don’t think waiting will make it smaller”.</li><li><strong>Ask for help</strong> when you get stuck: phone | email teacher. Listen to their feedback and act on it.</li><li><strong>Submit work on due dates</strong>.</li><li>Contribute to collaborative projects or online activities and discussions. Online work helps you learn from others by reading their posts and reflections.</li><li>Be flexible with WHEN you study: find the times of day when you are most productive.</li><li><strong>Stay positive!</strong> Accept that studying is hard work but also worthwhile. You need to take charge of your learning.</li><li><strong>Back up everything</strong>: there is nothing worse than deleting work you have done. You may like to set up a free DropBox account and save your essays there, or else use another platform. If you take notes by hand download a free scanning app such as Scannable and take a quick, clear picture of each page of notes.</li><li>Attend to all course elements – e.g. make sure you look at all the material provided and attend online tutorials.</li><li><strong>Be polite </strong>– one of the problems with online communication is that it is very difficult to hear the tone of what someone is saying - a quick reply to a fellow student may come across as rude, or an email to your teacher may incorrectly sound like you’re being ungrateful. Here’s a few tips: never use capital letters (IT ALWAYS MAKES YOU SOUND ANGRY) | don’t use exclamation marks (!!!!!) | always say please and thank you if you’re asking for help | respect the opinions of others | don’t try and make jokes or be sarcastic | read your post out loud before pressing send.</li></ul></div></div><div class="panel-footer" style="background-color: rgb(245, 249, 250);"><div></div></div></div><div class="panel panel-has-footer" style="box-shadow: rgba(0, 34, 51, 0.3) 0px 10px 30px -15px; border-color: rgb(7, 103, 124);"><div class="panel-heading" style="background-color: rgb(7, 103, 124);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>PARENTS ~ how can you help?</p></div></div><div class="panel-body"><div><p><img alt="" src="/media/ib/leadership/07ghkq6bw.jpg" style="width: 800px; height: 1079px;" /></p></div></div><div class="panel-footer" style="background-color: rgb(245, 249, 250);"><div><p>I am grateful to Shekou International School for this graphic.<span style="display: inline !important; float: none; background-color: rgb(255, 255, 255); color: rgba(0, 0, 0, 0.6); font-family: -apple-system,system-ui,BlinkMacSystemFont,Segoe UI,Roboto,Helvetica Neue,Fira Sans,Ubuntu,Oxygen,Oxygen Sans,Cantarell,Droid Sans,Apple Color Emoji,Segoe UI Emoji,Segoe UI Symbol,Lucida Grande,Helvetica,Arial,sans-serif; font-size: 100%; font-style: normal; font-variant: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; -webkit-text-stroke-width: 0px; white-space: normal; word-spacing: 0px;"></span></p></div></div></div><div class="panel panel-has-footer" style="box-shadow: rgba(0, 34, 51, 0.3) 0px 10px 30px -15px; border-color: rgb(7, 103, 124);"><div class="panel-heading" style="background-color: rgb(7, 103, 124);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Case studies</p></div></div><div class="panel-body"><div><p><span style="display: inline !important; float: none; background-color: rgb(249, 249, 249); color: var(--yt-spec-text-primary); font-family: Roboto,Arial,sans-serif; font-size: 14px; font-style: normal; font-variant: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; -webkit-text-stroke-width: 0px; white-space: pre-wrap; word-spacing: 0px;">There is a plethora of strategies and advice available for e-Learning (distance learning) during a school closure but what about feedback for our younger students? </span></p><p><iframe allowfullscreen="" frameborder="0" height="360" src="//www.youtube.com/embed/s7fry0aX6EA" width="640"></iframe></p></div></div><div class="panel-footer" style="background-color: rgb(245, 249, 250);"><div><p><strong>One-Stop-Shop</strong>: <a href="https://www.iss.edu/community/online-learning?utm_content=120855535&utm_medium=social&utm_source=linkedin&hss_channel=lcp-641030">International Schools Services</a> have put together a collation of materials including policies and protocols to support schools at this time. Click <a href="https://www.iss.edu/community/online-learning?utm_content=120855535&utm_medium=social&utm_source=linkedin&hss_channel=lcp-641030">HERE</a>.</p><p>Bunting, N. <a href="https://www.linkedin.com/pulse/nurturing-leaders-technology-through-opportunities-neil-bunting/">Nurturing leaders in technology through opportunities in E-learning</a>, 29 February 2020. In this Linkedin article Neil Bunting explains his e-learning strategy at Shenwai Longgang International School (SLIS), which has been closed since the Chinese New Year due to Covid-19. The article contains links to a number of e-learning tools his school uses. Also, click <a href="https://mp.weixin.qq.com/s/ZNeUlyKjjsTCU2ybOF5big">HERE</a> for examples of student and teacher work using these technologies.</p><p>Adrian Scarlett, <a href="https://www.linkedin.com/pulse/coronavirus-online-learning-strategically-planned-adrian-scarlett/">Coronovirus and Online Learning: A Strategically Planned Response</a>, 24 February 2020. <em><span style="font-family:comic sans ms,cursive;">“I would be exaggerating to suggest that we had strategically planned for coronavirus, but it is fair to say that we had pre-established e-learning tools that we were able to seamlessly make use of with our examination classes. This is because much of the homework that we set during “normal” times is done through the medium of Microsoft 365. Teachers commonly use Microsoft Teams, OneNote and SharePoint to set, review and mark homework. Tasks are communicated to students through Teams, and work is often submitted to teachers through OneNote.”</span></em></p><p><a href="https://www.linkedin.com/pulse/covid-19-advice-school-leaders-pt2-what-expect-mark-steed/">Covid-19 Advice for School Leaders: Pt2 - What to Expect </a>by Mark Steed, Principal and CEO at Kellett School, Hong Kong, 3 March 2020. This is a very useful insider’s view on aspects of dealing with the virus as a school leader. Titles include: Low risk-high emotions, looking at emotional response from stakeholders | Find the new normal – establishing routine, especially for staff | Pace yourselves – it’s a marathon, not a sprint | And the winners are . . . . . . the Private Tutors – manage this.</p><p><a href="https://www.linkedin.com/pulse/preparing-covid-19-closures-part-one-advice-school-business-steed/?trackingId=wF2rUT%2BpRxGy%2BtZWoZRDXA%3D%3D">Preparing for Covid-19 Closures - Pt1: Advice for School Business Managers</a>, by Mark Steed, Principal and CEO at Kellett School, Hong Kong, 2 March 2020. Looks at the practical side: site and financial preparations.</p><p><a href="https://www.linkedin.com/pulse/covid-19-advice-school-leaders-pt3-communications-strategy-steed/">Covid-19 Advice for School Leaders: Pt3: Communications Strategy</a>, Mark Steed, Principal and CEO at Kellett School, Hong Kong. A superb article explaining how one school communicated with parents. It includes many valuable links to real letters and communications.</p><p><span style="font-family:arial,helvetica,sans-serif;">Mark Steed, <a href="https://www.linkedin.com/pulse/part-five-well-being-issues-covid-19-advice-school-leaders-steed/">Covid-19 Advice for School Leaders: Pt5: Well-being Issues</a>, 16 march 2020</span></p><p>Adam Hill, <a href="https://blog.edpuzzle.com/teaching-today/edpuzzle-remote-learning-coronavirus/">Edpuzzle: a Core Tool During the Coronavirus Closures</a>. In this blog Adam Hill explains how he uses Zoom and EdPuzzle to teach his students in Hong Kong during school closure.</p><p>Wayne Rutherford, <a href="https://www.aaie.org/cf_enotify/view.cfm?n=604">The American School of Milan: School Closure, Police on Campus .. and Learning Continues – An on-the-scene view</a>.</p><p><a href="https://www.cobis.org.uk/blog/covid-19-keeping-children-learning-during-lockdown">COVID-19: Keeping children learning during lockdown</a>, Fiona Cottam, Principal of <a href="https://www.hartlandinternational.com/" target="_blank">Hartland International School</a> in Dubai: this blog provides some helpful hints on how one school reacted to closure. Good tips include: <em><strong>school leaders need to</strong></em> be transparent with and supportive of staff | compare notes with what other schools are doing | use social media to share resources | establish daily routine where form tutors are 'live' to students every morning for 15 minutes to give some real life contact.</p><div class="yellowBg"><h4>School Agreements | Protocols</h4><p>Kellett School, The British International School in Hong Kong, have produced a number of protocols that are available on the ISC website. Click <a href="https://iscdigital.co.uk/coronavirus-continuing-learning/">HERE</a>. Protocols include:</p><ul class="branded"><li>Guidance on home learning in senior school: Expectations and requirements during suspension of school</li><li>Online home learning responsible user agreement</li><li>Protocols for Teachers</li><li>Parental consent form online sessions</li></ul></div></div></div></div><div class="panel panel-has-footer" style="box-shadow: rgba(0, 34, 51, 0.3) 0px 10px 30px -15px; border-color: rgb(7, 103, 124);"><div class="panel-heading" style="background-color: rgb(7, 103, 124);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Quick Checklist</p></div></div><div class="panel-body"><div><p><a href="https://www.linkedin.com/in/hatem-mahmoud-b1a18b62/">Hatem Mahmoud</a>, MYP Coordinator and Assistant Principal in Saudi Arabia, starts our thinking off with this helpful checklist.</p><ul class="branded"><li>Which other questions would you add? (for example <a href="https://www.linkedin.com/in/louise-dawson-1a05b630/">Louise Dawson</a>, Head of Inclusion, adds How will you support children with SEND, vulnerable groups? | How often will you communicate with parents?</li></ul></div></div><div class="panel-footer" style="background-color: rgb(245, 249, 250);"><div></div></div></div><div class="panel-body"><div><p><span style="display: inline !important; float: none; background-color: rgb(243, 246, 248); color: rgba(0, 0, 0, 0.9); font-family: -apple-system,system-ui,BlinkMacSystemFont,Segoe UI,Roboto,Helvetica Neue,Fira Sans,Ubuntu,Oxygen,Oxygen Sans,Cantarell,Droid Sans,Apple Color Emoji,Segoe UI Emoji,Segoe UI Symbol,Lucida Grande,Helvetica,Arial,sans-serif; font-size: 100%; font-style: normal; font-variant: normal; font-weight: 400; letter-spacing: normal; line-height: inherit; orphans: 2; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; -webkit-text-stroke-width: 0px; white-space: pre-wrap; word-spacing: 0px;"></span></p><ul class="branded"></ul></div></div><div class="panel-footer" style="background-color: rgb(245, 249, 250);"><div><p style="text-align: center;"><img alt="" src="/media/ib/leadership/basics/school-closures-checklist.jpg" style="width: 600px; height: 840px;" /></p></div></div></div>
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<p class="search-tags"><strong>Tags: </strong><a href="leadership/search/Covid-19">Covid-19</a>, <a href="leadership/search/ distance learning"> distance learning</a>, <a href="leadership/search/ E-learning"> E-learning</a></p>
<div class="prevnext-posts"><div class="pull-right text-right"><a href="leadership/blog/33374/is-covid-19-a-game-changer-for-education" style="font-style: normal">Is Covid-19 a game-changer for education? <i class="fa fa-chevron-circle-right"></i></a><br /><em class="gray"><small>29 Mar 2020</small></em></div><div class="pull-left"><a href="leadership/blog/32588/international-mindedness-a-competition" style="font-style: normal"><i class="fa fa-chevron-circle-left"></i> International Mindedness - A competition</a><br /><em class="gray"><small>19 Feb 2020</small></em></div></div>
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#cancel-comment-post").hide();var n=0;$("#n-comments").text().length>0&&(n=parseInt($("#n-comments").text())),$("#n-comments").text(n+1)}}),"json")})),$("section#comments").on("click","a.reply-comment",(function(e){e.preventDefault(),$(".comment .fa-arrow-down").removeClass("fa-arrow-down").addClass("fa-reply"),$(".comment-content").removeClass("marked");var form=$("form#comment-form"),fatherId=$(this).parent().parent(".comment").attr("rel");form.find("#father-comment").val(fatherId),$(this).parent().parent(".comment").find("> .reply-area").append(form),$(this).find(".fa-reply").removeClass("fa-reply").addClass("fa-arrow-down"),$(this).parent().prev(".comment-content").addClass("marked"),$("form#comment-form #cancel-comment-post").show(),fancyScrollTo("comment-form"),$("form#comment-form textarea").focus()})),$("section#comments").on("click","#cancel-comment-post",(function(e){e.preventDefault(),$(".comment .hidden").removeClass("hidden"),$(".comment .fa-arrow-down").removeClass("fa-arrow-down").addClass("fa-reply"),$(".comment-content.marked").removeClass("marked"),commentEditor.setData("");var form=$("form#comment-form");$("section#comments").append(form),$("form#comment-form #father-comment").val("0"),$("form#comment-form textarea").val(""),$("form#comment-form #comment-mode").val("new"),$("#edit-comment").hide(),$(this).hide(),$("#submit-comment").show()})),$("section#comments").on("click","a.delete-comment",(function(e){var commentId=$(this).data("comment-id"),isFather=$("#comm-"+commentId).children(".comment").length>0,ticket=$("#comment-ticket").val(),msg="You are going to delete a comment.\n\nThis action cannot be undone.\n\nAre you sure?";isFather&&(msg="You are going to delete a comment and all its replies.\n\nThis action cannot be undone.\n\nAre you sure?"),confirm(msg)&&$.post("pages/comment.php",{action:"delete",comment_id:commentId,is_father:isFather,ticket:ticket},(function(data){if("0"==data.success)alert(data.error);else{$("#comm-"+commentId+".comment").replaceWith(data.text);var n=0;$("#n-comments").text().length&&(n=parseInt($("#n-comments").text())),$("#n-comments").text(n-parseInt(data.deleted))}}),"json"),e.preventDefault(),e.stopPropagation()})),$("section#comments").on("click","a.pull-right",(function(e){e.preventDefault();var arrayIds=[];$(this).hasClass("sticky")?(arrayIds.push($(this).closest("div.comment").attr("rel")),$(this).closest("div.comment").find("div.comment").each((function(e){arrayIds.push($(this).attr("rel"))})),update_sticky_comments(arrayIds,"unset")):($(this).parents("div.comment").each((function(e){arrayIds.push($(this).attr("rel"))})),update_sticky_comments(arrayIds,"set"))}));
$('.page-bookmarker').click(function(e){
e.preventDefault();
var pid = $(this).data('pid');
var random = $(this).data('ticket');
bookmarkPage(pid, random);
});
function bookmarkPage(pageId, random){
$.get(
'pages/bookmarks.php',
{
'id' : pageId,
'ticket' : random
},
function(data){
if(data['success'] == '1') {
var buttonTitle = 'Favourite';
if( $('.page-bookmarker').attr('title') == 'Favourite' ) {
buttonTitle = 'Unfavourite';
}
$('.page-bookmarker > i').toggleClass('colored');
$('.page-bookmarker.stacked > span').text(buttonTitle);
$('.page-bookmarker').attr('title', buttonTitle);
}
},
'json'
);
}
// the comment icon becomes a popover
$('img.ico[src="/img/icons/comments.png"]').each(function(){
var comment = $(this).attr('title');
$(this).removeAttr('title');
$(this).wrap('<a class="tib-popover" href="#" data-content="'+comment+'" data-togle="popover" data-placement="top" />');
});
$('img.ico[src="img/icons/comments.png"]').each(function(){
var comment = $(this).attr('title');
$(this).removeAttr('title');
$(this).wrap('<a class="tib-popover" href="#" data-content="'+comment+'" data-togle="popover" data-placement="top" />');
});
$('.tib-popover').popover({
html : true,
trigger : 'hover',
delay : {show: 300, hide: 300},
placement : function (context, source) {
var position = $(source).position();
if (position.top > 200) { return "top";}
if (position.left < 515) { return "right"; }
if (position.top < 200) { return "bottom";}
if (position.left > 515) { return "left"; }
return "top";
}
}).click(function(e){
e.preventDefault();
});
// LIVE CAROUSEL MANAGEMENT
// Miliseconds for the next slide
var carouselTime = 6500;
// Start carousels
$('div.carousel.slide').carousel({interval: carouselTime});
$('.tib-indicators > img').click(function(){
// IN
var index = $(this).index();
var container = $(this).closest('.carousel.slide');
container.carousel(index);
});
$('a.btn.showhider').click(function(e) {
var showHiderId = $( this ).attr('rel');
if ( $('#'+showHiderId).find('iframe').length > 0 ) {
$('#'+showHiderId+' iframe').each(function() {
if ( $(this).attr('src').indexOf('.pdf') > 0 ) {
this.contentWindow.location.reload(true);
}
});
}
});
var hTopmenu = $('#topmenu').height();
var n = 0;
$('nav.top-nav > ul > li').each(function(k, e) {
if (n > 1) {
var diff = hTopmenu-(e.offsetTop+e.offsetHeight);
$(e).find(' > ul ').css('margin-top', '-'+diff+'px');
}
n++;
});
});
</script>
</body>
</html>