In this episode, Alex sits down with Sarah Cottingham, author of Ausubel’s Meaningful Learning in Action, for a deep conversation about what it really means to learn — and teach — with purpose.

From the science of meaningful learning and the difference between experience and expertise, to the power of instructional coaching and adaptive expertise, this episode uncovers how great teachers keep getting better.

Together, Alex and Sarah explore the psychology behind real understanding — how students build “mental hooks” that make knowledge stick, why schema matters more than sparkle, and how decision-making sits at the heart of every expert teacher’s practice.

This one goes beyond theory. It’s about the craft of teaching — the small, intentional moves that turn information into insight, and teachers into adaptive professionals.

KEY TAKEAWAYS

🧠 Meaningful Learning Matters: Connecting new ideas to what students already know builds true understanding — not rote recall.
🎯 Experience ≠ Expertise: Time in the classroom isn’t enough; deliberate practice and feedback drive growth.
🏗️ Cognitive Architecture: “Mental hooks” and schema help learners organise, connect, and remember knowledge.
💬 Coaching That Changes Behaviour: Real coaching is about decision-making, not compliance.
🌱 Agency in Teaching: Expertise grows when teachers feel trusted to adapt, decide, and design their own learning journeys.

BEST MOMENTS

“Experience doesn’t automatically make you better — reflection and deliberate practice do.”
“Meaningful learning happens when new ideas connect to old ones.”
“Adaptive expertise isn’t about knowing more; it’s about noticing, interpreting, predicting, and deciding better.”
“Coaching isn’t about telling people what to do — it’s helping them understand why.”
“Teachers plateau when systems stop challenging their professional judgment.”

ABOUT THE GUEST

Sarah Cottingham is a teacher educator, researcher, and author of Ausubel’s Meaningful Learning in Action. She co-hosts the Coaching Unpacked podcast and writes Cognitive Coach on Substack, where she explores the intersection of cognitive science, coaching, and classroom expertise.

CONNECT & CONTACT

Follow Sarah Cottingham
📰 Substack: Cognitive Coach💼 LinkedIn: Sarah Cottingham

Follow Alex Gray / DEEP Professional
🌐 Website: deepprofessional.com📸 Instagram: @deepprofessional🎥 YouTube: The International Classroom💼 LinkedIn: Alex Gray

In this episode, Alex sits down with Drew and Bodruz for a candid conversation about the real teacher experience in Dubai. From 5 a.m. gym sessions and school leadership to rent hikes and the rising cost of international education, this episode goes beyond the classroom to explore what it truly means to live, work, and raise a family as an international educator in one of the world’s fastest-growing cities.

They share honest reflections on balance, belonging, and burnout—how to thrive, not just survive, in a city of opportunity. Together, they unpack the current debates around KHDA’s affordability push, teacher salaries, and whether Dubai is still the dream destination it once was for educators.

Discover what “affordable” really means, why teacher wellbeing is the real currency of sustainability, and how family, friendship, and perspective shape the international experience far more than a tax-free salary ever could.

KEY TAKEAWAYS

Teaching Abroad is Physical:
From classroom movement to early gym sessions, teaching is more demanding—and more rewarding—than most people realise.

Affordability vs Reality:As Dubai expands, teachers are asking what “affordable” really means when school fees, rent, and daily costs keep climbing.

Thriving, Not Surviving:Sustainability for teachers isn’t just financial—it’s about wellbeing, purpose, and family time.

The International Advantage:Raising children abroad offers safety, diversity, and opportunity—but also the emotional cost of distance from home.

A City in Transition:Dubai’s education landscape is evolving fast. The question isn’t just where to teach, but how long you can sustain it.

“Teaching is such a physical job—always moving, always on your feet. I actually have more energy now that I work out at 5 a.m.”

“The challenge isn’t whether Dubai is affordable—it’s figuring out what affordable even means anymore.”

“Our struggles aren’t our children’s struggles. Being international gives them freedoms we never had.”

“Teachers don’t need medals; we need time—to rest, reflect, and reconnect with why we started.”

“In a city that never stops growing, the best teachers are the ones who keep evolving too.”

BEST MOMENTS

“Teaching is such a physical job—always moving, always on your feet. I actually have more energy now that I work out at 5 a.m.”

“The challenge isn’t whether Dubai is affordable—it’s figuring out what affordable even means anymore.”

“Our struggles aren’t our children’s struggles. Being international gives them freedoms we never had.”

“Teachers don’t need medals; we need time—to rest, reflect, and reconnect with why we started.”

“In a city that never stops growing, the best teachers are the ones who keep evolving too.”

ABOUT THE GUESTS

Drew & Bodruz are long-time international educators and regular contributors to The International Classroom. Between leadership roles, family life, and a shared passion for teaching abroad, they bring insight, humour, and honesty to what it means to teach in today’s global schools.

CONNECT & CONTACT

Instagram: ⁠⁠https://instagram.com/theinternationalclassroom⁠⁠LinkedIn: ⁠⁠https://www.linkedin.com/in/alexandergray84/⁠⁠Website: ⁠⁠https://www.deepprofessional.com

In this episode, Alex sits down with Al Kingsley MBE, author, CEO, and governance expert, to explore one of the most pressing questions in education today: what happens when schools let AI lead without oversight?

From building universities to shaping national education policy, Al brings decades of experience to unpack how schools can navigate the balance between innovation and integrity. Together, Alex and Al explore the rise of AI governance, the hidden risks of “efficiency,” and how to ensure technology serves learning—not the other way around.

Discover why schools must move beyond laminated AI policies, how to create meaningful guardrails for data and ethics, and what practical steps leaders can take to ensure transparency, accountability, and trust in their AI use.

Key Ideas
🧭 Weaponising AI: How control gets rebranded as “efficiency” and what that means for decision-making in schools.
⚖️ Guardrails, Not Handcuffs: Why safe AI use requires boundaries, explainability, and human oversight.
💡 From Policy to Practice: Turning compliance documents into living frameworks that evolve and improve.
🌐 Student Voice & Digital Citizenship: Why young people must become active participants—not passive users—of AI.
📊 The 8-Step Governance Framework: A practical roadmap for leaders ready to start responsibly.
🔁 Review & Renew: Why AI strategy should never be “set and forget.”

Best Moments💬 “If you want to weaponise AI, you simply rebrand control as efficiency.”
💬 “Guardrails don’t limit innovation—they protect it.”
💬 “A policy no one reads isn’t governance, it’s wallpaper.”
💬 “Students can’t challenge bias they don’t understand.”
💬 “AI governance starts with one question: why are we using this tool?”

About the Guest
Al Kingsley MBE is a respected education leader, author, and CEO. With over 30 years’ experience bridging business, governance, and edtech, he chairs multiple education boards and has helped shape school systems in the UK and beyond. His work focuses on building ethical, transparent, and sustainable AI practices that support learners, staff, and communities.

Connect and Contact🎙️ The International Classroom📸 Instagram: https://instagram.com/theinternationalclassroom💻 LinkedIn: https://www.linkedin.com/in/alexandergray84/🌐 Website: https://deepprofessional.com

👤 Al Kingsley🌐 Website: https://alkingsley.com💼 LinkedIn: https://www.linkedin.com/in/alkingsley/

In this episode, Alex sits down with Victoria Hedlund—better known as “Bias Girl”—to explore one of the most urgent challenges in education today: how do we confront bias in AI before it reshapes teaching and learning in ways we can’t undo?

From lightbulb analogies that turn into “sparkle fairies” and “racetracks” to the dangers of students using chatbots as uncritical tutors, Victoria reveals how bias creeps into classrooms at the student, teacher, and leadership levels. Together, Alex and Victoria dig into the risks of leaving teachers and learners to “just get started” with AI, why oversight and safe experimentation are essential, and how new roles like Bias Officers could soon become standard in schools.

Discover why “personalization” may limit choice while “customization” empowers it, how AI can fail neurodiverse learners, and why the real future of teaching lies in human relationships, trust, and critical thinking.

Bias in Action: From sparkle fairies to racetrack metaphors, AI reveals its hidden stereotypes when given vague prompts.
Oversight is Everything: Leaving students or teachers unsupervised with AI is a recipe for inequity.
Customize, Don’t Personalize: True equity comes from giving learners choice, not narrowing their paths.
Neuro-Normative Blind Spots: Many AI tools assume linear, neurotypical thinking—leaving others behind.
Future Roles: Schools may soon need Bias & Equity Officers to track and manage AI use.
Relationships Matter: AI can support, but it can’t replace the motivation and trust teachers provide.

Best Moments
💡 “Critical oversight is my thing.”
💡 “Comfort is the enemy of progress.”
💡 “AI is another voice in the room.”
💡 “Personalization takes away choice—customization empowers it.”
💡 “Teachers don’t just deliver content—they manage motivation and identity.”

About the Guest
Victoria Hedlund is an educator, researcher, and advocate known as “Bias Girl” for her pioneering work on uncovering and mitigating bias in AI systems. She is the co-creator of LessonInspector.ai and founder of GenEd Labs, where she helps educators critically engage with AI tools and rethink teacher training for the AI era.

Connect and Contact

The International Classroom:
📸 Instagram: ⁠https://instagram.com/theinternationalclassroom
💻 LinkedIn: ⁠https://www.linkedin.com/in/alexandergray84/
🌐 Website: ⁠https://deepprofessional.com/

Victoria Hedlund:
💻 LinkedIn: ⁠https://www.linkedin.com/in/victoriahedlund/
🌐 Website: ⁠https://genedlabs.ai

In this episode, Alex sits down with Darren Coxon, an educator-turned-AI builder, to explore one of the most provocative questions facing schools today: should we stop teaching teachers how to use AI—and start exploring how to build with it?

From vibe coding experiments to creating his own education platform, ClassForge, Darren shares his journey from headteacher to developer and why he believes the real future of AI in education lies in what he calls “cybernetic classmates.” Together, Alex and Darren dig into the moral obligation of preparing students to partner with AI, the challenges of building safe tools, and the risks of ignoring the pace of change.

Discover why schools must unlearn outdated practices, what’s holding teachers back from experimenting, and how AI might not replace great teachers—but could easily replace poor teaching.

Small Tech for Schools: The real opportunity isn’t in big corporate AI platforms, but in schools creating their own bespoke, lightweight tools.

Cybernetic Classmates: Students need AI as partners in learning—used as unblockers, coaches, and collaborators rather than shortcuts.

Vibe Coding Explained: Teachers don’t need to become full developers—AI can write the code, while educators act as architects and problem-spotters.

Unlearning Old Habits: Reporting, one-size-fits-all assessments, and legacy systems are barriers; schools must clear space to let AI redefine processes.

The Hardest Part of Building: Coding with AI is like “herding amnesiac cats”—but the payoff is powerful new platforms that can adapt to learners in real time.

AI and Teachers: AI won’t replace the human connection, but it could make poor teaching obsolete. Great educators who embrace AI will thrive.

Building for the Next Model: As Anthropic’s Dario Amodeo suggests, build today with the next model in mind—because what’s impossible now may be unlocked in months.

Best Moments

💡 “The only way to leverage AI is to put it in the hands of students.”💡 “We’re teaching kids to fish in a river where a dam is being built upstream.”💡 “Vibe coding makes you the architect, not the coder.”💡 “AI won’t replace great teachers—but it could replace bad teaching.”💡 “If you’re building with AI, you’re really just herding amnesiac cats.”

About the Guest

Darren Coxon is an educator, writer, and AI builder. A former headteacher and international school leader, he now focuses on creating practical AI tools for schools, including the ClassForge platform, designed to give students safe and meaningful ways to work alongside AI.

Connect and Contact

The International Classroom:📸 Instagram: https://instagram.com/theinternationalclassroom💻 LinkedIn: https://www.linkedin.com/in/alexandergray84/🌐 Website: https://deepprofessional.com/

Darren Coxon:💻 LinkedIn: https://www.linkedin.com/in/darrencoxon/

In this episode, Alex is joined by two fellow Dubai educators — Drew Owen and Bodrris Jir — to kick off Season 4 of The International Classroom Podcast. From induction week highs and lows to the new Dubai school calendar, the conversation dives into what teaching life in the UAE really looks like.

Together, they reflect on what makes a good induction, the realities behind those viral Facebook teacher posts, and how schools balance leadership expectations with teacher well-being. As both teachers and parents in Dubai, they also share the challenges of navigating new roles, raising young families, and adapting to big policy changes that impact classrooms across the region.

This episode is honest, unfiltered, and full of real-life stories that capture the spirit of international teaching in Dubai today.

Key Takeaways

• Induction Week Reality: Why striking a balance between information overload and purposeful preparation matters.

• The Dubai School Calendar Shift: What a four-week winter break really means for teachers, students, and families.

• Teacher Life in the UAE: From setting up classrooms to marking loads, how educators adapt year after year.

• Leadership vs. Teaching: The hidden workload of middle and senior leadership — and the surprising joy of lesson planning.

• Parent–Teacher Perspective: When your own children are starting school in Dubai, the professional and personal worlds collide.

• The Importance of Community: How strong teacher friendships sustain resilience through challenges like COVID and beyond.

  Best Moments

• “If those induction sessions were graded as lessons, how many would really be outstanding?”

• “Dubai announced the calendar on social media before schools got the memo — imagine the chaos for families already booking flights.”

• “Teachers love their subject. But at the end of the day, it’s the students — and the community — that keep us here.”

• “You wouldn’t think he runs one of the biggest education podcasts in Dubai… he still can’t get his microphone working.”

Instagram: ⁠⁠⁠https://instagram.com/theinternationalclassroom⁠⁠⁠LinkedIn: ⁠⁠⁠https://www.linkedin.com/in/alexandergray84/⁠⁠⁠Website: ⁠⁠⁠https://www.ticproductions.com⁠⁠

In this episode, Alex sits down with the international co-authors of "Artificial Intelligence, Real Literacy," Paul Matthews and Jason Gulya, to tackle one of the most pressing topics in education today. From opposite sides of the world—a high school in Australia and a college in New York—they share a unified vision for turning AI from a perceived threat into a powerful classroom partner. They debunk the biggest myths surrounding AI and writing, challenge the fear that holds educators back, and provide a clear, evidence-based roadmap for using AI to enhance, not replace, fundamental literacy skills. Discover how to use AI for powerful differentiation, why the teacher's role as a human connector is more important than ever, and how to foster a classroom culture where students learn to use AI wisely and effectively.

• AI as a Literacy Partner: The most effective approach is to reframe AI not as a threat to writing, but as a tool to enhance foundational skills and make learning more accessible.

• Embrace, Don't Ban: Students have access to AI regardless of school policy. The educator's role is to model and teach wise, effective, and ethical use of these tools.

• Focus on "AI for Better Basics": Instead of chasing complex new applications, use AI to do the basics of education better—like text differentiation, vocabulary building, and providing scalable feedback.

• The Teacher is the Executive: The teacher remains in control, using their knowledge of students, curriculum, and context to guide AI as a tool, not cede control to it as a "co-pilot."

• AI Obliterates the "Average Learner": AI is an unparalleled differentiation tool, allowing educators to finally move past the one-size-fits-all model and cater to the diverse learning needs within a single classroom.

• Process Over Product: AI forces a necessary shift in pedagogy, encouraging educators to focus on teaching the messy, valuable process of writing rather than just grading the final product.

• The Human Connection is Irreplaceable: The pastoral, social, and emotional elements of teaching are crucial for learning. AI can handle administrative loads, freeing up teachers to lean into their uniquely human strengths.

• Model the Learning Journey: Educators have a powerful opportunity to model lifelong learning by showing students how to approach new, complex tools with curiosity and courage.

• "The big myth is that AI automatically kills writing. That is something that is really, really entrenched in a lot of departments."

• "Our vision in the book is for AI, we call it AI for better basics. What does that mean? It just means let's use artificial intelligence to do the basics of education better."

• "The big mistake that a lot of teachers are making when it comes to AI is not using it. They are fearful of it."

• "I don't think our core business is resource creation. I think our core business is student learning."

• "The invisible assumption... is that there is such a thing as an average learner. In reality... there's no such thing."

• "In a perfect world, in the ideal scenario, you will have human and AI really working together and augmenting each other."

• "These questions cut across levels, they cut across countries."

Instagram: ⁠https://instagram.com/theinternationalclassroom⁠
LinkedIn: ⁠https://www.linkedin.com/in/alexandergray84/⁠
Website: ⁠https://www.ticproductions.com

KEY TAKEAWAYSBEST MOMENTSABOUT THE GUESTSCONNECT & CONTACT

In this episode, Alex sits down with international education expert Emma Golden to challenge the core assumptions of our global school systems. Emma, an educator whose career has taken her from the US to the UK and China, questions whether we are truly preparing students for an interconnected world or just creating a "global elite" bubble. They discuss why wellbeing initiatives often fail, the immense pressure of high-stakes testing, the invisible barriers students face when transitioning between cultures, and why the best teachers are often reluctant to become leaders.

• Global-Mindedness is Often Just Tokenism: Many international school initiatives, like "International Day," are superficial. True global-mindedness requires a much deeper, more embedded approach to culture and learning that goes beyond a single event.
• Our Ambitions for Students are Too Narrow: The intense, cascaded pressure from universities and employers means success is often defined as getting into one of a handful of elite schools. This creates a stressful, competitive environment that stifles broader interests.
• Wellbeing Isn't About Avoiding Discomfort: A successful wellbeing program isn't about protecting students from all hardship. It's about giving them the tools and resilience to handle failure and navigate challenges on their own.
• Social Skills Don't Show Up on Tests: Interpersonal and social skills are critical for life success, but because they aren't easily measured or quantified by tests, they are often pushed to the side in a packed curriculum.
• You Don't Need a Title to Be a Leader: Forcing great teachers into administrative-heavy "leadership" roles can be a mistake. True leadership—the ability to inspire and innovate—can and should happen at all levels of a school, especially within the classroom.
• The "Whole Child" is the Real Goal: In the rush to cover content and prepare for exams, it's easy to forget that the primary goal of education is to help a child grow into the best version of themselves. The subject matter is simply the vehicle for that journey.
• High-Stakes Exams are the Bottleneck: The single-biggest point of stress and failure in the system is the focus on final, high-stakes exams that can determine a student's entire future, invalidating years of previous work and growth.
• The Transition Gap is Real: Schools often fail to prepare students for the immense cultural and social shifts of moving to university in another country, focusing on academics while ignoring practical life skills and the potential for social isolation.

• "It tends, I think, to be a bit token."
• "Our ambitions are very narrow sometimes, and that's what makes it so stressful and competitive for them."
• "Social and interactive and interpersonal skills... they don't show up on tests."
• "I don't necessarily think that you need to be in a leadership position to be a leader in a school."
• "Sometimes I'm gonna have to let you fall on your face."
• "The biggest myth about student well-being is that students aren't resilient."

Connect with Emma Golden on LinkedIn: https://www.linkedin.com/in/emma-golden-20907789/

Emma Golden: Emma is an international education expert with over 15 years of experience leading initiatives in student wellbeing, leadership, and global transitions. Her career has spanned the American, British, and International Baccalaureate (IB) systems in the US, UK, and China. As Program Director at Q-Education in Shanghai, she focuses on bridging the academic and emotional gap between high school and university. Emma is passionate about championing cross-cultural learning, holistic student success, and helping young people find their own unique path to becoming the best version of themselves.

Instagram: https://instagram.com/theinternationalclassroomLinkedIn: https://www.linkedin.com/in/alexandergray84/Website: https://www.ticproductions.com

In this episode, Alex dives into the complex world of the teenage brain with guest Rachel Carey. Rachel, an expert in adolescent neurological development and founder of Eliza Education, challenges our common assumptions about teenage behaviour, questioning whether terms like "overreacting" or "irrational" prevent us from truly understanding our students and children. They discuss the science of adolescent brain development, why social acceptance is a biological imperative, how to build wellbeing programs that actually work, and the critical need for better teacher support in navigating the emotional landscape of the modern teenager.

KEY TAKEAWAYS

• The Primitive Brain Rules: The intense teenage need for social acceptance isn't a modern flaw; it's an evolutionary drive designed to ensure survival by finding a new group. Understanding this is key to decoding their behaviour.
• Social Pain is Real Pain: For an adolescent, the brain processes social rejection (like being embarrassed in class) in the same area as physical pain. This makes the classroom a potentially high-threat environment.
• They Aren't "Overreacting": The teenage brain's emotional centre (the limbic system) is highly active and often in control. This emotional intensity is a normal, necessary part of their rapid learning about the world.
• Feelings Must Be Felt: Constant distraction from devices can prevent teens from processing their emotions. This vital process is how they build self-awareness, which is the foundation of self-worth.
• Wellbeing is More Than a Lesson: Effective wellbeing programs must go beyond knowledge transfer and be built on the core pillars of Self-Worth, Happiness, and Resilience.
• Safety is Social, Not Just Physical: A teenager cannot access the learning part of their brain (the prefrontal cortex) if they don't feel socially safe and accepted in their environment.
• Teach the Person, Not Just the Subject: Secondary education often trains teachers to deliver subject content but fails to equip them with a deep understanding of the unique developmental stage of the person they are teaching.
• The "Teenage Tunnel" is Real: Adolescence is a temporary and transformative phase. The support and values instilled in a child will still be there when they emerge from the "tunnel" as a young adult.

BEST MOMENTS

• "They're not overreacting."
• "Social pain in an adolescent is processed by the same part of the brain as physical pain."
• "If I'm shown that it is worth taking time considering my thoughts and feelings, I will start to believe that my thoughts and feelings have worth."
• "I think [secondary teachers] should be taught to teach a person... And we're not, are we?"
• "You've got to really deeply believe you're worth looking after to make the right decisions."
• "I've heard it called the teenage tunnel. And they come out the other end into these wonderful people."

VALUABLE RESOURCESEliza Education Website: https://elizaeducation.com/Connect with Rachel Carey on LinkedIn: https://www.linkedin.com/in/rachel-carey-462569140/

ABOUT THE GUESTRachel Carey: Rachel is an expert in adolescent neurological development, an educator, and the founder of Eliza Education, a platform dedicated to improving student wellbeing. With a unique background that includes training at the British Army's Sandhurst and a degree in biology, her work bridges the gap between neuroscience and practical application in schools. Rachel is passionate about helping teachers and parents understand the unique challenges and opportunities of the teenage brain, creating wellbeing programs and teaching strategies that foster resilience, self-worth, and genuine connection.

CONNECT & CONTACTInstagram: https://instagram.com/theinternationalclassroomLinkedIn: https://www.linkedin.com/in/alexandergray84/Website: https://www.theinternationalclassroom.com/

Is our traditional education system, with its focus on narrow subject specialisms, adequately preparing students for an increasingly complex and interconnected world? In this episode, Alex sits down with Carl Gombrich, a pioneering figure in interdisciplinary education and the Dean of the groundbreaking London Interdisciplinary School (LIS). Carl, whose own journey spans physics, philosophy, and professional opera, shares his insights on why a multifaceted approach to learning is no longer a luxury but a necessity. They discuss the limitations of siloed disciplines, how to cultivate true expertise for real-world problem-solving, the challenge of shifting established mindsets, and the crucial skills needed to navigate the "Terra Incognita" of our future in an age of AI. Discover why it's time to rethink education from the ground up.

KEY TAKEAWAYS

• The modern world's complexity demands interdisciplinary thinking, as single-subject approaches are too rigid.
• True expertise lies in understanding and solving real-world problems, not just mastering isolated academic disciplines.
• Students often need to "unlearn" the narrow focus of secondary education to embrace broader, connected learning at university.
• A significant majority of employers prioritize skills and adaptability over specific undergraduate degree titles.
• The future is an unknown territory ("Terra Incognita") where a diverse range of skills is essential for navigation and success.
• In the age of AI, teaching critical thinking, evidence evaluation, and understanding knowledge sources is paramount.
• A balanced understanding of both scientific/technical principles and human/social sciences is crucial for modern citizens.
• Actively seeking and making connections between different fields of knowledge is a vital habit for lifelong learning.
• Despite clear needs for change, traditional university structures often exhibit significant resistance to fundamental innovation.
• Focusing on external, real-world problems can be a powerful pathway for personal development and student well-being.

BEST MOMENTS

• "Single subjects are almost by definition, anti-complexity... that just doesn't fit anymore. It's simply too rigid."
• "The dominant metaphor of our age is the network... Our education is totally different... it is not a network."
• "Most graduate jobs now require you to be much more of an expert in a thing [rather than just an academic subject]."
• "86 to 90 percent of graduate employers don't care what undergraduate degree you've done."
• "The world we're moving into now is very much a terra incognita... What do you need... there? You're going to need a range of skills."
• "The fundamental thing education has to teach... is where knowledge comes from and why."

ABOUT THE GUESTCarl Gombrich: Carl is the founding Dean of the London Interdisciplinary School (LIS), the UK's first new higher education institution in around 50 years to have degree-awarding powers from inception. With a diverse academic background including degrees in physics and philosophy, and a former career as a professional opera singer, Carl is a passionate advocate for interdisciplinary learning. Before LIS, he established the pioneering Bachelor of Arts and Sciences (BASc) degree at University College London (UCL), the first of its kind in the UK. He is a leading voice on educational innovation and preparing students for the complexities of the 21st century.

CONNECT & CONTACTConnect with The International Classroom:Instagram: https://instagram.com/theinternationalclassroomLinkedIn: https://www.linkedin.com/in/alexandergray84/Website: https://www.ticproductions.com

Connect with Carl Gombrich & LIS:LIS Website: [suspicious link removed](You can also search for Carl Gombrich on LinkedIn and X, and the London Interdisciplinary School on Instagram and LinkedIn)

In this episode, Alex speaks with Rachael Wilding, the visionary founder of Edsidera, about transforming the concept of student awards from mere "extrinsic fluff" into meaningful journeys of skill development. They explore how Edsidera's bespoke extracurricular programs are empowering children with vital life skills, fostering entrepreneurship, promoting wellbeing, and instilling a love for learning that goes far beyond the classroom. Rachael also unveils the exciting "Sunshine Squad" initiative, a unique summer program designed to keep children engaged and supported without adding to school or parental burdens. This conversation delves into the practicalities of creating impactful, non-screen-based learning experiences, the importance of community, and why encouraging children to "always give something a try" is fundamental to their growth.

KEY TAKEAWAYS

• Awards Reimagined: Certificates and badges should be by-products of a rich learning journey focused on skill development, not the sole aim.
• Holistic Development: Edsidera champions a bespoke approach, embedding life skills, entrepreneurship, sustainability, global citizenship, and wellbeing into its awards.
• Offline Engagement in a Digital World: While evidence can be digital, the core learning activities and challenges are designed to be hands-on and screen-free.
• Embracing Failure: Creating a supportive environment where children feel safe to try new things and learn from failure is crucial for building resilience.
• Flexible Learning: Programs must offer flexibility to accommodate busy family lives, fostering genuine engagement rather than adding pressure.
• Impactful Summer Learning: The "Sunshine Squad" demonstrates how summer holidays can be an enriching period of fun, learning, and wellbeing support for children.
• Power of Collaboration: Genuine collaboration between schools, parents, and educational partners can create "sparkle dust" opportunities for children.
• People First, Always: Despite technological advancements like AI, maintaining a human-centric, people-first approach in education remains paramount.
• Kindness is Key: Cultivating a culture of kindness and making time for personal connections are simple yet powerful actions for everyone in the educational community.
• The Courage to Try: The most important lesson for children is to develop the courage to "always give something a try" and explore new possibilities.

BEST MOMENTS

• "The journey and the opportunity for children to develop skills...is far more the rich reward than a certificate at the end."
• "Although we are an EdTech digital company, our challenges, our tasks, none of them are screen-based."
• "It's about really encouraging children to try new things, to have a go, to know and embrace failure."
• "It is basically having a summer camp, a summer buddy in your back pocket for six weeks." (On the Sunshine Squad)
• "I think collaboration is the key...when it's genuine...you really can get that sparkle dust of an opportunity."
• "We are a people company and I think we always will be."
• "Kindness is absolutely free. It is the easiest quality to have."
• "Always give something a try. Don't be afraid not to have a try."

ABOUT THE GUEST

Rachael Wilding is the founder of Edsidera, an innovative organisation creating bespoke extracurricular awards and programs. With an extensive 27-year background in international education in the UAE, Rachael has served as a teacher, school leader, and principal. Passionate about fostering real-world skills, wellbeing, and a love for learning, she now channels her expertise into developing impactful educational experiences that go beyond traditional academics. Rachael is also a school governor and continues to contribute to strategic educational development, championing a "people-first" approach in all her endeavours.

CONNECT & CONTACT

Instagram: ⁠https://instagram.com/theinternationalclassroom⁠LinkedIn: ⁠https://www.linkedin.com/in/alexandergray84/⁠Website: ⁠https://www.ticproductions.com⁠

In this episode, Alex sits down with renowned education expert Tom Sherrington to explore the often-complex world of educational research and its real-world application in schools. Tom, a veteran teacher, leader, and author of the impactful "Teaching Walkthroughs" series, challenges common assumptions about research implementation, questioning whether our efforts are truly impactful or merely surface-level. They delve into the practical realities teachers face when trying to adopt evidence-based practices, address the notion that research stifles creativity, and offer a grounded perspective on the potential (and limitations) of AI in the classroom. Discover why simply "doing" research isn't enough and how to cultivate a truly research-engaged teaching environment.

KEY TAKEAWAYS

• Beyond the Buzzwords: It's crucial to move beyond simply knowing the names of research and understand the "why" behind effective strategies.
• Long-Term Commitment: True implementation of research requires a sustained, deep engagement over time, not quick fixes or performative actions.
• Actionable Insights: Research needs to be translated into practical steps that teachers can realistically implement in their daily classroom practice.
• Creativity Thrives with Understanding: A strong grasp of learning principles and effective techniques actually enhances creative teaching, rather than hindering it.
• AI as a Tool, Not a Replacement: While AI holds potential, it's unlikely to replace the essential human elements of teaching and should be viewed as a supportive tool.
• Focus on Foundational Principles: Timeless research, like Rosenshine's Principles, continues to offer valuable insights into effective teaching practices.
• Collective Engagement: Schools see greater progress when research engagement is a shared endeavour, fostering discussion and collaborative implementation.
• Understanding Encoding: Effective retrieval practice hinges on successful initial encoding of information; simply testing what wasn't learned isn't effective.
• Teacher Well-being Matters: Creating a positive and engaging teaching experience for educators is crucial for motivation and student success.
• Manage Behaviour Methodically: Personalizing negative behaviour can be emotionally draining; a consistent and practical approach is more effective.

BEST MOMENTS

• "Are we truly listening to the research that's meant to guide our practice, or are we sometimes just paying it lip service?"
• "Where you find there's a kind of real kind of deep engagement with research, it's a kind of long, deep, slow commitment over time."
• "No, I just don't recognise that at all. I think that's really weird." (Regarding research killing creativity)
• "You have to translate that into things that teachers actually do differently in the classroom."
• "The way people learned in the 70s is the same as it is now." (Regarding the timelessness of some research)
• "It's not like you can get away with not seeing the other things. But it's what your focus is for the improvement journey."
• "Progress... basically it means moving through the curriculum and accumulating knowledge in a deeper, more connected way."

ABOUT THE GUEST

Tom Sherrington: Tom is a highly respected education consultant, speaker, and author based in London, UK. With decades of experience as a teacher and school leader, he is passionate about evidence-informed teaching and learning. He is the co-author of the influential "Teaching Walkthroughs" series, providing practical strategies for classroom improvement. Tom works with schools globally, supporting them in developing effective professional learning and embedding research-based practices to enhance student outcomes.

CONNECT & CONTACT

Instagram: https://instagram.com/theinternationalclassroomLinkedIn: https://www.linkedin.com/in/alexandergray84/Website: https://www.ticproductions.com

In this episode, Alex dives into the controversial world of gifted education with guest Morgan Whitfield, a teacher, educational leader, and author of "Gifted: The Shift to Enrichment, Challenge and Equity." They confront the fundamental question: Is the very idea of giftedness flawed? Challenging traditional views, they explore how current gifted programs and identification methods, often rooted in systemic biases, may inadvertently perpetuate inequity, citing research showing significant underrepresentation of Black and Latino students.

Morgan argues that giftedness is a social construct, not a discovery, and that labeling students as "gifted" or by ability can be dangerous and counterproductive. The conversation unpacks the flaws of rigid systems like academic setting and standardized testing, making a compelling case for a paradigm shift towards "challenge for all." They discuss what truly inclusive, adaptive teaching looks like, the importance of embracing productive struggle, rethinking academic rigor, and how removing the limiting label of "ability" can unlock potential for every student. This episode is essential listening for anyone questioning if our education systems are truly serving all learners equitably.

KEY TAKEAWAYS

• Social Construct: Giftedness is invented through social and educational practices, not discovered as an inherent trait.
• Labels Limit: Labeling students as "gifted" or by ability can create ceilings and anxiety, hindering true growth.
• Inequity Engine: Traditional gifted programs and identification methods often perpetuate systemic inequities and underrepresentation.
• Challenge for All: The focus should shift from selecting a few students for challenge to providing challenging opportunities for every student.
• Adaptive Teaching: Great teaching is responsive and provides scaffolds (which are meant to be removed) based on a student's current attainment, not a fixed ability label.
• Rethink Rigor: True rigor involves deep thinking, schema building, and applying knowledge, not just difficulty or test performance.
• Remove "Ability": Consider replacing the word "ability" with concepts like capacity that can be built, focusing on removing barriers instead.
• Flexible Grouping: Moving away from rigid, long-term ability setting towards flexible, in-class grouping based on need is more effective and equitable.
• Curriculum Depth: Making space in the curriculum for depth, research, and interdisciplinary exploration benefits all students.

BEST MOMENTS

• "The simple answer is no, we shouldn't be labeling students as gifted. The word itself is meaningless, it's moot. Giftedness is a social construct."
• "But what if we told you that these programs might be perpetuating inequity rather than solving it?"
• "Gifted education is inherently flawed."
• "It's actually the opposite, expectations increase for all."
• "Students should be overwhelmed... with something of their choice."
• "I'll start with this, scaffolding is meant to be taken away."
• "The biggest myth about gifted education is that gifted education doesn't exist when in fact it is the entire paradigm of many educational systems."
• "If you want to make your classroom more inclusive and challenging, the number one thing that you could do is take away the word ability."

VALUABLE RESOURCES

• Morgan Whitfield on LinkedIn: https://www.linkedin.com/in/morgan-whitfield/
• Morgan's Website: https://challengeforall.com/
• Morgan's Book (Gifted: The Shift to Enrichment, Challenge and Equity): [Link to Amazon or publisher page - Add the actual link here]

CONNECT & CONTACT

• Instagram: https://instagram.com/theinternationalclassroom
• LinkedIn: https://www.linkedin.com/in/alexandergray84/
• My Website: https://deepprofessional.com/

#giftededucation #educationequity #inclusiveeducation #challengeforall #rethinkingability #teacherdevelopment #educationalleadership #systemicbias #abilitygrouping #settinginschools #educationreform #podcast #educationpodcast #teaching

In this episode, Alex dives into the world of Artificial Intelligence in K-12 education with guest Tai Paschall. Tai, a seasoned educational leader, author of "When AI Goes to School," and a visionary in digital learning strategies, challenges the status quo, questioning if education systems are adapting fast enough. They discuss Tai's vision for integrating AI across administration, teaching, and student levels, the practical steps educators can take, crucial ethical considerations around data and bias, the need for a clear AI literacy framework, and how AI can foster equity and a deeper focus on student creation in the classroom.

KEY TAKEAWAYS

• Education Lag: Education systems, like governments, are often the slowest sectors to adopt and integrate new technologies compared to industry.

• Integrated Approach: AI implementation should span administrative uses (data analysis), teacher uses (differentiation, planning), and student uses (learning, creation).

• Practical Starting Point: Teachers can begin by utilising AI tools already integrated with their school's existing platforms (e.g., Gemini for Google schools, Copilot for Microsoft schools) to maintain data containment.

• Ethical Foundation: Safeguarding student data and understanding where information goes is paramount. Using platform-aligned tools helps manage this risk.

• Equity Catalyst: AI tools can significantly enhance equity by providing students with diverse needs or starting points the ability to contribute and participate at a higher level through modifications.

• Assessment Evolution: The AI era necessitates a shift from traditional, memory-based assessments towards evaluating creation, project-based learning, and the process of using AI as a tool.

• AI Literacy: Explicitly teaching students how to use AI ethically, effectively, and discerningly (prompting, evaluating outputs) is essential and should be part of the curriculum across subjects.

• Teacher Empowerment: A common misconception is that AI replaces teachers; instead, it can be a powerful tool to enhance their effectiveness and capacity.

• Focus on Creation: AI's greatest potential lies in enabling students to reach the highest level of Bloom's Taxonomy – creation – by automating lower-order tasks and providing tools for rapid prototyping and idea generation.

• Framework Needed: A clear, regional or systemic framework for AI literacy and implementation is needed to guide schools and educators effectively.

BEST MOMENTS

"We're always late. And in education, we're always kind of the step behind in industry."
"I just... smelled what was coming out of the kitchen... and I was just like, we gotta pay attention to this."
"I always approach now, you know, the three strands... administration, the teacher level, and then of course the student level."
"Safeguarding, student information, student data... that's gotta be now something that is a part of our daily routines as 21st century teachers."
"What if we allow a specific level to be used based on a modification?"
"We can't just focus on these same endpoints for assessments anymore... It can't just be exams or quizzes..."
"No, it's going to... make you better. Like you'll gain your superpower from this."
"Remember not just the why... Remember what we're told as educators that we must do. We must take students through that evolution of learning that we call the Bloom's Taxonomy... the highest level of learning is creation."

VALUABLE RESOURCES

Tai Paschall on LinkedIn: https://www.linkedin.com/in/tai-paschall/
Website: https://whenaigoestoschool.com/

CONNECT & CONTACT

Instagram: https://instagram.com/theinternationalclassroom
LinkedIn: https://www.linkedin.com/in/alexandergray84/
Website: https://ticproductions.com

In this episode, Alex dives into the complex world of Artificial Intelligence in education with guest Bianca Farthing. Bianca, a practicing UK teacher and founder of AI Edify, challenges common assumptions about AI, questioning whether we're focusing on the right things. They discuss the practical realities of using AI in the classroom today, the critical importance of ethics, why AI won't replace teachers, and how we should be preparing students for a digital future, moving beyond AI as just an efficiency tool to seeing its potential as a cognitive aid.

KEY TAKEAWAYS

• Reframe the Question: Instead of asking "What can AI do for education?", we should ask, "What should education look like in a new digital era?" to evaluate our systems more broadly. 
• Focus on Practicality: While AI promises future revolutions, teachers need tools and strategies that help now, within the constraints of a standard lesson. 
• Options Over Answers: AI's value lies in providing options, perspectives, and challenges to stretch thinking, rather than simply generating answers. 
• Ethics are Foundational: Understanding data privacy, potential bias in outputs, and the ethical implications of AI use is non-negotiable before implementation for both teachers and students. 
• AI Can't Replace Care: Teaching is more than content delivery; it requires care, belief, and human connection, elements AI inherently lacks. 
• Cognitive Aid, Not Crutch: AI should be used to enhance and challenge thinking (cognitive aid), not replace the learning process or critical thought (cognitive crutch). 
• Critical Evaluation Needed: Users must be aware that AI outputs can be biased, incomplete, or even factually incorrect (e.g., generating fictitious citations). 
• Mind the Equity Gap: Differences in access, school policies, and training can widen existing inequalities if not addressed systemically. 
• Assessment Needs Rethinking: Current assessment models (especially memory-based ones) may need re-evaluation in an AI era, potentially shifting towards assessing process, problem-solving, and resourcefulness. 
• Involve Parents: The conversation about AI use in schools needs to include parents, ensuring transparency and understanding. 

BEST MOMENTS

• "What if we're asking the wrong questions?"
• "When I've got my 45 minute lesson, I want to know what can I do for those 45 minutes?"
• "Ultimately when we think about AI, it doesn't inherently care."
• "We don't need answers. We need options to be able to stretch and challenge ourselves."
• "Ethics in terms of AI... is inherently the most important thing."
• "Use AI not as an answer generator, but something that is a creative aid, ask for options, not answers."

VALUABLE RESOURCES

• AI Edify Website: ⁠aiedify.com⁠ 
• Connect with Bianca Farthing on LinkedIn: https://www.linkedin.com/in/biancafarthing/

ABOUT THE GUEST

• Bianca Farthing: Bianca is a practicing teacher based near London, UK, and the founder of AI Edify, a platform dedicated to the ethical and effective integration of AI into education. Currently also pursuing her Masters (MSci) focusing on AI in education, she is passionate about creating practical tools and training that support teachers in using AI as a cognitive aid to enhance learning and critical thinking, rather than just for efficiency. Her work emphasizes ethics, teacher agency, and preparing students for a technology-driven future.

CONNECT & CONTACT

• Instagram: https://instagram.com/theinternationalclassroom
• LinkedIn: https://www.linkedin.com/in/alexandergray84/
• Website: https://deepprofessional.com/

As Artificial Intelligence becomes increasingly embedded in our lives and classrooms, educators face a crucial question: How can we integrate AI in ways that empower student agency, rather than creating dependency or turning it into an intellectual crutch?In this episode, Alex sits down with Danny McCamlie, an expert in educational technology and AI integration with a unique perspective shaped by years supporting low-resource schools across Africa, Southeast Asia, and Latin America. (Danny joins us amidst a tropical cyclone in Madagascar, highlighting his dedication!)

We get into the complex relationship between AI and student autonomy, exploring:

What is Student Agency? Moving beyond buzzwords to understand "voice and choice" in learning and how AI challenges or supports it (think Spotify playlists!).

Critical Thinking as a Survival Skill: Why AI doesn't create new problems but dramatically amplifies existing educational challenges, making critical thinking more vital than ever.

Beyond "AI Ethics": Is the real issue a fundamental gap in teaching foundational ethics? How can we cultivate fairness, kindness, and responsibility in an AI-rich world?

Practical AI Literacy: What does it truly mean to be AI literate, and how can educators seamlessly integrate these concepts without just "shoehorning" tech?

AI as a Catalyst for Change: Viewing AI not just as a tool, but as a force pushing education to finally implement the student-centered practices discussed for decades.

Addressing Educator FOMO: Moving past the pressure to use every new tool and focusing on pedagogy and human connection first.

The Bigger Picture: Shifting the focus from just skills acquisition to nurturing ethically-minded, "good people" prepared for an uncertain future.

Tune in for a thoughtful and practical discussion essential for educators, school leaders, parents, and anyone navigating the intersection of technology and learning. Discover how to leverage AI effectively while ensuring students remain critical, autonomous thinkers in control of their educational journey.

Danny McCamlie LinkedIn: https://www.linkedin.com/in/danny-mccamlie/

Timestamps:

00:00 Introduction: AI in Education & Student Agency
01:04 Guest Introduction: Danny McCamlie (Joining from Madagascar!)
01:31 Danny's Journey: Focus on Low-Resource Contexts & AI's Impact
04:21 Critical Thinking: Using AI as a Tool, Not a Crutch
04:53 Why Critical Thinking is Crucial in the Age of AI
09:36 What is Student Agency? (Voice and Choice Explained)
11:17 Challenges: Agency vs Curriculum Needs & Teacher Workload
12:25 AI Highlights Gaps: Grade-Chasing vs. Learning Process
14:29 AI Also Highlights Gaps in Teaching (Pedagogy First)
16:06 AI Ethics Introduction & Addressing Teacher FOMO
18:09 The Real Issue: Lack of General Ethics Education
22:17 Embedding Ethics: Reframing Education Around "Good People"
25:06 Challenge: Teachers Imposing Beliefs? (Access to Info Mitigates)
28:43 What is AI Literacy? (Identify, How, Why, Meaning)
30:24 Integrating AI Literacy: Making Existing Connections Visible
32:19 How AI Concepts Are Already in Your Curriculum (Examples)
37:08 Collective Responsibility: Moving Beyond Subject Silos for AI Literacy
40:14 AI Literacy vs. Using AI Tools: What's the Difference?
43:31 Practical Challenges: Choosing Platforms & Data Privacy
44:34 Agency Over Tools: Understanding When/Whether to Use AI
47:34 Quick Fire Round Start
48:38 Misconception: You need to be an AI expert
49:13 Resource: Start with your own curriculum & a framework
51:14 Advice for Hesitant Educators: Be a novice, join the conversation
53:01 Final Takeaway: Model Curiosity & Be a Good Human

Join us for an inspiring conversation with Kate Longworth, CEO of Gaia Learning, the first online learning provider to achieve the ADHD Friendly School Award. In this episode, Kate shares her personal journey as a parent of a neurodivergent child and explains how Gaia Learning is revolutionising education for students with autism, ADHD, and other learning differences.

Discover how personalised, interest-driven educational pathways help neurodivergent students thrive and why engagement should be prioritised over traditional attendance metrics. Kate provides powerful examples of student success stories and discusses the challenges of scaling such a customised educational model.

You'll learn:

✅ Practical strategies to better support neurodivergent learners.

✅ The importance of integrating student interests into educational content.

✅ Innovative ways to authentically measure student engagement.

✅ Don't miss this conversation packed with valuable insights and inspiration for educators, parents, and anyone passionate about inclusive education.

Learn more about Gaia Learning: https://gaialearning.co.uk

Like this episode. Subscribe and turn on notifications to never miss out!

#Neurodiversity #InclusiveEducation #ADHD #Autism #EducationInnovation #StudentEngagement

In this insightful episode of The International Classroom Podcast, host Alex Gray speaks with renowned reading specialist Kristy Jones about evidence-based approaches to improving reading skills, rekindling a love of reading, and understanding the science behind literacy development.

Key Topics Discussed:

• The Science of Reading: Kristy explains the "Big Five" components—Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension—and how they form the foundation of effective reading instruction.

• Early Identification & Intervention: Discover why early recognition of reading challenges is crucial, including how educators and parents can differentiate between general struggles and specific learning disabilities such as dyslexia or ADHD.

• Engaging Reluctant Readers: Practical tips to foster enjoyment and motivation in reading, including innovative strategies parents can implement at home.

• Role of Secondary Teachers: A vital conversation about why reading skills matter beyond primary school, highlighting the significance of literacy across all educational phases.

• The Future of Reading Instruction & AI: Kristy shares insights into the potential and current limitations of AI-based reading tools, emphasizing a balanced, hybrid approach to integrating technology in reading programs.

Resources Mentioned:

• Epic Digital Library

• Nessie Learning App

Connect with Kristy Jones:

• Website: The Reading Specialists

• LinkedIn: Kristy Jones

Who Should Listen:Educators across all stages, parents seeking practical literacy advice, and school leaders interested in evidence-based reading strategies.

If you enjoyed this episode, subscribe to The International Classroom Podcast and leave us a review to support our continued conversations about global education, leadership, and learning!

Follow The International Classroom Podcast:

• Website

• Instagram

• LinkedIn

Join Alex on this captivating episode of The International Classroom Podcast, as he reconnects with Simon Blower, the inspiring co-founder of Pobble. Simon, a former classroom teacher and deputy head, shares his journey from educator to EdTech innovator, driven by his passion for making writing accessible and exciting for every child.Episode Highlights:Simon's Journey: Hear Simon discuss his transition from the classroom to becoming an EdTech founder, motivated by the desire to tackle the challenges of teaching writing and reduce the overwhelming paperwork that distracts from meaningful learning.Exploring Pobble: Simon walks us through Pobble’s innovative platform designed to inspire creativity and support writing development through visually captivating prompts, ready-made writing activities, and interactive features to help both teachers and students.AI and EdTech Integration: Discover how Pobble is embracing AI technology to further enhance image quality, differentiate activities instantly, and ensure that content is adaptive, accessible, and engaging for all learners.Practical Classroom Implementation: Simon offers practical tips on seamlessly integrating Pobble into various educational contexts, whether in primary classrooms or secondary schools, highlighting its flexibility, ease of use, and strong alignment with English National Curriculum objectives.Impact and Evidence: Gain insight into the measurable impact Pobble has demonstrated, from saving teacher planning time to significantly boosting student engagement and writing output, supported by collaborations with prestigious institutions like Innovate UK, Microsoft Accelerator, and the BBC's 500 Words competition.Future Plans: Simon shares exciting updates about Pobble’s future, including language translation, deeper platform integration with Google Classroom, and enhancements to user experience, ensuring it remains accessible and beneficial to educators globally.Key Takeaway:Simon emphasises Pobble’s core mission—to inspire every child, especially reluctant writers, by providing engaging visual prompts and structured activities that transform their writing experience and confidence.Connect with Simon and Pobble:LinkedIn: https://www.linkedin.com/in/simonblowerpobble/Website: https://www.pobble.com/Thank you for tuning in to this episode of The International Classroom Podcast. Subscribe to stay updated with inspiring conversations and innovative educational strategies from around the globe!

What if the way we do school is no longer working?

In this special crossover episode of The International Classroom and Run Your Life Podcast, Alex Gray is joined by global educator and coach Andy Vasily to explore a powerful question:
👉 Are schools still fit for purpose in 2025?

Together, we unpack some of education’s most urgent challenges — and opportunities for change.

🧠 Topics include:

• Learning loss vs learning gains since COVID
• The myth of “one-size-fits-all” PD
• Why school culture is built on trust, not titles
• Cognitive diversity in leadership teams
• Reimagining assessment and student success
• Parenting, failure, and the future of agency in schools

This is an honest, unscripted conversation between two passionate educators, asking: What needs to change — and how do we make it happen?

🎙 Listen now and join us in rethinking what learning could (and should) look like.

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Connect with Andy VasilyLinkedIn: https://www.linkedin.com/in/andy-vasily-07b551157/Run Your Life Podcast: https://runyourlifeshowwithandyvasily.buzzsprout.com/Follow The International Classroom Podcast: https://linktr.ee/ticpodcast

#education #leadership #futureoflearning #edtech #professionaldevelopment #cognitivediversity #schoolculture #AndyVasily #AlexGray #TheInternationalClassroom #RunYourLifePodcast