Chengdu International Tempers Challenges with Differentiation and Discretion

Lorin McKnight and her colleagues at Chengdu International School work hard to balance each stakeholder's needs. CDIS serves a dynamic community, often welcoming newcomers who may stay just a few years before traveling elsewhere. Though students are primarily instructed in English, most speak at least two languages—and English is not generally their first. Consequently, students must quickly refine their language skills to feel academically integrated and keep apace with the coursework at Chengdu International School. Parents need to know their children can access rapidly effective tools whose ease-of-use facilitates independence, yet allows for monitoring when necessary. And finally, teachers require routines to provide structure and results without increased workload. Lorin is confident that Membean meets all of these needs well.

“Chengdu is a true expat school, and we do our best to be inclusive. With Membean, I help the lowest-level English speakers grow, while appropriately challenging everyone.”

From Lorin's perspective, Membean forms one part of a holistic program tailored to meet constituents' needs. For example, Lorin noted that Chengdu International School prioritizes differently than some other institutions. Rather than employing policies to strategically homogenize their student population, the Chengdu faculty value diverse student profiles and offer discreet access to differentiation. For an overachieving student who may invest in the breadth rather than depth of their knowledge, Lorin occasionally activates the feature limiting a student's exposure to new words. “Slowing the speed a little allows them to learn material without pressure or pacing that isn't beneficial.” However, Lorin also noted the importance of cultivating inclusivity with discretion. Membean enables Chengdu's staff to tweak program settings to benefit students with dyslexia or to calibrate to a student's actual language level rather than simply their grade level. Importantly, these modifications that improve student accessibility are private and personal; outwardly, everyone's interface appears the same.

“Most of the lower-level English speakers don't even realize they're taking a different quiz than their peers. Appearing to be doing the same work as others—that's really important for a middle or high-school student.”

Lorin noted that English language learners need to expand their vocabularies not simply to facilitate expression, but also to be able to access coursework across disciplines and understand content on standardized tests. However, she also observed that “gaps in knowledge are so wide and varied, isolated vocabulary instruction doesn't seem worth the work.” By using Membean, CDIS's faculty has been able to offer necessary instruction in a way that makes sense. Educators who come to the school may be familiar with the program already, but when they are not, they're relieved to discover its ease of implementation. Students require minimal supervision to use Membean effectively, so teachers confidently assign it as no-fuss homework.

“Membean is hugely beneficial when it comes to teacher prep time, and it's kind of foolproof. Once you introduce the platform, it's going to do what it's supposed to—you can't really mess it up.”

As part of Membean's appeal, Lorin repeatedly emphasized its convenience: it's easy to use, adaptable, and portable, therefore well suited to a community of travelers. Membean works for Chengdu International School because those using it feel a little less busy, and a little more productive.