Post on 16-Jan-2016
http://www.greatlearninginschools.com/
The “Great Learning Model”
Irina Bucur-MarcuAthens
May 2015
http://www.greatlearninginschools.com/
• Danube International School Vienna• Director: Ian Piper• Since 1992 – this is our 22nd Year• IB World School (PYP, MYP and Diploma)• 562 students from 3 to 18 years old• 59 nationalities
http://www.greatlearninginschools.com/
Objectives• To Share• The ideal of ‘Great Learning’ as being developed at Danube
and hopefully gain some useful feedback
• To Push• Educators to think more deeply about the various elements
in their schools and how they can be developed to improve learning
• To Move• The educational discussion of what is a good school away
from the Management Consultancy approach of facilities, endowment funds, school fees, etc back to the core idea of learning
http://www.greatlearninginschools.com/
Great Learning
excellent technical quality, with an understanding of the individual, that is ethically pursued and
socially responsible and learning that is engaging and enjoyable
OVERALL CONCEPT : ADAPTED FROM ‘GOODWORK PROJECT’, FURTHER THOUGHTS AND IDEAS FROM GARDNER ‘FIVE MINDS FOR THE FUTURE’, DWECK ‘GROWTH MINDSET’, HATTIE ‘VISIBLE LEARNING’, WIGGINS AND MCTIGHE
‘UNDERSTANDING BY DESIGN’, PERKINS ‘MAKING LEARNING WHOLE’ AND KAHNEMAN ‘THINKING: FAST AND SLOW’.
http://www.greatlearninginschools.com/
Great Learning Model
Great Learning
External Controls
Personal Standards:
Leaders, Staff and Students
Outcomes
Institutional Effects
http://www.greatlearninginschools.com/
External Controls
Great Learning
External Controls
Personal Standards:
Leaders, Staff and Students
Outcomes
Institutional Effects
CULTURECURRICULUM PROVIDEREDUCATIONAL AGENCIES
FUNDING SOURCELABOUR LAWS
PHYSICAL ENVIRONMENT
http://www.greatlearninginschools.com/
Personal Standards
Great Learning
External Controls
Personal Standards:
Leaders, Staff and Students
Outcomes
Institutional Effects
CORE VALUESCREATIVITYEMPATHY
ETHICAL APPROACHMINDFULNESS
MINDSETSELF IMAGE
http://www.greatlearninginschools.com/
Institutional Effects
Great Learning
External Controls
Personal Standards:
Leaders, Staff and Students
Outcomes
Institutional Effects
ACCESSIBILITY OF LEARNINGCODES & AGREEMENTSCURRICULUM DESIGN
DECISION MAKINGEMOTIONAL ENVIRONMENT
INTERNAL CULTURELEARNING STRATEGIES
ROLES, TASKS & ROUTINESSCHOOL DESIGN
TEAMSTRADITIONS
VISION & PURPOSEVISUAL ENVIRONMENT
http://www.greatlearninginschools.com/
Outcomes
Great Learning
External Controls
Personal Standards:
Leaders, Staff and Students
Outcomes
Institutional Effects
LEARNING ACTIVITYASSESSMENT
DATAEXTRINSIC MOTIVATION
FEEDBACKGROWTH
INTRINSIC MOTIVATIONLEARNING FOCUS
http://www.greatlearninginschools.com/
Alignment
http://www.greatlearninginschools.com/
Alignment
Resources
http://www.greatlearninginschools.com/
Further Websites
• http://www.old-pz.gse.harvard.edu• http://www.pz.gse.harvard.edu• http://www.visiblethinkingpz.org• http://visible-learning.org• http://www.thegoodproject.org • http://www.cast.org/• http://aim.cast.org/
• http://www.debonothinkingsystems.com/tools/6hats.htm
http://www.greatlearninginschools.com/
Further Documents
• http://isites.harvard.edu/fs/docs/icb.topic850552.files/Understanding the brain OECD.pdf • http://thegoodproject.org/pdf/GW_Overview-08_11.pdf
http://www.greatlearninginschools.com/
Books
• Daniel Kahneman ‘Thinking, Fast and Slow’• Howard Gardner ‘Five Minds of the Future’• Carol Dweck ‘Mindset: How you can fulfil your potential’• David Perkins ‘Making Learning Whole’• John Hattie ‘Visible Learning’• Wiggins and McTighe ‘Understanding by Design’ • Wiggins and McTighe ‘Schooling by Design’