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’