The “Great Learning Model”
Irina Bucur-Marcu
Athens
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
External
Controls
Institutional
Effects
Great
Learning
Outcomes
http://www.greatlearninginschools.com/
Personal
Standards:
Leaders, Staff
and Students
External Controls
External
Controls
Institutional
Effects
CULTURE
CURRICULUM PROVIDER
EDUCATIONAL AGENCIES
Great
FUNDING SOURCE
Learning
LABOUR LAWS
PHYSICAL ENVIRONMENT
Outcomes
http://www.greatlearninginschools.com/
Personal
Standards:
Leaders, Staff
and Students
Personal Standards
External
Controls
Institutional
Effects
CORE VALUES
CREATIVITY
EMPATHY
ETHICAL APPROACH
MINDFULNESS
MINDSET
SELF IMAGE
Great
Learning
Outcomes
http://www.greatlearninginschools.com/
Personal
Standards:
Leaders, Staff
and Students
Institutional Effects
ACCESSIBILITY OF LEARNING
External
CODESControls
& AGREEMENTS
Institutional
Effects
CURRICULUM DESIGN
DECISION MAKING
EMOTIONAL ENVIRONMENT
INTERNAL CULTURE
Great
LEARNING STRATEGIES
Learning
ROLES, TASKS & ROUTINES
SCHOOL DESIGN
TEAMS
TRADITIONS
Outcomes
VISION
& PURPOSE
VISUAL ENVIRONMENT
http://www.greatlearninginschools.com/
Personal
Standards:
Leaders, Staff
and Students
Outcomes
External
Controls
Institutional
Effects
LEARNING ACTIVITY
ASSESSMENT
DATA
EXTRINSIC
MOTIVATION
Great
FEEDBACK
Learning
GROWTH
INTRINSIC MOTIVATION
LEARNING FOCUS
Outcomes
http://www.greatlearninginschools.com/
Personal
Standards:
Leaders, Staff
and Students
Alignment
http://www.greatlearninginschools.com/
Alignment
http://www.greatlearninginschools.com/
Resources
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/Understandin
g 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’
http://www.greatlearninginschools.com/