OneSchool Global tarapyndan Learning To Learn Bilim Çarçuwasy

OneSchool Global tarapyndan döredilen Learning To Learn Bilim Çarçuwasy dizaýny Bilim, Okuw Goldaw we Tälim Mazmuny Dizaýny Bäsleşik Kategoriýasynda 2026 A' Design Award Kümüş Baýragy baýragynyň abraýly ýeňijisidir.

KümüşBilim· 2026

Learning To Learn Bilim Çarçuwasy

dizaýner: OneSchool Global

Müşderi: OneSchool Global

Bilim Kategoriýasynda A' Design Award Kümüş Baýragy Ýeňijisi

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Sahypa giriň A' Design Award-da görüň Metbugat beýannamasy Baýrak nyşany

Reňkler

Dizaýn

Learning To Learn Bilim Çarçuwasy hakynda

Öwrenmegi Öwrenmek — mekdep şäherçelerinde pedagogikany, okuw maksatnamasyny, giňişligi we tehnologiýany birleşdirýän bilim çarçuwasydyr. Bu çarçuwa Dalton Meýilnamasyndan ylham alýar we Ýumuş, Sapak, Öwreniş modeline eýerýär. Ýumuşlar okuwçylara esasy mazmuny taýýarlamaga kömek edýän sanly şertnamalardyr. Sapaklar okuwçylary mugallymlar bilen ýüzbe-ýüz ýa-da onlaýn görnüşde birleşdirip, ugrukdyrylan ara alyp maslahatlaşma we seljerme üçin mümkinçilik döredýär. Öwreniş bolsa asuda, ýarym hyzmatdaşlyk we hyzmatdaşlyk zolaklary bolan uýgunlaşdyrylan Öwreniş Merkezlerinde geçirilýär. Mugallymlar tälimçi hökmünde çykyş edýär, şeýlelikde okuwçylar öz işlerini meýilleşdirmegi we bahalandyrmagy öwrenýärler.

Ykrar etme

A' Design Award Kümüş Baýragy hakynda

Learning To Learn Bilim Çarçuwasy A' Design Award Kümüş Baýragynyň ýeňijisidir; bu owadan, belent we täsirli ýokary derejeli dizaýnlara berilýän adatdan daşary abraýly ykrarnamadyr. Kümüş ýeňijileri dizaýnerleriniň ajaýyp bilimini, zehinini we ýiti aňyny görkezýän aşa ýalpyldawuk we örän döredijilikli eserlerdir. Learning To Learn Bilim Çarçuwasy ajaýyp, nusgalyk, üns çekiji derejede hünärmenlikli we çuňňur täzelikçi eser bolmagy garaşylýar. A' Design Award Kümüş Baýragyny gazanan bu dizaýn sungatyň, ylmyň, dizaýnyň we tehnologiýanyň çäklerine peýda berýän we ony öňe sürýän örän üns çekiji, haýran galynýan oýlap tapyşdyr. Learning To Learn Bilim Çarçuwasy köpüň gabanjyna sezewar bolýan, isleglerimizi oýarýan, oňyn duýgulary getirýän we haýranlyk we geň galmagy döredýän eserdir.

Dizaýnyň sahna arkasy

Metbugat toplumy

Dizaýner tarapyndan berlen kreditler, topar agzalary we tehniki maglumatlar.

Üýtgeşik Aýratynlyklar: The Learning to Learn Framework, L2L, is a system level design uniting pedagogy, curriculum, space, and technology. Inspired by the Dalton Plan, its Assignment, Lesson, Study model transfers responsibility from teacher delivery to student agency. Purpose built to operate across diverse curricula, regions, and campus sizes, it integrates collaboratively authored units, flipped learning, and adaptive Learning Centres to prepare students for the future by teaching them how to think critically.
Ölçegler we Gaplama: Learning Centres follow precise global standards, scalable from 2–250 students. A centralised design director oversees compliance. Floor areas are 5 to 6 m2 per primary student, 7 to 8 m2 per senior plus 2 to 3 m2 for specialist spaces, and 11 to 14 m2 overall. Specifications include 6 to 12 m2 entry zones with 2.7 to 3 m ceilings, slip-resistant floors, acoustic treatments, and glazed partitions. Canvas LMS assignment templates and shared libraries further ensure consistent learning worldwide.
Bellikler: Self-Directed Learning, Metacognition, Critical Thinking, Time Management, Learning Centre Design, Hybrid Learning, Teacher as Coach, Student Agency, Collaborative vs Individual learning
Önümçilik Tehnologiýasy: Developed through participatory design with teachers and leaders, L2L operationalised existing research. Guided by the Dalton Plan, assignments established digital contracts to foster student independence and timetables evolved to balance direct instruction with collaboration and opportunities for support and feedback. Learning Centres gained modular furniture for reconfiguration, glass partitions for enhanced visibility, and AV pods acoustically tuned to balance collaboration and focus.
Dizaýn Kynçylygy: The hardest challenge was reconciling a radical pedagogical vision with entrenched expectations. Teachers had to move from content delivery to coaching and students to self-management and reflection. No global precedent existed. Culturally, parents expected traditional classrooms. Externally, fragmented curricula, spatial regulations, and uneven technology complicated hybrid delivery. Overcoming these obstacles pioneered a model of scalable, student-directed learning with global relevance.
Gözleg: This applied educational research explored student autonomy and cohesion across fragmented campuses. Objectives were to help learners plan, evaluate, and take ownership of their learning. We used participatory design and piloted Learning Centres in Australia and New Zealand. Data came from surveys, interviews, observations, and LMS analytics. Results showed greater independence, resilience, and engagement, and, ultimately, employability. Insights informed scalable design and global application
Ylham: The framework was inspired by Helen Parkhurst’s Dalton Plan for structured independence, John Hattie’s synthesis of effective practice, and Ron Ritchhart’s Harvard research on visible thinking. Designed to prepare students for a rapidly changing world through self-agency and resilience, it unifies 120 global campuses with a curriculum agnostic model. By reimagining teachers as coaches, L2L translates contemporary theory into a tangible framework, developing self-directed learners worldwide.
Taslama Dowamlylygy: Research and design took place from Jan to June 2013, resulting in the Learning to Learn White Paper. Physical and digital pilot programs ran July 2013 to June 2014 in Auckland, NZ and Sydney & Illawarra, AU. The Global Teacher Academy was introduced in 2015, Canvas LMS adopted in 2017, and a global standard established in 2020. In 2024, construction of new purpose built Learning Centres commenced. Training and student focused messaging continues to embed the framework.
Iş Akymy: Lessons, where students connect with teachers face-to-face or virtually, are distinct from Studies, where students work in Learning Centres in focused, semi-collaborative or collaborative zones. Pods and library areas support tutorials, media creation, and reading, while teachers circulate as coaches, using structured guiding questions to prompt reflection, provide support and extend thinking. The design cultivates independence and critical thinking consistently across campuses globally.
Topar Agzalary: Designer: Dr Selina Samuels
Role: Mr Matthew Phillips
Role: Mr Steven Fooks
Role: Mr Mark McAlpin
Surat Awtorlary: All images and video are copyright to OneSchool Global. See photo consent in external link files.

MAIN IMAGE | Image 1: Photographer Contemporary Classrooms, OneSchool Global
Northampton Campus, 2023

OPTIONAL IMAGE 1 | Image 2: Photographer Grant Ballot, OneSchool Global Auckland
Campus Learning Centre Opening Event, 2025

OPTIONAL IMAGE 2 | Image 3: Photographer Ben Williams, OneSchool Global Sydney
Campus Promo Photos August 2025, 2025

OPTIONAL IMAGE 3 | Image 4: Photographer Jefferson Grainger, OneSchool Global Melton
Campus Junior Learning Centre, 2024