The “Great Learning Model” Irina Bucur-Marcu Athens May

Danube International School Vienna Director: Ian Piper Since 1992 – this is our 22 nd Year IB World School (PYP, MYP and Diploma) 562 students from 3 to 18 years old 59 nationalities

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

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 O VERALL CONCEPT : ADAPTED FROM ‘ GOODWORK PROJECT ’, FURTHER THOUGHTS AND IDEAS FROM G ARDNER ‘ FIVE MINDS FOR THE FUTURE ’, D WECK ‘ GROWTH MINDSET ’, H ATTIE ‘ VISIBLE LEARNING ’, W IGGINS AND M CTIGHE ‘ UNDERSTANDING BY DESIGN ’, P ERKINS ‘ MAKING LEARNING WHOLE ’ AND K AHNEMAN ‘ THINKING : FAST AND SLOW ’.

Great Learning Model Great Learning External Controls Personal Standards: Leaders, Staff and Students Outcomes Institutional Effects

External Controls Great Learning External Controls Personal Standards: Leaders, Staff and Students Outcomes Institutional Effects CULTURE CURRICULUM PROVIDER EDUCATIONAL AGENCIES FUNDING SOURCE LABOUR LAWS PHYSICAL ENVIRONMENT

Personal Standards Great Learning External Controls Personal Standards: Leaders, Staff and Students Outcomes Institutional Effects CORE VALUES CREATIVITY EMPATHY ETHICAL APPROACH MINDFULNESS MINDSET SELF IMAGE

Institutional Effects Great Learning External Controls Personal Standards: Leaders, Staff and Students Outcomes Institutional Effects ACCESSIBILITY OF LEARNING CODES & AGREEMENTS CURRICULUM DESIGN DECISION MAKING EMOTIONAL ENVIRONMENT INTERNAL CULTURE LEARNING STRATEGIES ROLES, TASKS & ROUTINES SCHOOL DESIGN TEAMS TRADITIONS VISION & PURPOSE VISUAL ENVIRONMENT

Outcomes Great Learning External Controls Personal Standards: Leaders, Staff and Students Outcomes Institutional Effects LEARNING ACTIVITY ASSESSMENT DATA EXTRINSIC MOTIVATION FEEDBACK GROWTH INTRINSIC MOTIVATION LEARNING FOCUS

Alignment

Alignment

Resources

Further Websites

Further Documents g the brain OECD.pdf g the brain OECD.pdf

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’