ʻO Learning To Learn He Papahana Hoʻonaʻauao na OneSchool Global he mea lanakila hanohano loa o ka 2026 A' Design Award Kala ma ka Māhele Hoʻokūkū Hoʻolālā Hoʻonaʻauao, Mea Kōkua Aʻo a me ʻIke Hoʻomaʻamaʻa.
KalaHoʻonaʻauao· 2026
Learning To Learn He Papahana Hoʻonaʻauao
Mea Kūʻai: OneSchool Global
Mea Lanakila A' Design Award Kala ma ka Māhele Hoʻonaʻauao
Mea Lanakila i Hōʻoia ʻIa
Hōʻoia i ke Kūlana Makana no #177223Ka Hoʻolālā
E Pili Ana iā Learning To Learn He Papahana Hoʻonaʻauao
He papahana hoʻonaʻauao ʻo Learning to Learn e hoʻohui ana i ke aʻo ʻana, ka haʻawina papa, ka wahi, a me ka ʻenehana ma nā pā kula. Ua hoʻoulu ʻia kēia papahana e ka Dalton Plan a hahai ia i ke kumu hoʻohālike ʻo ka Hāʻawi Hana, ka Haʻawina, a me ke Aʻo ʻana. He mau ʻaelike kikohoʻe nā hāʻawi hana e kōkua ana i nā haumāna e hoʻomākaukau i ka ʻike kumu. Hoʻopili nā haʻawina i nā haumāna me nā kumu, ma ke kino a ma ka pūnaewele paha, no ke kūkākūkā a me ka loiloi alakaʻi ʻia. Mālama ʻia ke aʻo ʻana ma nā Kikowaena Aʻo hoʻololi me nā wahi mālie, nā wahi hana like ʻāpana, a me nā wahi hana like piha. He mau kaʻi nā kumu, no laila e aʻo nā haumāna e hoʻolālā a e loiloi i kā lākou hana ponoʻī.
Ka Hoʻomaikai
E Pili Ana i ka A' Design Award Kala
Ua lanakila ka hoʻolālā Learning To Learn He Papahana Hoʻonaʻauao i ka A' Design Award Kala, he ʻike hoʻohanohano nui loa i hāʻawi ʻia i nā hoʻolālā kiʻekiʻe loa, nani a kupaianaha. He mau hana ʻālohilohi loa a hana noʻeau nui nā lanakila Kala e hōʻike ana i ka loea, ka makakoho a me ka ʻoi aku o ka noʻonoʻo o kā lākou poʻe hoʻolālā. Manaʻo ʻia ʻo ka hoʻolālā Learning To Learn He Papahana Hoʻonaʻauao he hana kupaianaha, kūlana ʻoi aku, ʻoihana kiʻekiʻe a hou loa. ʻO kēia hoʻolālā i lanakila i ka A' Design Award Kala he mea hoʻokumu kūpono loa, mahalo ʻia e hāʻawi i ka pōmaikaʻi a hoʻoneʻe i nā palena o ka hana noʻeau, ka ʻepekema, ka hoʻolālā a me ka ʻenehana. He mea i ʻeleu ʻia e nā mea he nui ka hoʻolālā Learning To Learn He Papahana Hoʻonaʻauao e hoʻāla i ka makemake, lawe mai i nā manaʻo maikaʻi a hoʻāla i ka kamahaʻo a me ka mahalo.
Ma Hope o ka Hoʻolālā
ʻEke Nūhou
Nā hōʻoia, nā lālā hui a me nā kikoʻī ʻenehana i hāʻawi ʻia e ka mea hoʻolālā.
- Nā ʻAno Kūʻokoʻa
- 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.
- Nā Ana a me ka Hoʻopili
- 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.
- Nā Lepili
- Self-Directed Learning, Metacognition, Critical Thinking, Time Management, Learning Centre Design, Hybrid Learning, Teacher as Coach, Student Agency, Collaborative vs Individual learning
- ʻEnehana Hana
- 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.
- Pilikia Hoʻolālā
- 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.
- Noiʻi
- 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
- Hoʻoulu Manaʻo
- 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.
- Ka Lōʻihi o ka Papahana
- 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.
- Kaʻina Hana
- 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.
- Nā Lālā Hui
- Designer: Dr Selina Samuels
Role: Mr Matthew Phillips
Role: Mr Steven Fooks
Role: Mr Mark McAlpin - Nā Kuleana Kiʻi
- 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
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