Learning To Learn Ìlànà Ìdánilẹ́kọ̀ọ́ Ẹ̀kọ́ láti ọwọ́ OneSchool Global jẹ́ aṣẹ́gun olókìkí púpọ̀ ti 2026 Àmì-ẹ̀yẹ Fàdákà A' Design Award nínú Ẹ̀ka Ìdíje Àpẹẹrẹ Ẹ̀kọ́, Ohun-èlò Ìkọ́ni àti Àkóónú Ìdánilẹ́kọ̀ọ́.
FàdákàẸ̀kọ́· 2026
Learning To Learn Ìlànà Ìdánilẹ́kọ̀ọ́ Ẹ̀kọ́
látọ̀wọ́ OneSchool Global
Oníbàárà: OneSchool Global
Aṣẹ́gun Àmì-ẹ̀yẹ Fàdákà A' Design Award nínú Ẹ̀ka Ẹ̀kọ́
Aṣẹ́gun Àmì Ẹ̀yẹ Tí a Jẹ́rìísí
Jẹ́rìísí Ipò Àmì Ẹ̀yẹ fún #177223Àpẹrẹ Náà
Nípa Learning To Learn Ìlànà Ìdánilẹ́kọ̀ọ́ Ẹ̀kọ́
Learning to Learn jẹ́ ìlànà ìdánilẹ́kọ̀ọ́ ẹ̀kọ́ tí ó so ọgbọ́n ìkọ́ni, ètò ẹ̀kọ́, ààyè, àti ìmọ̀ ẹ̀rọ pọ̀ káàkiri àwọn ilé ẹ̀kọ́. Ìlànà yìí gba ìmísí láti inú Ètò Dalton, ó sì tẹ̀lé àwòṣe Iṣẹ́ Àyànfúnni, Ẹ̀kọ́, àti Ìkẹ́kọ̀ọ́. Àwọn iṣẹ́ àyànfúnni jẹ́ àdéhùn oní-díjítà tí ó ń ran àwọn akẹ́kọ̀ọ́ lọ́wọ́ láti múra àkóónú pàtàkì sílẹ̀. Àwọn ẹ̀kọ́ ń so àwọn akẹ́kọ̀ọ́ pọ̀ mọ́ àwọn olùkọ́, ní ojúkojú tàbí lórí ẹ̀rọ ayélujára, fún ìjíròrò àti ìtúpalẹ̀ tí a ń tọ́sọ́nà. Àwọn ìkẹ́kọ̀ọ́ ń wáyé nínú àwọn Ilé-iṣẹ́ Ẹ̀kọ́ tí ó lè yí padà, pẹ̀lú àwọn agbègbè ìdákẹ́jẹ́ẹ́, àjọṣepọ̀ díẹ̀, àti àjọṣepọ̀ kíkún. Àwọn olùkọ́ ń ṣiṣẹ́ gẹ́gẹ́ bí olùdánilẹ́kọ̀ọ́, kí àwọn akẹ́kọ̀ọ́ lè kọ́ láti ṣètò àti láti ṣàgbéyẹ̀wò iṣẹ́ ara wọn.
Ìdánimọ̀ Náà
Nípa Àmì-ẹ̀yẹ Fàdákà A' Design Award
Learning To Learn Ìlànà Ìdánilẹ́kọ̀ọ́ Ẹ̀kọ́ jẹ́ olùborí Àmì-ẹ̀yẹ Fàdákà A' Design Award, ìdánimọ̀ onípọ̀nlé lọ́nà àrà ọ̀tọ̀ tí a fún àwọn àwòṣe ìpele gíga jùlọ tó dára tó sì ń kan ọkàn. Àwọn olùborí Fàdákà jẹ́ àwọn iṣẹ́ tó ń tàn yòò gidigidi tó sì ní ìṣẹ̀dá púpọ̀ tí wọ́n ń ṣàfihàn ìmọ̀ ìjìnlẹ̀, ẹ̀bùn àti ìmọ̀ràn àwọn olùṣàwòṣe wọn. A retí pé Learning To Learn Ìlànà Ìdánilẹ́kọ̀ọ́ Ẹ̀kọ́ yóò jẹ́ iṣẹ́ àgbàyanu, àpẹẹrẹ rere, ti ọ̀jáfáfá lọ́nà tó ṣe pàtàkì tó sì ní ìmúṣẹ̀dá tuntun jinlẹ̀. Àwòṣe tó borí Àmì-ẹ̀yẹ Fàdákà A' Design Award yìí jẹ́ ohun ìmúṣẹ̀dá tó hàn gbangba gidigidi tí a mọrírì tó ń ṣe anfàní tó sì ń tì ààlà iṣẹ́ ọnà, sáyẹ́ǹsì, àwòṣe àti ìmọ̀-ẹ̀rọ síwájú. Learning To Learn Ìlànà Ìdánilẹ́kọ̀ọ́ Ẹ̀kọ́ jẹ́ ẹ̀dá tí ọ̀pọ̀lọpọ̀ ń ṣe ìlara, tó ń jí ìfẹ́ inú, tó ń mú ìmọ̀lára rere wá tó sì ń jí ìyàlẹ́nu àti ìyanu.
Lẹ́yìn Àpẹrẹ Náà
Àkójọ Ìròyìn
Àwọn ẹ̀tọ́, àwọn ọmọ ẹgbẹ́ àti àlàyé ìmọ̀ ẹ̀rọ tí olùṣàpẹrẹ pèsè.
- Àwọn Ohun Àkànṣe
- 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.
- Ìwọ̀n àti Àpò
- 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.
- Àwọn Àkọlé
- Self-Directed Learning, Metacognition, Critical Thinking, Time Management, Learning Centre Design, Hybrid Learning, Teacher as Coach, Student Agency, Collaborative vs Individual learning
- Ìmọ̀-ẹ̀rọ Ìṣelọ́pọ̀
- 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.
- Ìpèníjà Àpèsè
- 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.
- Ìwádìí
- 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
- Ìmísí
- 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.
- Àkókò Iṣẹ́ Àkànṣe
- 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.
- Ìlànà Ìṣiṣẹ́
- 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.
- Àwọn Ọmọ Ẹgbẹ́
- Designer: Dr Selina Samuels
Role: Mr Matthew Phillips
Role: Mr Steven Fooks
Role: Mr Mark McAlpin - Ìfọwọ́sí Àwòrán
- 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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