Learning To Learn Tembiaporã Ñembo'erã OneSchool Global omba'apóva

Learning To Learn Tembiaporã Ñembo'erã OneSchool Global omba'apóva ha'e rembiporuarã oñemba'eguaséva 2026 A' Design Award Pláta pegua Mbo'e Jejapo Ñeha'ã Categoría-pe.

PlátaMbo'e· 2026

Learning To Learn Tembiaporã Ñembo'erã

OneSchool Global -gua

Mba'eporuhára: OneSchool Global

A' Design Award Pláta Rembiporuarã Mbo'e Categoría-pe

25,614

Premio Rembiporuarã Oñemoneĩva

Emoneĩ Premio Reko #177223 Peg̃ua

Eike Tendápe Ehecha A' Design Award-pe Marandu Myasãi Mba'ete Jeguerohory

Sa'y

Diseño

Learning To Learn Tembiaporã Ñembo'erã Rehegua

Learning to Learn ha'e peteĩ tembiaporã ñembo'erã ombojoajúva mbo'ehára rembiapokuaa, ñembo'e rape, tenda ha tecnología mbo'ehao renda pukukue javeve. Ko tembiaporã oñemopyenda Dalton Plan rehe ha oiko Tembiapo, Ñembo'e, Ñehesa'ỹijo rapére. Tembiapokuéra ha'e kuatia digital oipytyvõva temimbo'ekuérape oñembosako'i hag̃ua tembikuaa tuichavéva rehe. Ñembo'ekuéra ombojoaju temimbo'e ha mbo'eharakuérape, oñondive térã ñandutípe, oñomongeta ha ohesa'ỹijo hag̃ua oñemyakãhápe. Ñehesa'ỹijokuéra ojejapo Learning Centre iñambueakuaáva rupi, oguerekóva tenda kirirĩha, oñopytyvõmimíha ha oñopytyvõmbaitéva. Mbo'eharakuéra omba'apo sãmbyhyhárõ, upéicha rupi temimbo'ekuéra oikuaa mba'éichapa omohenda ha ohechauka ijehegui hembiapo.

Jeguerohory

A' Design Award Pláta Rehegua

Learning To Learn Tembiaporã Ñembo'erã ohupyty A' Design Award Pláta, peteĩ ñehechakuaa extraordinariamente prestigioso oñeme'ẽva diseño de primera línea, hechapyrãva ha impresionante-pe. Umi ganador Pláta ha'e tembiapo brillante ha heta creativo ohechaukáva expertise, talento ha agudeza sobresaliente umi diseñador-pe. Oñeha'ãrõ Learning To Learn Tembiaporã Ñembo'erã ha'eha peteĩ tembiapo maravilloso, ejemplar, profesional ha innovador pypukuvéva. Ko diseño ohupytýva A' Design Award Pláta ha'e invento ojehechakuaáva ha ojehayhúva ohepyme'ẽva ha ombohasáva límite arte, ciencia, diseño ha tecnología rehegua. Learning To Learn Tembiaporã Ñembo'erã ha'e creación heta ojeenvidiáva omokyre'ỹva ipotapy, ome'ẽva sentimiento positivo ha omoheñóiva maravilla ha sorpresa.

Diseño Rapykuéri

Marandu Aty

Diseñador ome'ẽva'ekue crédito, aty pegua ha mba'e técnico.

Mba'e Iñambuéva: 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.
Tuichakue ha Ñemyenyhẽ: 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.
Ñe'ẽ Rape: Self-Directed Learning, Metacognition, Critical Thinking, Time Management, Learning Centre Design, Hybrid Learning, Teacher as Coach, Student Agency, Collaborative vs Individual learning
Ñeapopy Tecnología: 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.
Diseño Jepy'apy: 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.
Ñesẽheka: 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
Inspiración: 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.
Proyecto Ára Tuichakue: 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.
Mba'apo Rape: 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.
Aty Rembiguái: Designer: Dr Selina Samuels
Role: Mr Matthew Phillips
Role: Mr Steven Fooks
Role: Mr Mark McAlpin
Ta'ãnga Mba'eñemoneĩ: 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