Learning To Learn Qaab-dhismeed Waxbarasho oo uu sameeyey OneSchool Global

Naqshadda Learning To Learn Qaab-dhismeed Waxbarasho oo uu sameeyey OneSchool Global waa mid aad u sharaf badan oo ku guulaysatay tartanka qaybta Naqshadeynta Waxbarashada, Qalabka Macalinka iyo Waxa La Tababbarayo ee 2026 Abaalmarinta Lacagta ah ee A' Design Award.

LacagWaxbarasho· 2026

Learning To Learn Qaab-dhismeed Waxbarasho

OneSchool Global uu sameeyay

Macmiilka: OneSchool Global

Ku Guuleystaha Abaalmarinta Lacagta ah ee A' Design Award ee Qaybta Waxbarasho

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Ku Guuleystaha Abaalmarinta La Xaqiijiyey

Xaqiiji Xaaladda Abaalmarinta #177223

Booqo Bogga Ka Eeg A' Design Award War-saxaafadeed Calaamadda Abaalmarinta

Midabada

Naqshadeynta

Wax ku saabsan Learning To Learn Qaab-dhismeed Waxbarasho

Learning to Learn waa qaab-dhismeed waxbarasho oo isku xira habka waxbaridda, manhajka, goobta, iyo tignoolajiyada guud ahaan xarumaha dugsiyada. Qaab-dhismeedkan waxaa dhiirrigeliyay Qorshaha Dalton, wuxuuna raacaa nooc ka kooban Hawlgelin, Cashar, iyo Daraasad. Hawlgelinnadu waa heshiisyo dhijitaal ah oo ka caawiya ardayda inay diyaariyaan mowduucyada muhiimka ah. Casharradu waxay isku xiraan ardayda iyo macallimiinta, si fool ka fool ah ama onlayn, si loo sameeyo wadahadal iyo falanqayn la hago. Daraasaduhu waxay ka dhacaan Xarumo Waxbarasho oo la qabsan kara, oo leh aagag aamusan, kuwa iskaashi-dhexdhexaad ah, iyo kuwa iskaashi buuxa. Macallimiintu waxay u shaqeeyaan sida tababarayaal, sidaas darteed ardaydu waxay bartaan inay qorsheeyaan oo ay qiimeeyaan shaqadooda.

Aqoonsiga

Wax ku saabsan Abaalmarinta Lacagta ah ee A' Design Award

Learning To Learn Qaab-dhismeed Waxbarasho waa guuleystaha Abaalmarinta Lacagta ah ee A' Design Award, aqoonsi sharaf aad u sarreeya oo la siiyo naqshado heerka ugu sarreeya oo quruxsan oo soo jiidasho leh. Guuleystayaasha Lacagta waa shaqooyin aad u dhalaalaya iyo hal-abuur sare leh oo muujiya khibrad, hibo iyo hufnaan naqshadeeyayaashooda. Learning To Learn Qaab-dhismeed Waxbarasho waa shaqo la filayo inay noqoto shaqo quruxsan oo tusaale ah, xirfad cad leh oo hal-abuur qoto dheer leh. Naqshadahan ku guuleystay Abaalmarinta Lacagta ah ee A' Design Award waa hal-abuur aad loo dareemo oo la ammaano, waxtar leh oo hormariya xuduudaha farshaxanka, sayniska, naqshadaynta iyo tignoolajiyada. Learning To Learn Qaab-dhismeed Waxbarasho waa hal-abuur dad badan ay doonayaan, kicisa rabitaanno, keena dareenno wanaagsan oo abuura yaab.

Gadaasha Naqshadeynta

Xirmada Warbaahinta

Shahaadooyinka, xubnaha kooxda iyo faahfaahinta farsamada ee uu bixiyay naqshadeeluhu.

Sifooyinka Gaarka ah: 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.
Cabbirka & Qaabaynta: 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.
Summado: Self-Directed Learning, Metacognition, Critical Thinking, Time Management, Learning Centre Design, Hybrid Learning, Teacher as Coach, Student Agency, Collaborative vs Individual learning
Tiknoloojiyada Soo Saarka: 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.
Caqabadda Naqshadda: 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.
Cilmi-baadhis: 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
Dhiirrigelinta: 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.
Muddada Mashruuca: 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.
Socodka Hawlgalka: 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.
Xubnaha Kooxda: Designer: Dr Selina Samuels
Role: Mr Matthew Phillips
Role: Mr Steven Fooks
Role: Mr Mark McAlpin
Amaanta Sawirrada: 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