GL
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GREAT LEARNING
school elements
External Controls
The characteristics of elements within the grouping External Controls are that they directly or indirectly affect the school and the learning environments within the school. These external controls are outside of the direct influence of the school and the school must adapt to meet the constraints placed on it. It is acknowledged that the school does have influence when initially selecting its curriculum provider, is constantly in communication with its parent body and does initially select the location of the school and therefore the local physical environment.
The full list of elements within this grouping and details of these elements can be found by clicking on the link below.
This section was influenced by the field (social) controls in the GoodWork model.
Personal Standards: Leaders, Staff and Students.
In education the personal standards of leaders and teachers has a massive effect on student learning. The old adage of 'actions speak louder than words' rings true as leaders and staff members of a school need to both model appropriate personal standards for students and to ensure they themselves are aligned with the goal of Great Learning.
As education relies on the interactions of the students with their own learning. The personal standards of the students themselves have a enormous impact on the quality of learning that takes place.
Therefore within this grouping of elements in the GL model, elements were chosen that were internal to individuals and have a significant bearing on Great Learning.
The full list of elements within this grouping and details of these elements can be found by clicking on the link below.
This section was influenced by the personal standards in the GoodWork model. One significant difference is the importance placed on empathy within the learning environment in comparison to the working environment. Within the GoodWork model there were concerns expressed that empathy may actually prevent good work.
Institutional Effects
This grouping of elements is the largest in the GL model, which is unsurprising as it includes the various elements that contribute to the learning operation of the school and also within the classroom. It does not include however the outcomes of the learning environment as these are grouped separately.
In many ways the institutional effects are the major driver of the type of learning that takes place within our school. These ranges from the school vision to the classroom agreeements between the learners and the teacher.
The full list of elements within this grouping and details of these elements can be found by clicking on the link below.
This section was influenced by the domain (cultural) controls in the GoodWork model.
Outcomes
The characteristics of elements within the grouping Outcomes are that they are directly or indirectly effected by the learning product including both students and teachers. For example, the motivation of and from completing the learning activity, the nature of the activity itself, the assessment of learning and feedback associated with learning are all including in this grouping. It is acknowledged that the majority of these elements in outcomes could be included in the grouping institutional effects. However, it was felt that the grouping was sufficiently important to be separated within the GL model.
The full list of elements within this grouping and details of these elements can be found by clicking on the link below.
This section was influenced by the outcome controls in the GoodWork model.
An element is considered to be a type of control that can effect Great Learning. There are many elements and the school has organised these within groups. Each individual element is defined in terms of its meaning for our school.
Within a whole school context the elements of the model fall under four main groups. The Great Learning (GL) Model categorises these as
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external controls
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personal standards
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institutional effects
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outcomes
It is clear that whilst all elements may have an impact on other elements, the grouping of personal standards, institutional effects, external controls and outcomes brings similar attributes together in order to simplify the model of Great Learning. The model clearly is multi-dynamic not only in the sense that one element may impact on another but in that elements have several layers within an institution and may impact on the individual, a group, the class or the whole school.
We believe that if all the elements of a school are aligned, then whilst Great Learning cannot be assured it is more likely to occur. Also we do not claim that Great Learning cannot occur if there is misalignment of the various elements, but it is more unlikely and more challenging.
It is likely that a different defintion of Great Learning would have an alternative set of elements and goals that would enable Great Learning. We are mindful that our definition, our set of elements and goals may not be the optimum or perfect model but the journey of exploring these ideas is invaluable as we strive to improve learning within our school.
is of an excellent technical quality, with an understanding of the individual, that is ethically pursued and socially responsible and learning that is engaging, enjoyable and feels great