A few years back, the CGC team looked at the current state of play in ‘the learning game’ and saw too many things that didn’t make sense to us. Where there should be connections, we saw gaps. We saw gaps between what teachers wanted to do for their students and the ways in which they were obliged to spend their time. Gaps between students and what they believed was worth learning. Gaps between mountains of standards and the time available to teach them. Gaps between parents and schools, between disciplines, between departments. Ultimately, a major gap between what we promise and what we deliver. We looked at it all and thought, ‘We’ve had it with that!’.
So, we set out to change it. To bring clarity to schools confounded by complexity. To work with schools constrained by compliance to co-create contexts where teachers and leaders could follow what they believe, instead of jumping through someone else’s hoops. We set out to transform the learning game into one where we teach learners how to play. We re-imagined learning as a game where every child feels like the M.V.P. every day, where every parent is a player, where every teacher is a coach. The only game in town where everybody is a winner. We imagined the game as one connected ecosystem and we set out to write a new Learning Playbook.
But where to begin? We identified four key questions for getting learning systematized, and then we gave each a name, and the system emerged, like this:
Define: What is learning?
Design: What’s worth learning and why?
Deliver: How do we build our learning culture?
Demonstrate: How do learners show what they’ve learned?
These 4 Ds provide a clear, connected framework for a coherent Learning Ecosystem. We knew that if we answered our questions faithfully and provided practical learning solutions for smart, hard-working professionals we would achieve our goal. We would find the elusive ‘holy grail’ of the articulated curriculum, and we would co-create learning cultures in which that curriculum would thrive.
We would move from silos to systems, increasing learning while reducing stress. We’d have learners and teachers feeling that their work had purpose and their energy was well spent. We’d have replaced common nonsense with uncommon sense. We’d have redefined the learning game, for the benefit of all learning stakeholders. We liked that idea. So that’s what we’ve done and now we’re ready to share...
In the next article in this series, we’ll share the DNA of Learning, a simple, shared definition of the learning process that is transforming learning conversations around the world.
Kevin led international schools for over 30 years in 4 different locations, while working on a number of fronts to systematize international education. This work included designing accreditation systems including ACE, leading courses for the Principals’ Training Center, initiating and leading the IB Primary Years Programme and co-founding The Next Frontier Inclusion and the Common Ground Collaborative.