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Teaching explicitly — Activating students’ metacognitive knowledge for PYP early years

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North: I still need to know how to make sure ATL is applied, How will i motivate recording evidence of the learning.

South: ATL needs to be taught at younger ages heavily but through the journey ATL should be shown and noticed without announcing the skill. I can see that evident when my student do criterion B from the personal project.

West; My personal challenges are resistance to change from old teacher and the commitment of the students to the skills. How will i motivate them to give the skill a chance to use and apply it?

East: I am eager to collect and read the explicates and implicit from different disciplines,

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N: I still need to know how we could promote a common understanding among all the learning community members of the ATL's role in teaching and learning.

S: I was surprised that there are a lot of commonalities regarding the ATL implementation challenges across different schools and regions.

W: Creating adequate time to explicitly teach the ATLs while balancing the time to explore other curricular content.

E: Some techniques to explicitly teach the ATL skills.

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-What do I still need to know?

Will the ATL skills remain the same in the long-run? Did IB ever consider adapting or adding anymore? Is there a need to do that? How can students take the ATL skills to the outside world without us being around them all the time?

-What do I find the most worrisome about ATL going forward?

Artificial intelligence and its effect on ATL skills. What will students do to adapt and how? What is the role of the teacher in making sure that students are making the best out of AI?

-What am I most eager to share with colleagues about ATL?

I found the resources from toddle about each an every ATL very beneficial to be used when planning for our units and deciding which ATL skill we need to adapt in that unit

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Today's session activity to create a school and identify the 10 top skills for the school community helped give perspective and context. This workshop has been informative and practical with lots to take back to school. Looking forward to implementing my learning by creating explicit and implicit teaching activities within units.

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This workshop was a great opportunity to learn about how to explicitly and implicitly teach ATL skills. I enjoyed focusing on specific skills and planning collaboratively to come up with action plans that will help us teach and assess some unit-focused skills. I need to know more about assessing the skills and the tools we will utilize to have evidence of learning. I am surprised to learn how much I am implicitly doing with ATL skills and how I have them naturally embedded. I would like everyone to be on board and I am worried that what we are doing in class will not extend to home as these are life skills as well. I am eager to share this with my colleagues and school leadership team, so we plan ahead how we are involving parents in their children continuous learning and implementation of skills.

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North: I still need to know how to encourage my students to practice these skills, "a more fun way" in their eyes.

South: What surprised me the most is how unconsciously we are somehow already practicing these skills.

West: I find it worrisome that the students won't be able to put these skills outside of the classroom and how to get the parents involved in this.

East: I'm most eager to share the social and listening skills I learned with my colleagues.

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It was good to participate in a practical application of the skills with the SDGs.

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North: I still need to know how to creatively assess the students' skills through engaging and fun activities.

South: ATL skills need to be taught explicitly; out of the units' context. How easy and engaging it can be to implement in the classroom.

West: Whether it will be feasible with an all-boys classroom.

East: I am eager to share my knowledge with my team and communicate with one another in order to reach the best unified approach to apply and assess the skills in our classrooms.

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North: this session was useful for me to reflect on how important we need to give more time explicitly to the ATL skills with in the classroom.

South: What surprised is the breakdown of each ATL, there is a lot of hidden work.

West: The work load and how I am going to be successful in teaching them to the students.

East: To plan collaboratively with my colleagues explicit activities to integrate the ATL skills into the planning.

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North: What do I still need to learn? I need to learn to start planning my units with my team through the l andens of ATL skills. We need to target a specific ATL skill for each unit and the relevant sub skills that go with it and both explicitly and implicitly embed them throughout our unit.

South: What surprised me the most?

West: What do I find most worrisome about ATL going forward? I think it might be easy to feel overwhelmed or anxious about the success we may or may not be having teaching our students ATL skills effectively. So, we need to be mindful to consistently reflect on what's working well and what we need to focus on improving and share and collaborate with our team about some useful strategies and ideas that we can teach and share with each other.

East: I'm eager to share the ATL Step plan and also the unit plan on our upcoming unit that I have spent time planning out through the ATL lens.

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Collaborative activities, I love how interactive the session is.

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1. I still need to know different strategies that can help implement the ATL's as a whole school. I believe collaborating with different schools that have done this in an effective way.

2. What surprised me the most was how creative we can be with implementing the different ATLs and collaborating with the different teams.

3. Moving forward I believe it is essential to educate our parents on ATLs and this worries me because parent involvement is something that we have to work really hard on establishing.

4. I am eager to go back and ensure that our teachers are implementing the ATLs in an explicit way in the classrooms

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North: What do I still need to know? I still need to further explore the ATL Skills at the MYP level in order to ensure an alignment between PYP and PYP.

South: What surprised me the most? It is mainly challenging in PYP to maintain the balance between explicit and implicit teaching of ATL Skills.

West: What do I find most worrisome about ATL going forward? I always think about what effective strategies could be implemented in order to support the students in transferring the ATL Skills to outside the context of the classroom.

East: What am I eager to share with my own colleagues about ATL? As participants in this workshop, we will be sharing best practices and takeaways in a PD session with the rest of our colleagues. We will ensure to share and highlight the importance of explicit and implicit teaching of ATL Skills and to share the tools that will support them during the planning process.

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Iain: Learning Reflection Compass Points

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Iain: Learning Reflection Compass Points

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North: I'd like more guidance on how to scaffold these skills over the 5 year MYP program in my role as the ATL coordinator.

South: It's encouraging to see that in our schools we're already indirectly applying many of these skills. It's a matter now of explicitly highlighting them and teaching them as we take them for granted as something that our students implicitly know.

West: Finding the time and energy to work with Department Leads in planning out the skills more thoroughly across our program. It seems like we're especially pinched for time this year and there's been a lot of pushback for a variety of items for this year. How to go about increasing buy-in and having staff see the value this task?

East: I really enjoyed compiling so many of the resources and ideas that we've shared over the week. It definitely makes it easier to work with colleagues when you have a bank of resources to share.

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I still need to deepen my understanding of how to effectively incorporate digital tools into my ATL framework. I want to explore different educational resources and methods that can enhance engagement and collaboration among students while aligning with ATL principles. I’m concerned about maintaining a balance between explicit and implicit teaching in ATL. As we continue to rely on digital platforms, it’s important to ensure that we don’t lose the value of direct instruction in developing ATL skills. I’m excited to share the strategies I’ve learned about fostering a collaborative learning environment, as I believe that thoughtful planning for ATL is essential for cultivating these skills.

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This workshop made me reflect on HOW I am teaching the ATLs in my classroom and what are the changes that I should make

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In this session of selecting the SDG i found out we need all the skills to create a simple project. the ATL used allow student to produce a well rounded project.

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What do I still need to know

How to engage parents more so that what happens at school can be continued at home

What surprised me the most

I think I already use most of the principles in my teaching. It was interesting to find out that most schools/teachers were experiencing similar needs e.g. students need to develop their self management skills.

What do I find most worrisome

Trying to get students to take responsibility and ownership of their behavioural, self management and academic goals.

What am I most eager tp share with my own colleagues about ATL

That we need to teach ATLs explicitly

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North: the best practice to encourage the school community to be on board.

South: We are constantly emphasizing these skills and they are very easy to implement.

West: the we get too caught up with checking boxes and covering content that we keep it last.

east: We are on the right track! Keep up the good work :)

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Need: I need to know what my Grade 2 team thinks so I can incorporate their ideas into our ATL plans.

Surprised: I was surprised at how easily the ATL skills fit and supported my summative projects in each unit. I think doing more explicit teaching will fit nicely.

Worrisome: Finding the time to plan backwards with my team to make sure we're all working toward the same goals and hitting each ATL.

Eager: I'm excited to explain how ATL skills fit with our next unit's summative project. I've already thought this thru so it's not too much work to pull it together. Then we can collaboratively plan the other units together.

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North: I would like to see a session about how we make the ATL visible to learners from preK to 12.

South: What surprised me most is the amount of documentation schools to for the ATL. I would have thought it was more integrated in planning.

West: The way the sub-skills are broken up, it is a lot of language for students to learn.

East: I am most eager to meet with my colleagues and practicing breaking apart the ATL together. Discussing what that looks like in different grade levels.

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What went well- It was great learning journey, the action plan is really needed to take it in to our students. I agree that vertical and horizontal collaboration is needed to have better positive impact on our students.

Need- I think we still need to create a one tool document to be seen by all involved team.

Thanks all

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ATLs should be also taught explicitly especially to the younger students before embedding the skills into the plan.

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This was a helpful and insightful course. I feel ready to implement what I learned in my classroom and encourage my colleagues to do the same. It offered a new perspective towards ATLs which achieve the expectation I had in mind.

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Highlighted areas of need I need to focus on for my students.

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It was fun collaborating to create a school mission and vision

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Overall this PL has been worthwhile especially in curriculum designing (UOI). Always important to take back and idea or something practical when returning to work. Well done everyone.

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South: What surprised me the most?

West: What do I find most

worrisome about ATL going

forward?

East: What am I most eager to share with my own colleagues about ATL?

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very helpful session. Gave us time to reflect, adjust our plan so we can deliver ATL more effectively.

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https://docs.google.com/document/d/1aagdS3561bgYUVDWpbCYkXX8IQYpE12U/edit?usp=drive_link&ouid=117140966890360689241&rtpof=true&sd=true

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Coming up with the self-management plan for my grade 9 boys really helped me think about how to best support them in a practical way. They often struggle with staying organized and focused, and this plan gave me a clear vision of how to guide them step-by-step. I’m excited to see how it can make a difference for them in the classroom.

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Focus more on social skills and self-management skills.

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The Action plan for ATL development in Self Management skills for my students was a very useful exercise as it breaks it down into achievable steps. I realised that I will need more parental involvement in order to improve the students self management skills.

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I'll be going back to my school and sharing my reflection with our PYP co, then deciding how I can present this learning to my colleagues.

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ATL Self-Management Skill Development Step Plan for Grade 9 Boys

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ATL Self-Management Skill Development Step Plan for Grade 9 Boys

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1. Identify Specific Self-Management Skills to Focus On

Determine key self-management skills most beneficial for the students, such as time management, organization, goal-setting, and perseverance.

2. Introduce Skills through Explicit Teaching

Begin with dedicated lessons that clearly define each skill. Use real-life examples, class discussions, and multimedia resources to illustrate the importance and application of these skills in both academic and personal contexts.

3. Monitor and Assess Initial Proficiency Levels

Use self-assessment surveys, teacher observations, and one-on-one conferences to gauge students’ current proficiency in each skill. Identify strengths and areas needing improvement.

4. Incorporate Skill Practice into Regular Learning Activities

Embed self-management skills into daily routines and assignments. For example:

Time Management: Set clear deadlines and use planners or digital tools for task tracking.

Organization: Implement checklists and encourage neat and structured note-taking.

Goal-Setting: Begin each unit with students setting personal learning goals.

Perseverance: Design tasks that require sustained effort and reflection on challenges faced and overcome.

5. Facilitate Reflective Practices

Include regular reflective exercises, such as journals or class discussions, where students analyze their use of self-management skills, successes, and areas for growth.

6. Encourage Peer Support and Feedback

Implement peer mentoring or group projects where students can support each other in developing these skills. Use peer feedback sessions to discuss strategies for better self-management.

7. Conduct Regular Self-Assessments

Have students periodically assess their own progress in self-management skills using rubrics or reflection sheets. Encourage honest self-reflection and setting new targets based on their assessments.

8. Adapt Learning Engagements Based on Progress

Modify class activities and support based on observed progress and challenges. For students struggling with specific skills, provide targeted support or alternative strategies.

9. Celebrate Achievements and Reflect on Growth

At the end of each term, hold a session to recognize and celebrate improvements in self-management skills. Reflect on how these skills have impacted their learning and set goals for the next term.

10. Maintain Consistent Support and Encouragement

Continuously reinforce the importance of self-management skills throughout the year, providing ongoing support and encouragement to help students internalize these habits as part of their daily routines.

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Action Plan: Supporting Teachers to Set Up a Calming Corner (Focus: Self-Management and Social Skills)

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Action Plan: Supporting Teachers to Set Up a Calming Corner (Focus: Self-Management and Social Skills)

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The calming corner will focus on enhancing ATL skills in self-management and social skills. As a teacher assistant, I will collaborate with teachers to set up a dedicated space where students can go to manage emotions and develop independence. This space will be equipped with sensory items, emotion cards, calming books, and visual aids like breathing posters to support emotional regulation. The corner will help students take responsibility for their own feelings and actions, promoting self-awareness and socially appropriate behaviors.

I will assist teachers in introducing calming techniques, such as deep breathing ("smell the flower, blow out the candle"), and model how students can use the space to reflect on their behavior and interactions. We will monitor the effectiveness of the calming corner, making adjustments as needed to ensure it remains a supportive tool for both self-management and social development, helping students grow in their ability to regulate emotions and build positive relationships with peers.

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This is a work in progress.

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It was nice to spend some time thinking about how I will start to incorporate what I've learned in this workshop into my classroom and planning. I think I will be able to connect each summative project with at least 2 skills that I can explicitly teach to support my students.

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1.    Plan as a Grade 2 team what skills we want to explicitly teach within each unit that will support the students with the summative project.

2.    Along with planning which we will explicitly teach, we need to create a small observation checklist (?) that will help us assess the students in how they are developing those skills.

3.    Create classroom signs based on those explicitly taught skills to reference during class and small reflective/self-assessment sheets the students can use to check their own development of these skills.

4.    Create a SeeSaw folder for photos/reflections based on ATL skills to collect for parents.

5.    We will make sure that we include one aspect of our summative project rubric toward those ATL skills.

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Action plan to develop the ATL of Self Management in my Gr 1 class

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Action plan to develop the ATL of Self Management in my Gr 1 class

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Action plan to incorporate ATL (Approaches to Learning) skills in my classroom, specifically targeting self-management skills for  Grade 1 students:

Step 1: Establish Clear Routines and Expectations

Objective: Create a structured environment with clear routines for activities, transitions, and behaviors.

Action:

Begin each day by reviewing the daily schedule. Use visuals (e.g., picture charts) to show what activities are happening next.

Set specific expectations for common self-management tasks, like how to transition quietly, where to place belongings, and how to walk in the corridors.

Use role-play during circle time to practice good behaviors (e.g., tidying up, safe stair use).

Step 2: Teach Self-Regulation Strategies

Objective: Help students recognize and regulate their emotions and behaviors.

Action:

Introduce calming techniques, such as deep breathing, counting to ten, or using a “calm corner” where students can go when they feel overwhelmed.

Use visuals or a feelings chart to help them identify how they are feeling (happy, sad, angry, etc.) and how to respond appropriately.

Practice these strategies regularly as part of circle time.

Step 3: Positive Reinforcement and Praise

Objective: Reinforce desired behaviors through positive feedback.

Action:

Use a reward system (e.g., stickers, tokens) for good self-management (waiting turns, organizing belongings, etc.).

Praise students immediately when they follow expectations, like tidying up after an activity or using quiet voices in the hallway.

Step 4: Break Tasks Into Manageable Steps

Objective: Scaffold tasks for students struggling with organization or transitions.

Action:

Give step-by-step instructions for activities like tidying up or transitioning between lessons. Model these steps clearly.

Provide gentle reminders and visuals to guide them through each step of a task.

Have them practice transitioning between activities in a calm, orderly manner, perhaps with a timed routine.

Step 5: Teach Empathy and Social Skills

Objective: Encourage respect and collaboration during partner work or group activities.

Action:

Teach turn-taking and sharing explicitly. Use games and activities that focus on waiting and taking turns.

Model how to work with a partner respectfully, emphasizing listening and using kind words.

Praise students who demonstrate respectful behavior towards their peers.

Step 6: Consistent Consequences for Disruptions

Objective: Address disruptions (e.g., asking to go to the toilet during mat time, spraying water) with clear, fair consequences.

Action:

Set up a visual cue system (e.g., a red-yellow-green light) for behavior management during mat sessions.

If a student asks to go to the toilet unnecessarily, remind them of the appropriate times to use the restroom.

Use natural consequences, like asking them to clean up if they spray water during lessons.

Consistently follow through with consequences while maintaining a calm, supportive demeanor.

Step 7: Frequent Check-Ins and Self-Reflection

Objective: Encourage students to reflect on their behavior and progress.

Action:

At the end of each activity or day, ask students to reflect on how well they managed themselves (e.g., “Did I wait my turn? Did I keep my hands to myself?”).

Use simple reflection tools like a thumbs-up/thumbs-down system or smiley faces to assess how they feel about their self-management that day.

Step 8: Family Involvement

Objective: Engage families to support self-management development at home.

Action:

Send home notes or progress reports that highlight how the child is managing themselves in school.

Offer suggestions for activities families can do at home to practice self-regulation and organization (e.g., packing their school bag together).

This plan focuses on gradual improvement in self-management by reinforcing positive behaviors and addressing challenges in a structured and consistent manner.

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I will add more individual social and listening skills for some of my students to my planning.

I will discus self management skills with my team.

I will also share the PYP classroom map with my team.

I discovered the little creative inside me that I have forgotten about for a while :)

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Learnt a lot about how to apply ATL skills to my unit and assessments.

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thinking skills to foster critical and creative problem-solving, helping students apply knowledge to real-world scenarios. Reflective thinking is integrated regularly, allowing students to assess their performance and growth.

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I've enjoyed hearing different PYP, MYP and DP use of the ATLs in units.

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Session 8 on Thinking Skills was valuable as it showed us how to explicitly teach and integrate these skills into one of my PYP units, helping students develop critical and creative thinking. This enhances their inquiry process and equips them with essential lifelong skills.

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Today, I enjoyed exploring practical examples of ATL skills in the PYP. Often, PYP is seen as heavily focused on inquiry-based learning, but it's amazing to see how seamlessly ATL skills are already embedded in our teaching practices. Discussing a typical unit plan allowed me to identify specific moments where students naturally engage in self-management, critical thinking, and communication skills. It's not about adding more content but rather recognizing and labeling what we're already doing as part of their ATL development. The key is making these skills more explicit to both students and teachers, enhancing the learning experience.

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I like how we use the “Transfer Thinking” to apply knowledge in new contexts, to encourage students learn how to take concepts, theories, and skills they've acquired and use them across different subjects and situations. Thank you Nadia!

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Inspiring and engaging activities. Eye-opener. :)

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During this session, I was able to take a look at the next unit planner and make alterations to the planning itself. Thinking Skills and research skills are two of the skills that we are going to be using in the next unit and it is definitely helpful to use these sessions to really make an impact on that learning.

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Thinking Skills (DP Lang and Lit: Doll's House) 

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Thinking Skills (DP Lang and Lit: Doll's House) 

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Lang and Lit Extended Essay (Thinking Skills)

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Some lovely ideas for developing thinking skills were shared around the room during the final session of the day.

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Having the time and head space to plan using the ATL has been the most productive and enjoyable part of this ATL.

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In The Unit of enquiry (Who We Are) I added to my plan:

All About Me Collages:

I got my students to create collages using pictures and words that represent themselves. I also discussed what they included and why.

I encouraged them to notice details about themselves and others.

I promoted curiosity by asking open-ended questions about identity and community.

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Thinking skills ATL Skill: Thinking Skills - Information Transfer  for KG/Gr 1

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Thinking skills ATL Skill: Thinking Skills - Information Transfer  for KG/Gr 1

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ATL  Thinking Skills

Lesson Plan: Making Healthy Choices

Unit: Who We Are

Focus: Making Healthy Choices

Grade Level: 1 (Low Ability, EAL Learners)

ATL Skill: Thinking Skills - Information Transfer

Language Focus: Reading CVC words

Time: 45 minutes

Lesson Objectives

By the end of this lesson, students will:

1. Understand the concept of healthy and unhealthy choices.

2. Recognize and read simple CVC words related to food and health (e.g., "nut," "sun," "run").

3. Use thinking skills to transfer knowledge and create a healthy choice poster.

Materials

Flashcards with CVC words (e.g., "nut," "bun," "run," "sit," "fun")

Pictures of healthy and unhealthy food and activities (cutouts or digital images)

Blank paper, crayons, glue, and scissors

Simple "Healthy or Unhealthy" chart

Basket or container for an activity

Whiteboard and markers

Lesson Plan Structure

Introduction (10 minutes)

1. Warm-Up Activity:

Start with a quick review of CVC words by showing flashcards and having students read them aloud.

Introduce the theme: "Today, we will talk about making good choices to stay healthy!"

2. Discussion:

Show two pictures: one of a child eating vegetables and another of a child eating candy. Ask students: "Which child is making a healthy choice?" Discuss why eating vegetables is good for health, while eating too much candy is unhealthy.

Introduce simple words related to healthy choices, such as "run," "sit," "nut," "fun," using flashcards and visuals.

Body (20 minutes)

1. Sorting Activity (Information Transfer):

Activity Setup: Prepare two containers labeled “Healthy” and “Unhealthy.”

Pass out small pictures of food items and activities to students (e.g., a running child, vegetables, a sleeping child, candy, etc.).

Student Task: Have students take turns picking a picture from the basket, say what it is, and place it in the correct container. Help them pronounce the CVC words if needed (e.g., “nut,” “sun,” “sit,” “run”).

2. Concept Review & Information Transfer:

Discuss why the chosen pictures are healthy or unhealthy. Use CVC words they have learned to reinforce the concept (e.g., "Run is good. Candy is bad.").

3. Creative Task: Poster-Making

Each student will create a "Healthy Choices" poster.

Provide blank paper, crayons, and cut-out pictures of healthy and unhealthy items. Students will glue healthy choices on their poster and write CVC words (with support) for each picture (e.g., "nut," "sun," "run").

Encourage them to transfer what they learned in the sorting activity to create their posters.

Conclusion (10 minutes)

1. Show and Tell:

Students will briefly show their posters to the class, pointing out one or two items that are healthy and reading the CVC words they wrote.

2. Wrap-Up:

Review what it means to make healthy choices. Ask simple questions like: “Is ‘run’ healthy?” (Students respond, "Yes, run is healthy!")

End with a fun chant about making healthy choices, emphasizing CVC words learned in the lesson.

Assessment

Informal assessment during the sorting activity (Are students placing pictures in the correct category? Can they recognize and read the CVC words?)

Assess posters for correct placement of pictures and simple CVC word use.

Differentiation Strategies

Provide additional picture clues for students who need more support with reading CVC words.

Pair students up for the sorting activity if they need peer support.

For early finishers, offer additional CVC word flashcards to match with more healthy or unhealthy items.

This lesson combines language development, thinking skills, and the concept of making healthy choices, with hands-on and engaging activities designed for low-ability EAL students.

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1. Warm-Up Activity (5-7 minutes)

Objective: Activate prior knowledge and set the context for thinking.

Activity:

Show students a simple picture (e.g., a tree or animal) and ask, "What is this?" to engage them in a conversation about familiar objects.

Use gestures and point to different features to guide answers.

Say, "We are going to think about this together" to introduce the concept of thinking.

Language Support:

Provide vocabulary support with pictures, repeating words such as "tree," "leaf," or "animal."

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In the IB workshop on ATL research skills for PYP, we discussed strategies to support students with low English proficiency and reading levels. We explored ways to differentiate teaching, helping students ask clear questions, evaluate sources, and organize information. As a group, we shared ideas on sparking curiosity and critical thinking, making research more engaging for all learners.

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I enjoyed this session a lot. It gave me a few ideas and resources I can use for my MYP and DP students.

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Lang and Lit Extended Essay (Ian, Karim, Nael)

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The session on teaching research skills was helpful because it teaches students how to ask good questions and find trustworthy information. This helps them take charge of their own learning, which is an important part of the PYP. It prepares them to think independently and become better learners in the future.

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Thanks Nadia for the group work on how to identify the research skills, how and where to start. One of the most valuable skills I learned was how to formulate effective research questions. It drives the entire inquiry process and needs to be specific, focused, and open-ended to allow for in-depth exploration.

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This session was more focused on what I needed for my unit. As it is a very heavy science unit, this session has provided me with ideas to enhance the learning engagements. The discussion with other teachers were also helpful when approached with differing viewpoints.

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Thinking Skills lesson ideas for KG/Gr 1

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Thinking Skills lesson ideas for KG/Gr 1

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Asking Simple Questions

Objective: Students will learn to ask simple "What" questions based on pictures or objects.

Activity:

Warm-up: Show students pictures of familiar objects (cat, dog, bat, sun) and model how to ask “What is this?”

Modeling: Use gestures and visuals to prompt students to ask “What” questions.

Think, Pair, Share: Partners practice asking “What is this?” using a set of picture cards with CVC words (e.g., "bat," "cat," "sun").

Assessment: Monitor students' ability to ask simple questions.

Resources: Picture cards with CVC words, real-life objects like a toy bat, cat plush, etc.

Differentiation:

Provide extra modeling for students who need more support.

More advanced students can add descriptors (e.g., “What color is the cat?”).

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Practical ideas that I can use straight away. 

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Practical ideas that I can use straight away. 

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I enjoyed our conversation about the importance (or not) about the writing skill. I also am glad I had a chance to examine one of my units and think about research skills.

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These documents will be very helpful and is a good reminder how important ATL skills are in teaching and in our lives.

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https://docs.google.com/document/d/1Q1XGXgGDbg8ehs1w3ekfIAmPKFnOfuzFbPl7S7dGXoM/edit?usp=sharing

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Creating the implicit and explicit ways of teaching skills for the unit we choose was very helpful. Seeing how other grade levels created their own version to match their classes was very interesting as well.

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Review of the Ned + Criteria = "Utilitarian Sexiness"

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Review of the Ned + Criteria = "Utilitarian Sexiness"

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Review of The Ned Doha: A Perfect Blend of Location, Luxury, and Unique Design

We recently chose to stay at The Ned Doha, and it exceeded our expectations in every way. We selected The Ned as the best choice for several reasons:

Prime Location: Situated conveniently near the port, The Ned is an ideal spot for cruise passengers looking for a luxurious stay before or after their voyage. The hotel's proximity to the port allows for easy access, making it a top choice for travelers seeking convenience without sacrificing comfort.

Distinctive Architecture: The Ned stands out in Doha's skyline with its unique design, offering a refreshing change from the city's more contemporary architecture. The building's blend of classic and modern aesthetics creates a charming atmosphere that you won’t find elsewhere in the city.

Luxury at an Affordable Price: The Ned offers an unparalleled experience of luxury that doesn’t break the bank. It strikes the perfect balance between opulence and affordability, making it accessible to travelers who want to indulge in a premium experience without overspending.

Exceptional Room Quality: The rooms at The Ned are thoughtfully designed, spacious, and equipped with all the modern amenities one could need. The attention to detail, from the plush bedding to the elegant décor, ensures a comfortable and memorable stay.

Diverse Dining Options: One of the highlights of our stay was the variety of dining options available. The hotel boasts an array of restaurants catering to different tastes, from casual bites to fine dining. Each meal was a delight, offering something for every palate.

Outstanding Guest Reviews: Before choosing The Ned, we were impressed by the glowing reviews from previous guests. Many praised the hotel's exceptional service, comfortable rooms, and unique ambiance. After experiencing it ourselves, we can wholeheartedly agree with these positive reviews.

Overall, The Ned Doha offers a unique blend of location, luxury, and affordability, making it the perfect choice for travelers seeking a distinctive stay in the heart of Doha. Whether you're here for a short visit or an extended stay, The Ned promises an unforgettable experience.