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Development of communication, social, self management, research
and thinking skills is crucial to an IB education. Students who are able to continue development of these skills are likely to realize success in higher learning and throughout their lives.

Enroll in this workshop to:

develop a deeper understanding of ATL.

consider current research and its applications.

design curriculum to support skills-building.

reflect on development of cognitive, affective and meta-cognitive skills and how they can increase one’s capacity to self-regulate and become motivated.

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Selda Mansur linkedin.com/in/seldamansur
twitter.com/seldamansur

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Please introduce yourself by adding a comment under this post. What are your goals for this workshop? Thank you.

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Communication skills: Listening, speaking, reading, writing, viewing, presenting and non-verbal communication

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Communication skills: Listening, speaking, reading, writing, viewing, presenting and non-verbal communication

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"Students who are able to continue development of these skills are likely to realize success in higher learning and throughout their lives." What are your thoughts/ideas/beliefs/resources/questions on this? Please add a comment.

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Social skills: Accepting responsibility, respecting others,cooperating, resolving conflict, group decision making, adopting a variety of group roles

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Social skills: Accepting responsibility, respecting others,cooperating, resolving conflict, group decision making, adopting a variety of group roles

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"Students who are able to continue development of these skills are likely to realize success in higher learning and throughout their lives." What are your thoughts/ideas/beliefs/resources/questions on this? Please add a comment.

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Self-management skills: Gross motor skills, fine motor skills, spatial awareness, organisation, time management, safety, healthy lifestyle, codes of behaviour,informed choices

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Self-management skills: Gross motor skills, fine motor skills, spatial awareness, organisation, time management, safety, healthy lifestyle, codes of behaviour,informed choices

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"Students who are able to continue development of these skills are likely to realize success in higher learning and throughout their lives." What are your thoughts/ideas/beliefs/resources/questions on this? Please add a comment.

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Research skills: Formulating questions, observing, planning, collecting data, recording data, organizing data, interpreting data and presenting research findings

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Research skills: Formulating questions, observing, planning, collecting data, recording data, organizing data, interpreting data and presenting research findings

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"Students who are able to continue development of these skills are likely to realize success in higher learning and throughout their lives." What are your thoughts/ideas/beliefs/resources/questions on this? Please add a comment.

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Thinking skills: Acquisition of knowledge, comprehension, application, analysis, synthesis, evaluation, dialectical thought and metacognition

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Thinking skills: Acquisition of knowledge, comprehension, application, analysis, synthesis, evaluation, dialectical thought and metacognition

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"Students who are able to continue development of these skills are likely to realize success in higher learning and throughout their lives." What are your thoughts/ideas/beliefs/resources/questions on this? Please add a comment.

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Why do we need to support ATL skills-building? What are your thoughts/ideas/beliefs/resources/questions on this? Please add a comment.

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What are you reading about teaching and learning?  Why? (Blog/FB page/Book/Twitter feed/Education Journal)

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Sara - I have just started to read Kath Murdoch's "The Power of Inquiry" as it is looking at how her understanding of inquiry has developed since first working with the concept. 

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Sara - I have just started to read Kath Murdoch's "The Power of Inquiry" as it is looking at how her understanding of inquiry has developed since first working with the concept. 

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Gemma Jamieson - I am joining ISSH this year as the Transition teacher. For the past 9 years I have been an Early Years teacher, teaching children from 2 - 5 years old. Although I am new to PYP the ATL appear to be similar to the characteristics of effective learning that I have used as part of the EYFS. Through the workshop I hope to gain a deeper understanding of PYP and ATL. 

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Gemma Jamieson - I am joining ISSH this year as the Transition teacher. For the past 9 years I have been an Early Years teacher, teaching children from 2 - 5 years old. Although I am new to PYP the ATL appear to be similar to the characteristics of effective learning that I have used as part of the EYFS. Through the workshop I hope to gain a deeper understanding of PYP and ATL. 

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How do we also make students more aware of the skills when assessing learning?Some units I use these with the students to assess their learning e.g social skills for team building. It would be good to use apply these more with students.

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How do we also make students more aware of the skills when assessing learning?Some units I use these with the students to assess their learning e.g social skills for team building. It would be good to use apply these more with students.

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jo

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I agree with this statement. There is, therefore, a need to develop the Language skills of EAL students as quickly and thoroughly as possible.

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I agree with this statement. There is, therefore, a need to develop the Language skills of EAL students as quickly and thoroughly as possible.

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Katherine
https://en.oxfordenglishdictionaries.com/
-facts, information and skills acquired through experience or education, the practical understanding of a subject
-the sum of what is known
-information held on a computer system
-the justified belief; certain understanding as opposed to opinion
-awareness or familiarity gained by experience of a fact or situation

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Nick, some skills linked activities, for free...

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Nick, some skills linked activities, for free...

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http://www.thinkingclassroom.co.uk/MembersResources/ThinkingClassroomResources/tabid/297/ArticleCategory/56/smid/1937/Default.aspx

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Watch this video to see a young boy using various skills to create his own arcade out of cardboard boxes. A great example of a young child using and applying the skills he has acquired. 

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Watch this video to see a young boy using various skills to create his own arcade out of cardboard boxes. A great example of a young child using and applying the skills he has acquired. 

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http://cainesarcade.com/

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What are some strategies-tools-resources you already use (or think about using) to design the curriculum to support skills-building? What are your thoughts/ideas/beliefs/resources/questions on this? Please add a comment.

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Abigail 14/08/17 Having spent a day learning more about ATL, I feel the school can feel confident about our implementation of the skills. We need to think about how we can now make this more explicit in our practice. I was very impressed with the MYP self management skills and am still wondering why the emotional skills are not listed as part of the PYP skills. 

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Abigail 14/08/17 Having spent a day learning more about ATL, I feel the school can feel confident about our implementation of the skills. We need to think about how we can now make this more explicit in our practice. I was very impressed with the MYP self management skills and am still wondering why the emotional skills are not listed as part of the PYP skills. 

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accepting responsibility
respecting others
cooperating
resolving conflict

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listening
speaking
reading
writing
viewing
presenting
non-verbal communication

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adopting a variety of group roles

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children experience games involving being out and winners and  losers and learning how to deal with the reaction.

stories depicting fairness and pausing for discussion

role play involving children as participants and audience

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formulating questions
observing
planning (with adult support)
collecting data
recording data
organising data (with adult support)
interpreting data
presenting research findings

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Early Years

Using all senses to notice relevant details.
Introduce experience of using all senses within a classroom activity.  Defining the senses and how to use them actively.

Linking to yearlong seasons unit, students repeat a walk and observe a particular tree within each seasons (four times within the school year).
Different groups can focus on a particular sense throughout the walks.
(Children take photographs of location /areas (ie same tree, field, farm) throughout the walk and compare from season to season.

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Acquisition of knowledge
Comprehension
Application
Analysis (with adult support)
Evaluation

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What I Can Do
Students draw a picture to show something they can do.