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Thank you from all of us here at EtonHouse Tim - quality course with a quality group of people.

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My reflection mindmap

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Cream Cute Illustrative Mind Map Brainstorm

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My action was to create this during the time.

This will help me and my students to delve deeper and check progress on this ATL.

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Planning for ATL Action (Archana and Priyanka 

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Planning for ATL Action (Archana and Priyanka 

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Learners will recognize the importance of being physically active, making healthy food choices, and maintaining good hygiene.

Approaches to learning: Thinking, Communication and Self-management skills.

Thinking skills- mind-maps to share their prior wealth of knowledge, informal discussions about healthy and unhealthy lifestyle. (junk Vs healthy food options why and why not questions will be posed,

Thinking skills and Communication skills --Reflect on your daily routine and share.

Social skills- Group discussions, poster presentation, collaborative task- poster making (differentiate between healthy and unhealthy behaviours) cut and sort the images accordingly.

Communication skills - age-appropriate videos, short theme-based story will be shown, oral presentation of your designed poster.

Task - Design a poster to promote healthy lifestyle. Include interesting illustrations to compliment your poster. Upon completion, present your poster to peers.

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Differentiate and balance the amount of explicit and implicit input, offered to the younger and older learners in regard to ATLS sub-skills.

Unpack the categories of ATLS into subskills and explain how they can be used in transdisciplinary learning alongside the Learner Profile in an inquiry-based learning environment.

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・Use visuals to introduce ATLs

・Re-design my lesson planner which has a color coded ATLs so that I can always check which skills I need to focus on.

・Teach ATLs more explicitly. Ask questions to reflect their learning at the end of tasks.(Reflection sheet??)

・Observe and record students' ATLs.

・At the beggining of a lesson, the students choose which skills they want to focuse on during the lesson and they can reflect when they exit.

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Reflecting on my Year 2 class assembly presentation, in the future I'd like to explicitly bring in ATLs into the the showcase, as well as the preparation and discussions that revolve around it.

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-To become more explicit in considering ATLs in the lesson planning stage.

-Co-ordinate with homeroom teacher to use consistent gestures and colour-coded visuals to introduce ATL concepts to students.

-Encourage students to explicitly reflect on ATL skills during class.

Comment on ATL improvement in reports.

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Self management skills - mindfulness - create an activity for mindfulness and create a self assessment criterion/rubric, in preparation for y4-y6 enrichment sessions.

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Going forward: Building on what already exists

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Going forward: Building on what already exists

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1. Within daily planner, add the other ATLs from unit planner. Define what that looks like in the classroom. Create explicit teaching opportunities. For example: Student self management skills: Goal setting: “My goal is to finish the introduction to my song in this one lesson.”

2. Have visual cues in classroom for teacher to reference.

3. Envision what the ATLs may look like when students take action.

4. During the lesson, purposely look for evidence of students demonstrating the focused on ATL.

5. At the end of each lesson, record how ma ATL was observed.

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ATL Action Y1 Nutan MingYue Micheline Yuri

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ATL Action Y1 Nutan MingYue Micheline Yuri

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Step1: Provocation

Black Folder or Messy Classroom to teach self management skill

Step2: Introduce ATL cards which are child friendly developed by Paloma (One skill per week)

Step3: Introduce ATLs by child friendly video

Step4: On different tables, put A3 papers for children to skill Students draw or write how they demonstrate this self management skill or the skill introduced for that week.

Decode self and manage like a mind map on the white board

(Assessment) after all skills are done

Step5: Show ATL descriptor cards and students share their understanding of which ATL has been showcased

student agency is for next week students take a peg and clip it on what skill they would like to improve on for that week

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Subject Area Skill Development and Planning

Looking at the ATLs highlighted on the unit planner and intentionally match them to the subject specific learning engagements on our team weekly planner.

Integrate relevant ATLs into the summative assessment rubric

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I would like to create a resource which evidences 'what success looks like' in a particular skill.

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Reflection mind map - all the wonderful things I’ve found and can use in the library! Including where I can find book lists, useful blogs to read, great resources etc

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Create ATL posters/ puppets (for EY learners)

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Edit unit planner for new UOI WWAIPAT

And if time next literacy unit

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Edit unit planner of the upcoming unit to incorporate ATLs

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Making images to use for visual prompts in class

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Making images to use for visual prompts in class

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update unit planner / edit / refinement

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Picture/image only cards for visual prompts for students

https://docs.google.com/presentation/d/1vDnd0S3z6LOia4wBudlPHUcC9k1GL9YfjroFNye5EWI/edit#slide=id.g2bc3d24a8d1_0_67

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Involve students in planning tasks, the timetable, the shape of the day or their learning space.

Continually reflect on how they are supporting student agency as an intrinsic motivation to success.

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Lenny Dutton toolkit is absolutely amazing.  The spreadsheet he has designed gives resources / ideas for all the ATL -

Activity/Strategy/Presentation

Article/Website

Worksheet

Video

Other

Things like -

Use Loom Extension on Chrome  to give meaningful feedback – child to child, create constructive videos to feeback and feedforward

Interesting articles

Like this one on self regulation - https://sjtylr.net/2017/10/21/tempered-learner/

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Help students develop personal inquiry questions

Provide opportunities for individual AND collective research

Provide time for agentic inquiry to develop research skills

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Explicit and Implicit Teaching and Learning

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Explicit vs. Implicit Teaching and Learning

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ow Split Screen Helps Students Learn What, Why and How They Learn

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ow Split Screen Helps Students Learn What, Why and How They Learn

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When we support teacher well being and regulation, we can expect teachers to better facilitate self regulation in students.

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1) Soul Food Cafe

These are really fun activities to make the ATLs accessible in the library.

2) ATL silo resources - specific skills inquiry

Excellent book recommendations that I could use to build up the library’s collection of texts that support the ATLs

3) Inspiring inquiry ATL

Use the Chris Gadbury infographics to make the information more accessible

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ATL/LP Placemat : https://drive.google.com/file/d/1Xlc-wMSM6VJUcUkkjUUZru1pAlEUyynS/view

https://drive.google.com/file/d/113E7VLGYz8saTzsfqPbqpgMbBnhdJKHy/view

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First, I explained the intention of this experience, the reason why self-assessment is vital when reflecting on your own learning and the importance of being honest in the development of the process. Then, my students implemented this strategy in their work and some of them decided to use the same lotus flower and others created another image to represent their ATL skills. To select the icons in each petal, the teacher should ask students to reflect on the following queries:

Which ATL skills have you enhanced throughout the unit of inquiry?

Which skills have you struggled with and why?

Which skill are you going to improve for the next unit of inquiry?

How can you improve these skills?

Finally, I added five concrete action points to work on for the next unit of inquiry with the entire class. My students showed a lot of enthusiasm when asked to illustrate their skills and you can have a look at an example down below:

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Conducting self-assessment using the ATL skills

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First, I explained the intention of this experience, the reason why self-assessment is vital when reflecting on your own learning and the importance of being honest in the development of the process. Then, my students implemented this strategy in their work and some of them decided to use the same lotus flower and others created another image to represent their ATL skills.

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Put thinking ahead of knowing and encourage reflection on themselves as communicators

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Learning friendly teacher action and talk

Building powerful learners through classroom activities and informal discussions

Coaching approach - where students will learn from their own mistakes, this approach helps learners to explore challenges and finding solutions independently.

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Best resources found so far:

EY ATL MAP TEMPLATE - as a school, we would benefit from having a template like this to track what ATLs we are teaching.

PYP ATL RESOURCES IDEAS - SKILL SETS - there is a section with EY friendly books to approach each of the ATLs. Stories are so powerful!!

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Split screens approach - How I embed ATL in planning? Thinking of split screen while planning lessons

what they are going to learn (knowledge),

how they are going to learn (skills),

how the learning will be affected by their attitudes/behaviour (Learner Profile and attitudes)

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Use as wider range of visible thinking routines

Offer a wider range of reflection methods

Co-create learning goals with class (more frequently)

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Teach social skills explicitly, not only when opportunities come up organically. Incorporate mini lessons on social skills every week as end of day activities.

Design collaborative tasks where learners are given roles in a group setting

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I like the idea of ‘The 10 Skills Employers Most Want in 2015 Graduates’. This works as a clear goal for teachers to plan and trace. It can be also used for assessment as it was mebtioned in the article.

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Making the approaches to learning happen

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This article explores one school's journey to ensure the approaches to learning, an element of the PYP, are planned for in order to strengthen the transdisciplinary nature of their programme. A few years back I shared a post on the PYP transdisciplinary skills, including reflective questions on the role of these skills in your school's programme.

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Resources:

ATLs mini posters

https://drive.google.com/drive/folders/1AO_Rc4cTaMk-g1ukQJ3xrbtTHIaDEF9y

Placemat

https://drive.google.com/file/d/1Xlc-wMSM6VJUcUkkjUUZru1pAlEUyynS/view

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The ATL skills are interwoven throughout everything that we do in the IB continuum. Teachers are building skills both explicitly and implicitly at every opportunity, but designing meaningful learning experiences aligned with the long list of skill indicators is no easy feat! There are so many options and skill-based activities are not always at the forefront of the planning process.

This set of five ATL skills playbooks is designed to help you target specific skill indicators in your teaching and learning processes. The playbooks collate exciting ideas for skill-based activities that can be aligned with subjects or used independently for homeroom and other learning spaces.

Related resources

Liked this resource? Here are a few more you might like to explore:

The all-in-one collaboration platform for educators.

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ATL Skills Playbooks Skill-based activity ideas to help students become lifelong learners

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Engage students with skill-based activity ideas from these ATL playbooks. Bring the ATL skills to life in your MYP classrooms!

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Pose questions that challenges students' prior knowledge

Allow students more time to think and answer posed questions

Foster classroom culture where every child is encouraged to ask questions

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Balanced ATL Teacher sees the bigger picture: As a resource teacher, it's challenging to know all the students but during the cover class, I would like to work on this target by working with different year levels with my ongoing teaching and learning.

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Balanced skills secret - Balanced ATL teachers......

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Balanced skills secret - Balanced ATL teachers......

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plan for good questions - whilst I do a lot of questioning and discussions are rich - planning good questions will always be a target for me to keep improving and developing to make sure they are rich questions that extend students thinking, variety of questions that reveal thinking and understanding.

I will build questions with students.

I will aim to focus on these when we start our new unit Where we are in Place and time.

Another way is to build questions in lessons as provocation - ask students what questions we will form at the start of the learning engagement and to be successful we will aim to be able to answer them by the end of the lesson.

A second goal will be Design units that show explicit awareness of the skills that students will be using to inquire and which skills they may need to develop.

With my team I will encourage more intentional focus and planning of ATLs

I will aim to focus on these when we start our new unit Where we are in Place and time.

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Balanced ATL teachers let students in on the secret:

Being more explicit about the ATL by including it in my weekly planning; linking it to the learning engagement.

Starting from next week and mindfully continuing with this every week.

Use visuals from the resources page to make it more visible to my students so that they understand what they are doing.

Balanced ATL teachers invite students' voices into their learning:

Invite students to identify 1 or 2 ATLs that they think links to their learning

Ask for suggestions - what kind of experiences would help us to develop the above skills

Make these skills visible in the classroom

Explicitly model the skill and give students an opportunity to practice the skill through discussions and reflections.

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Balanced ATL teachers provide multiple road maps: Use split screening method to deliver learning objectives and ATL skills to target. Try exit games and discussions when possible to further the discussions on ATL skills and co-construct their journey of achieving the ATL skills? The discussions may allow students to recognize that each are working on something different, and that there is no 1 correct way to achieve/demonstrate a skill.

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Balanced skill secrets

1. Balanced ATL Teahcers rarey think for their students.

I'll have a bigger picture of how my teaching would go and prepare at least 5 open questions to scaffold the students' understanding from next week.

2. Balanced ATL Teachers use language that invites `elastic` ideas.

From next week, I'll use the words more to open the possibility.

Words are; might, could, possibly, wonder, maybe and we.

3. Balanced ATL Teachers are balanced themselves!

I still need to develop some of the ATLs so I'll remind myself my weak skills using something like a notepad and try to demonstrate what balanced ATL person is like. Hopefully, my students will learn from their observation.

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1) Use language that invites ‘elastic’ ideas

Be open to possibilities and willing to allow a lesson to go off down a different path.

2) Passionate and energetic

Share my curiosity and genuine interest in the world. Be passionate!

3) See the bigger picture

Appreciate that every student is different and arrives at each lesson with their own thoughts/feelings/issues and be willing to adapt the lessons to accommodate this.

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Katherine Murdoch talks about balanced teachers being explicit in their interests and questions. In the past I have tried to avoid sharing my interests with my students as much as possible. I guess this is due to how I was trained - at that time it was seen as healthy to keep a barrier between the teacher and the learner. I think however that nowadays it would be appropriate for me to share my personal inquiries, experiments and research with my students, especially in relation to demonstrating the ATLs in action.

When it comes to explicit questioning, I feel like I can increase my intentionality by writing down more of the questions I would like to ask, and ask series of questions which get progressively deeper. Since I teach many classes across the same yeargroups, I think this presents an excellent opportunity to try different questioning techniques and see what emerges as a result.

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I love the resources of "APPROACHES TO LEARNING PERSONAL ACTION PLAN". It's helpful for lesson planning.

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1) Relate to the students more.

2) Collaborate to their students.

3) Ask more questions and give them a chance to share more. Students get to understand their strengths.

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Balanced AtL teachers know which approaches to learning help students inquire

Planning stage- choose Atl skills ( communication, thinking, research and self-management skills) classroom conversations, give students’ more voice and choice options

Choose learning outcomes from the scope and sequence document( consider assessing AtL skills)

Design learning experiences accordingly and prepare pre and post self-reflection sheets

Share success criteria clearly (students will know what are the expectations )

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Teachers talk less - 'it's not my show' I am going to be more aware of giving too much of my ideas in sessions.

Teachers are balanced themselves - I am going to ensure a fair amount of time given to each subject rather than letting things go over too much in terms of time. I will manage my time better.

Teachers know which Approaches to Learning help students inquire - I think that I could place these skills in the SC of each lesson more - rather than just in the medium term plan.

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Goal: To develop strategies to assess and keep track of the student's progress.

Next steps:

Creating and excel sheet to track ATL progress.

Creating self-assessment sheets with visuals, so they are accessible for EY students

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use more unexpected moment for teaching - incidental learning is one of the best experiences for both teachers and students

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1. Balanced ATL teachers collaborate with their students:

Allow students to choose the activity.

2. Balanced ATL teachers know which ATLs help students inquire:

Explicitly show the ATLs I'm working on in my lesson planning stage. Design a task that allows students to demonstrate improvement.

Make it clear to students what is expected by modelling behaviour.

3. Balanced ATL teachers let students in on the secret.

Introduce actions for each ATL for students to recognise which skill they are developing.

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Balance ATL teachers let students in on the secret

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Balance ATL teachers let students in on the secret

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not just putting words up on the wall,tell and helping students understand what skills they are doing will give them confidence.

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i want to be more of a hunter & gatherer in my classroom. so bringing real life provocations to my classroom. my action - i need to be more thinking about different ideas always to engage my students.

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Balanced ATL teachers use great, challenging, authentic resources

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Balanced ATL teachers use great, challenging, authentic resources

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Find even more engaging, real world, future relevant material that will excite and create meaningful connections for students.

By March 1,2024, gather a variety of resources to supplement the current unit to give even more inspiration to students.

At least 3 resources for early and upper primary.

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Planning for questioning that promotes student thinking or self awareness.

By Monday, February 26, 2024, formulate ATL directed questions in unit planner. Insert into daily planners.

By March 1, implement the ATL questions in classroom teaching.

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1. Ask more -- plan questions to help students uncover the next step of their learning

2. Provide multiple road maps -- provide options and suggestions

3. Celebrate learning and voice of the students in the classroom implicitly and explicitly.

Next steps: show curriculum elements, achievements and the idea that we are life-long learners through exit tickets, reflections, displays. Foster a growth mindset.

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Balanced ATL teachers let students in on the secret

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Balanced ATL teachers let students in on the secret

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By Monday, February 26, 2024, I will put up the ATL skills that e we are focusing on before the lesson starts and explicitly refer to the ATLs throughout the lesson.

Success: Choosing at least 2 skills. Referencing the skill at least 3 times in one lesson. Have at least 1 students reflect on their demonstration of a skill at end of each lesson.

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Student self assess and reflect - ATL cafe - students select from the cafe the ATLs they have been using and can also be used to take ingredients you want to use to focus on.

Students ATL action plan.

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Ensure that the designed assessments are assessing students’ ATL skills. For instance, if communication skills - assessment task should be based on oral presentations/ speaking

Incorporate more self-reflection activities so that students take ownership of their own learning.

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Could find some good examples of ATL self-assessment and some nice breakdown posters for research, which can be used for other subjects at different year levels.

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1. I like this type of form as they have expert(sharing) section. Usually an assessment form doesn't have the sharing part. With this section, I believe the students can develop more.

2. I can assess ATL's while relating to my teaching. eg How many times did you ask for help saying "もういちどおねがいします。" or "~は なんですか。"

3. For lower primary, we need to intenstionally use the key words and model to get them understand what ATLs we are looking at.

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A teacher, Rachel Domenic, recently shared a great ATL folder online. In the folder was some self-assessment documents. I took these documents and just changed the appearance a little, (you know I...

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1) I love the continuum phases! This is so useful as a specialist who teaches from N2-Y6. I will definitely make use of this in my teaching.

2) The student reflection prompts are great and will be a good way to round up a lesson with an ATL focus.

3) The EY assessment menu is very useful. I have limited experience teaching the EY and I am less familiar with the expectations when compared to the primary years, so it’s great to have this as guidance.

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I would like to use these strategies for my students to reflect on and self-assess:

1. An ATL reflection journal - students fill this in at the end of every day.

2. ATL Soul Food Cafe - what ingredients [ATLs] have you used today? https://drive.google.com/file/d/132jO2z4crKBbRRy1xz8p6-cx2ojx8ncA/view?usp=sharing

3. ATL self assessment doc - ATL Self Assessment Docs

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I need to remember:

1. Focus on no more than 3 skills per assessment.

2. Make students aware of the success criteria.

3. Create opportunities for improvement as a result of the assessment.

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I managed to find a nice little poster.

I love the Self Assessment tools - so child and teacher friendly!

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The student self assessment examples are very well written, extremely detailed and clear. These samples are easily adaptable to different age groups.

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Integrate ATLs into success criteria for students' self-assessment.

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Practical reminders

Both implicit and explicitly of the ATLs are effective ways of teaching them.

Documenting progress as a teacher will make me more aware of student's progress.

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1. Lots of people have had a go at making vertically aligned assessments for teachers and students of different ages to assess the ATLs.

2. It could be useful for us as a school to build or develop such an assessment, as many teachers are concerned about difference in expectations impacting the validity of any assessment data we collect.

3. The ATL assessments I have read seem subjective compared to, say, a maths assessment. We'd need to work hard as a staff to ensure consistency in expectations and deciding on whether or not a student meets the expected level.

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Teachers may need to move away from the traditional 'grading' system when assessing ATLs.

ATL assessments may not need to be a written task or a multiple choice type answer. Feedback discussions can be just as authentic?

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Qualitative assessment, anecdotal commnets; create open-ended tasks which facilitate demonstration of ATLs. Focus on achievements and next steps.

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・Most Important reflection

Learner profile and ATLs are deeply connected and we can teach those skills implicitely and explicitely. ATLs are the skills that need to be developed to be a life-long learner/Self-regurated learner.

・Critical Question

How to assess ATLs in my teaching.

・I'll be more explicit in my teaching.

I'll also add a section to my lesson planner to check which ATLs are implemented in my lesson.

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In my exploration of ATL teaching and learning. I think the most crucial realization is that it's not just about imparting knowledge but fostering skills crucial for lifelong success. My question is: How can we seamlessly integrate ATL skills into diverse subjects?

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Key takeaway - It was nice to hear about my colleagues experiences across the school and reaffirm that we are all working on instilling the same skills, but this looks different at different levels.

I didn't know that student choice regarding who to work with is actually written into the PYP, so I found that interesting. I wonder how that relates to those students who struggle to make social connections and if others would prefer not to work with them.

Question - How can I differentiate the amount of explicit input I offer in regards to self management skills in a way that older students do not feel self conscious?

Area for further inquiry - I guess the ATLs are still pretty new but it would be interesting to read some research papers about them if any are available

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I understand that Atlas are key component of teaching and learning.

My critical Question is how resource teachers can implement the Atlas at different levels within a short period?

Should like yo have a deeper and more practical understanding to incorporate these Atlas skils.

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My take away from today's session is the importance of the ATL. It plays an integral part in the students growth and helps the students to be independent learners.

My question at the end of the day is How to incorporate the ATL in my time-based lessons.

Area for action is to support my students to develop the ATLs, understand it's importance, understand their strengths and also the skills they would like to get better at.

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ATL"s are an integral part of teaching and learning process

What practical strategies can be used to explicitly teach and model ATL to the students?

I would like work on my planner / or an upcoming UOI, integrate learning experiences that requires students to take action, explore ALT skills.

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The most important understanding for me was that ATLs can be taught/learnt/exhibited explicitly as well as implicitly.

Critical question: How can I plan and assess ATL development effectively?

Area for action: Assessing ATL development and planning for differentiated ATL development.

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Give students a chance to practice diffrent ATL skills

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My biggest takeaway is...

1. To explicitly target ATLs in the classroom, offering learners to consider/practice/apply it in their as they venture into the unknown

2. To give accurate feedback on the learners' application of their ATL skills in the classroom

3. Understanding the connections between Learner Profiles and ATLs, how ATLs give more context to LP

I'm excited to learn further tomorrow on how to assess students' application of ATLs, and see practical examples and how they are shown in the classroom

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Most important reflection:

Some ATLs are easier to teach implicitly/explicitly

I teach ATLs more explicitly than I thought

ATLs are key elements for the future of our young learners.

Critical question: How can we objectively assess ATLs?

Further inquiry: Assessment of the ATLs. At the moment I find the ATLs too broad to assess them. I would like to differentiate them/break them down on beginning to develop, meeting, exceeding. This would ensure consistency when assessing skills.

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1.The complimentary relationship of LP and ATLs. The ATLs overlap of ATLs to each other. The blending of explicit and implicit teaching of ATLs.

2. How to assess students ATLs authentically.

3. To collaborate with students to plan for ATLs in a unit and to plan individualised learning enagements for the ATLs as well as to begin to assess and have students be aware enough to begin to assess their own level of achieving the ATLs.

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Most important understanding - the ATLs should underpin all teaching and learning.

Critical question - how can I differentiate the ATL learning from N2-Y6? (What does it look like at each level?).

Area for further inquiry - find resources to support ATL teaching and learning in library lessons.

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Understanding: ATLs could be taught implicitly and explicitly. The skills should look differently in different year groups. ATLs are fundamental to students' learning and are arguably more important than subject knowledge in this day and age. Question: how to monitor and assess ATLs? Area for action: vertical alignment across the whole school.

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i really liked todays session, everyone has contributed - my area for action is to try and assess my atls in the classroom more closely and actually include them in my lesson plans. i also want to do more readings regarding the ATLs.

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Most important reflection: I believe that self management skills are foundational to the ATLs.

Critical question: How do self management skills develop within a music class?

Action: Choose one self management skill to observe for implicitly in students.

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I understand that ATLs are integral to create autonomous learners of the future.

How much time are we going to commit to assessing ATL progress over the year?

I would like to understand more on how to get children to evidence their achievements towards the ATLs.

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I understood the importance of the ATL's learning for IB curricular and lesson's planning.

And I will refer the ATL skills put into my Mandarin lesson planning in the future.

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Most important understanding - knowledge and ATLs are not separate goals.

Critical Question - how to assess ATL improvement

Area for Action - becoming more explicit in implementing ATLs in class

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To enhance ATL, development the classroom, consider incorporating diverse teaching methods, encouraging critical thinking, fostering collaboration among students, and providing opportunities for self-reflection. I am still working on it.

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What do you improve on:

I think I need to work on giving more opportunities to engine more different topics of interest, ask questions, and conduct research to find answers by students during the Mandarin lesson.

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Provide more opportunities for the students to practice and develop Approaches to learning skills.

Demonstrate ATL skills in own teaching practices

Offer scaffolding so that students will develop ATL skills implicitly

Design interesting tasks that requires students to practice acquired ATL skills

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How can I assess the teacher's planning and work on transdisciplinary and take action?

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To plan lessons that are more fun based and they understand to use the ATL vocabulary but also understand it and think of the ways to take an action to improve it.

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Enhancing ATL development in my classroom

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Enhancing ATL development in my classroom

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After this discussion, I would like to explicitly use the terminology in my weekly planning document for learning experiences that lend themselves to the development of a particular ATL.

I would also like to monitor and assess the students development of the ATLs and use this information effectively while writing reports.

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I think giving the children examples of what success in each area of the ATLs looks like would be a really good next step.

Creating this evidence would not only help them but also the teacher to give targets and also share with the children when success is happening in the class with development towards the ATLs.

Overall I think this is assessment - this is definitely the area I need to focus on.

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I feel that I am very good at using the ATL language and sharing real life examples with students.

Something I would like to work on is supporting students to identify their own specific skill development areas. I would then like to be more confident in monitoring and assessing their progress in this area.