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ATL skills are often interconnected. When a teacher plans a lesson keeping the focus on a particular skill, students can actually take responsibility for their own learning by observing ,  emulating, demonstrating and self regulating. Example- a student can copy others who use the skill and use it himself/ herself with scaffolding and guidance.

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My role as a teacher would be to:
Make sure that students understand the importance of developing these skills and their role in the learning process.
Make a conscious effort to plan specific engagements pertaining to specific subskills

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Have a continuum where the development of each student can be tracked.
Accordingly individual strategies can be discussed with each student looking at their progress
Students can be involved in designing the assessments

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Explicit teaching involves directing student attention toward specific learning in a highly structured environment. Whereas implicit teaching is where the fecilitator does not  set specific outline or make such explanations overtly, but rather simply presents the information. One is structured and the other is more open.

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Explicit learning is active learning and skills like problem solving and analysis can be observed.
Implicit learning is when one learns passively or without awareness.Automatic learning - we can say.
Anshu Awasthi

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Direct and indirect. Intentionally and unintentionally

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Explicit is outright/purposeful teaching. It is right there for students to know and understand.
Implicit is kind of 'hidden' in the many layers of our TL engagements that lead to an understanding of a particular skill or a concept.

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Direct and indirect.  Intentionally and unintentionally

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By providing information and keeping the students explore it independently.

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By outlining the basic requirements and setting down specific success criteria

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Designing TL engagements in a way that they allow ATLs to be developed. For eg: A group research task will have explicit research skills that are evident and measureable whereas social skills of conflict resolution and working togetehr in a group is more implicit though observable.
Model ATLs... when kids observe they learn too... so if they observe you doing something in a particular way, they will try it too... so model model model

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Explicitly pointing out the skills you will be covering during the engagement. Pointing out the various sub skills we are trying to develop during the task. I usually use the ATL language during TLEs as it helps the students to know that I am observing them on those. I choose the one ATL I want to focus on. Focus on too many a time may get a little confusing.
Also asking Ss which ATLs they think will be covered during the task is another favourite part of my TLE. I always do it in the start once and then in the end to check if they observed any other ATLs... I ask them to refer to the sub skills for a better understanding.

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As a teacher of ATL, my role is to integrate them into my unit and otherwise in implicit and explicit ways to make sure there is development
Reflection by students and me will help in finding out whether we see a growth in our ATLS or not

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Assessing ATLs which are measurable is possible. Like you can measure research skills and find out if it's proficient or developing...
however I feel ATLs like social and self management are  observable yet shouldnt be explicitly assessed because they are intangible skills which may change depending on how you are feeling that day... a bad day at home or a fight with your sibling doesnt really put you in a social kind of mood... Just my thoughts!

I know.most of our schools assess it... but we need to figure out a way to make is more assessment for learning instead of giving it a grade!

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By providing feedback about ATL, using ATL vocabulary in the classroom

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By providing feedback about ATL, using ATL vocabulary in the classroom

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Goal setting together by learners and facilitators, identifying and relating ATL for a UOI

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Goal setting together by learners and facilitators, identifying and relating ATL for a UOI

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As a facilitator, we provide opportunities explicitly and implicitly to bring in ATL in every possible situation ex- through activities, assessments etc.

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As a facilitator, we provide opportunities explicitly and implicitly to bring in ATL in every possible situation ex- through activities, assessments etc.

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By letting them create their own rules for learning-Anshu Awasthi

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By letting them create their own rules for learning-Anshu Awasthi

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When we explain them what to do/ share exemplar/ model the process for them

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I feel they should be able to identify the skills they have and the ones they need to develop- Anshu Awasthi

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Explicit teaching and learning is expressed or observed readily. It is taught in a structured environment by either explaining or demonstrating.
Implicit learning and teaching is indirect, passive or unintentional. You need to infer to understand. As teachers we give students to create their own schemas for understanding rules instead of memorizing.

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By promoting self directed learning, by giving students communication based activities. Assigning group task where they collaborate and share their perspectives.

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By modeling or demonstrating for students or connecting them with real life scenarios

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My role would be to inculcate these skills in my students either implicitly or explicitly. The objective would be to build on these skills with them to make them global citizens.

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This is my action plan where I need to work on. Although we do assess them on these skills during summative assessment by building a success criteria with them where in they reflect on  the skills they focused on and developed but I want to make them reflect more often, in fact through all the class engagements.