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Source:Learning and teaching: Approaches to Learning - An Integral Part of An IB Education, International Baccalaureate Organization, 2018. P1 – P25 

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Source:Learning and teaching: Approaches to Learning - An Integral Part of An IB Education, International Baccalaureate Organization, 2018. P1 – P25 

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States of mind (mindfulness, perseverance, emotional management, self-motivation, resilience)

What I do:

Provide opportunities for students to monitor and manage their learning to make progress.

Involve students in planning.

Create an atmosphere where students regard learning as a process of gradual improvement.

Support students to manage distractions.

Help students to understand persistence.

Help students to take responsibility of own actions.

Help students use strategies to reduce stress and anxiety.

Help students manage set back.

Help students work through adversity.

Help students work through disappointment.

Help students work through change.

Example:
Managing set backs and creating a passion for adversity is key in my ELL students. They often come to Canada being the best of the best in their previous country. They are used to having the top mark and when they come here they discover that this is no longer the case. Working with students to help them understand this disappointment, help them manage set backs and set them up so that they can succeed is such an important skill.

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Developing positive interpersonal relationships and collaboration skills (using self-control, managing setbacks, supporting peers).

What I do:

Provide explicit opportunities for students to practice and develop social skills.

Provide opportunities for students to reflect on their social skills.

Offer students opportunities to see that “other people, with their differences, can also be right”.

Model the social skills.

Help students practice empathy and care for others (Be aware of own and others emotions).

Learn to be cooperative (courteous, sharing, taking turns)

Encourage others to contribute

Helping students to learn how to advocate for one’s own rights and the needs, and those of others.

Manage anger and resolve conflict.

Example:

Social skills is a big part of teaching ELL as often the way people relate to each other is different from country to country. Teaching my students to advocate for their needs is very important since they do not always have the vocabulary or confidence to do so.

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Exchanging – information skills (Listening, interpreting, speaking)

Literacy skills (reading, writing and using language to gather and communicate information)

What I do:

Plan opportunities for students to practice and apply these skills in meaningful contexts.

Encourage physical cues.

Encourage communication using different languages.

Ask open-ended questions.

Put thinking ahead of knowing.

Have informal conversations.

Help students to follow information and directions of others.

Teach them to actively listen with respect.

Teach the importance of asking for clarifications.

Develop skills to interpret visual, audio and oral communication and symbols.

Help students understand body language.

Teach cultural differences.

Help students to confidently speak in small groups.

Learn how to give and receive meaningful feedback.

Example:
I feel the “exchanging information” subskill is the heart of my job. It effects everything I do. The start of every class is always a verbal discussion. To my students this may feel like just a fun way to welcome them but I am teaching them to listen actively to each other… with respect – even when it may be hard to understand each other. I focus on cultural differences in my class and always compare things to their own

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Information – literacy skills (formulating and planning, data gathering and recording, synthesizing and interpreting, evaluating and communicating)

What I do:

Model academic integrity by providing proper citations and references for materials and ideas that are shared with students.

Help students design relevant questions of interest that can be researched.

Help students create an outline of how to find necessary information/

Help students’ select appropriate information sources/ digital tools based on tasks.

Example:
With my rotary students we will often spend 1 day a week working on assignments that involve research from other subjects. During this time I work with helping students understand the research they have done and how it relates to their topic.

I also help students find appropriate sites where information is accurate and safe.

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Transfer skills (Using skills and knowledge in multiple contexts)

What I do:

Model the language of thinking and reinforce the process of thinking.

Ask open-ended questions.

Provide sufficient thinking time.

Provide time for reflection at all stages of learning – before, during and after inquires.

Teach memory techniques to develop long term memory.

Help to develop conceptual understanding across transdisciplinary themes and subjects.

Teach how to use skills and knowledge in unfamiliar situations / outside of school.

Example:
When starting group reading I always teach students to read the title, look at the cover and make predictions of what they believe will happen in the story. Many of the stories we read involve cultural differences and so we discuss what may be actually happening in the story and how it is different to where they live.

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Students co-construct knowledge with peers and teachers, and develop their skills more effectively with guidance and support from teachers and mentors.

IB believes that proficiency in any of these skills can be supported through the deliberate use of techniques.

The changeable nature of intelligence and motivation highlight the need for teachers to personalize learning based on individual needs/ student development.

Teachers must honour students’ voices, voices and ownership of these skills.

Teachers need to model the skill and provide scaffolds when introducing skills for the first time.

Units of inquiry are places for students to practice the transfer of skills.

Goal setting with students helps to identify what needs further practice or development.

Teachers also must consider the learner profile attributes and identify connections to the Approaches to Learning (ATL).

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Within these five categories of Approaches to Learning (ATL) there are multiple interrelated subskills. 

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Within these five categories of Approaches to Learning (ATL) there are multiple interrelated subskills. 

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Teachers are encouraged to determine necessary skills, based on context and need, and document and monitor them as learning goals.

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Set learning goals

Ask open-ended questions

Generate motivation and perseverance

Reflect on achievement

Try out different learning processes

Self-assess as they learn

Adjust their learning processes where necessary.

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                   5 Approaches to Learning (ATL) 

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                   5 Approaches to Learning (ATL) 

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THINK

RESEARCH

COMMUNICATE

SOCIALIZE

MANAGE THEMSELVES EFFECTIVELY

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                                                                                                                       Article Summary 

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                                                                                                                       Article Summary 

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Learning how to learn is fundamental to students education:
There are five categories that help students become slef-regulated learners that can ask quality questions
Through subjects, students gain skills and tools that are essential in helping them succeed in these subjects.
There are also a range of interrelated approaches to learning that can be transferred across contexts that support the development of inquiry and set foundations for lifelong learning.                                                                                 Students must learn that learning is something that they do for themselves                                                                                                  Students need to be proactive in their wanting to learn.
Approaches to Learning (ATL) help students