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sue.cattell@milford.school.nz

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North: What do I still need to know......( Ways to create a balance between all the requirements of the PYP)
South: What surprised me the most? (How important the skills are throughout all inquiries)
West: What do I find most worrisome about ATL going forward. (Making sure that I am covering the skills throughout all UOI.
East: What am I most Eager to share with my other colleagues about ATL. (That it is important to have both implicit and explicit when developing ATL.)

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North - I still need to know how to explicitly teach certain skills more efficiently (research especially)
South - I was surprised at how much I actually do implicitly teach the ATL
West - I find most worrisome the amount of time that I would have to dedicate to explicitly teaching ATL when time is already very limited
East - I am most eager to share the necessity of ATL, the skills are fundamental to a higher level or knowledge/engagement

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NSWE: Learning Reflection Compass Points

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NSWE: Learning Reflection Compass Points

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North: What do I still need to know?
How to apply learning experiences (with specific skills) to Early Years (K-2) students.

South: What surprised me the most?
How to teach specific strands of the skills.

West: What do I find most worrisome about ATL going forward?
How to reach every strand within a specific skill to each student. (time management - not enough time in a day, week, year!)

East: What am I most eager to share with my other colleagues about ATL?
The learning engagements we brainstormed as a group. That we need to check in with the students to find out if they know where they are at with specific skills.

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1. Self Management Skills:
Codes of Behaviour: Knowing and applying appropriate rules or operating procedures of groups of people. (You are able to behave in different situations. You know the rules and essential agreements and stick to them.)

2. Learning Experiences (Explicit): Modelling appropriate behaviours in various situations

3. Skill Development/Deficiency: Formative Assessment Checklist: A list of appropriate behaviours and responses: Did students achieve these, yes or no?

4. Learning Experiences (Implicit):
Scenarios: (Each classroom is a different scenario set up)
Each scenario would have different questions for the students in that particular classroom.
Working in a group at school:
Question 1: You are working in a group, and one member wanders away. What do you do?
Question 2: You or one of your group members gets into an argument, what do you do?
Cafeteria/Hallways:
Question 1: There is a lot of food left on the table when you are leaving. What do you do?
Question 2: How do you behave in a cafeteria? Walk? Run?
Field Trip:
Question 1: You are away from home for the first time. What happens if you feel: ___________?
Question 2: How does your teacher feel, when you are not following directions on the field trip?
In their community: ex: the mall, grocery store, etc.:
Question 1: What should your voice/speaking volume be when out in public? (mall, grocery store, etc.)
Question 2: What if you need to get by a stranger? What do you do? Do you push past them? Hit them? Scream at them? Say excuse me? Tap them lightly and gesture politely that you need to get by?

5. Reflection:  Have a big piece of chart paper in the classrooms with the shape of a Y (chart): Positive behaviour: Looks like, sounds like, feels like.

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1) I will decide which specific skill will be focused on - Research

2) I will make the skill accessible through explicit teaching first.
Learning experiences:

-Destiny Quest lesson with librarian (Planning)
-Research process tuning-in activity (Planning)
-Daily goals planner during PYPx (Planning)
-Provocations and conceptual questions during tuning in(Formulating Questions)
-Keyword lessons, Cornell notes, searching for terms on websites (Collecting and recording data)
-Lesson on combining notes as a group (organizing data)

3) I will analyze progress, look for areas of skill development and skill deficiency.
-Observing
-Organizing data
-Interpreting data

4) I will build in specific learning engagements which enable students to practice and improve the skill (implicit) we're focusing on.
- use of graphic organizers
- searching the library
- co-ordinate search
- Finding out about geo. features

5) I will ask my students to self-assess their skill proficiency.
-ATL matrix organizer beginning of the unit to assess what they think they know about them by drawing and writing their own definitions
-ATL reflections continue throughout the unit on Seesaw

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1. I will decide which specific skill will be focused on.

2. I will make the skill accessible through explicit teaching first.

3. I will analyze progress, look for areas of skill development and skill deficiency.

4. I will build in specific learning engagements which enable students to practice and improve the skill (implicit) we're focusing on.

5. I will ask my students to self-assess their skill proficiency.

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For learning:

formative

students observed applying the ATL

assessing prior knowledge

As learning:

they are doing it/applying the ATL

demonstrating an understanding of the ATL

reflections on how the use of ATL is going for them

thinking about how they can improve their abilities with ATL

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Electronic gallery walk
Give feedback

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Collect, Record & Verify (hotel, restaurant or activity)

(Research Skills)

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Self Management Skills:

Codes of Behaviour: Knowing and applying appropriate rules or operating procedures of groups of people. (You are able to behave in different situations. You know the rules and essential agreements and stick to them.)

Formative Assessment:

§  Checklist: (Look for/Ask for)

o   What are the expectations in this scenario?

o   What does codes of behaviour:

§  Look like?

§  Sound like?

§  Feel like?

o   Have a big piece of chart paper in the classrooms with the shape of a Y (chart)

o   Some scenarios will be positive, some negative and students need to figure it out for themselves.

Learning Engagement:

§  Scenarios: (Each classroom is a different scenario set up)

§  Each scenario would have different questions for the students in that particular classroom.

1.       Working in a group at school:

§  Question 1: You are working in a group, and one member wanders away. What do you do?

§  Question 2: You or one of your group members gets into an argument, what do you do?

2.     Cafeteria/Hallways:

§  Question 1: There is a lot of food left on the table when you are leaving. What do you do?

§  Question 2: How do you behave in a cafeteria? Walk? Run?

3.     Field Trip:

§  You are away from home for the first time. What happens if you feel: ___________?

§  How does your teacher feel, when you are not following directions on the field trip?

4.     In their community: ex: the mall, grocery store, etc.:

§  What should your voice/speaking volume be when out in public? (mall, grocery store, etc.)

§  What if you need to get by a stranger? What do you do? Do you push past them? Hit them? Scream at them? Say excuse me? Tap them lightly and gesture politely that you need to get by?

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Maori Culture: Kia Ora: Hello!
Forehead to forehead and nose to nose to greet each other then arms length away for space.

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Each group selects two explorers to travel to another world culture group to "experience" that culture

Each explorer should interact and observe the "new cultures" body language and greeting customs.

Share with your original group.

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1. Swim well.
2. Jump high
3. Show empathy well
4. Read music

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Some technology
Reach for high things
Academic Stuff
Speak in front of others (large group unless they are children!) :)

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1. Skate
2. Swim
3. speak quietly
4. run fast
5.

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1. Play hockey
2. Video games
3. Be a father.
4. BBQ
5. Skate
6. Teach
7. Drive
8. Share
9. Cook
10. Play harmonica

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read
write
laugh
talk
walk
run
skip
be there for family and friends
cook
travel
love
be silly
help others
connect with children
swim
use (most) technology
share
bike

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1. read

2. cook

3. play music

4. drive a car

5. build things

6. fix things

7. listen

8. use technology

9. create

10. play sports

11. type

12. write

13. BBQ

14. headstand

15. spell good

Can't Do...

1. speak Greek

2. run for a long time

3. small talk

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1. Walk
2. Talk
3. Ride a bike
4. Listen
5. Play Xbox
6. Play golf
7. BBQ
8. Share
9. Reflect
10. Spell

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Get students' feedback: We know where they are but do THEY KNOW?

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We need to take time to teach things both explicitly & implicitly with skill development being more explicit

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What does an inquiry-based, skills-driven classroom look like and sound like?

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What does an inquiry-based, skills-driven classroom look like and sound like?

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Looks like:

Busy: a lot happening

Collaborative with students but independent of the teacher

Active listening

Varied

Sharing knowledge, thinking, suggestions, feelings

Varied resources

Controlled-freedom

Goal oriented - process driven

Purposeful

Various roles and responsibilities (accepting responsibilities): ex: leader, note taker, communicator, etc.

Sounds like:

Loud but would have access to a quiet area for those students who work best in quiet environments

Differentiated: Technology (volume, students with headphones, etc) Books, collaborating with one another, discussions, etc.

Discussions/collaboration

Purposeful

Supportive

Debate - challenging of ideas (argument in a positive way)

Asking questions

Sharing of perspectives

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1. How do students know what tools they have and don't have?

2. How can teachers help students learn to use their tools properly?

**Ongoing reflection is important.
**Visible thinking strategies then using the vocab.

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Plan learning engagements to foster action. Action is eternalizing about what students are learning about and them doing something about it. Action happens at home that you don't even know about - let parents know so they can let YOU know.

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What is the difference between "guidance" and "requirement?"

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Ebeneezers in Wan Chai
1. Transit: 9 options
2. Driving: At least 3 different options
3.Walk: 13 hours 28 minutes

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Location/Google activity: your mission is to figure out how many ways you can be "guided" to your destination by checking and unchecking no tolls, no highways, etc.

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Discuss: How does this support the ongoing development of the LP attributes?
Choose: Choose a LP attribute that you believe matches your "skills-equipped" student profile.
Create: Create a sign and write under the IB LP you've chosen and the reason.

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Communication Skills:
You know which students are doing well with speaking in relevance to Communication skills, but do THEY know?

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ATL skills are most powerful when teachers plan and students engage with them in relation to significant and relevant content knowledge in order to develop transferable understanding.

Teachers should provide students with regular, specific feedback on the development of ATL skills through learning engagements and formative assessment.

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Research:                                      1) Formulate questions about what issues exist in overconsumption/production
2) Plan actions to take to address those issues                3) Collecting, recording, interpreting and reporting data on usage and on production rates to determine courses of action

Thinking:
1) Acquisition of knowledge about what responsible consumption is and what the impacts of over-production may be
2) Application of their knowledge about economics and sustainability in creating solutions
3) Evaluation their own actions  with respect to consumption and waste

Self-Management:
1) Informed choices about how to prevent waste in their own lives and local community

Communication:
1) Speaking, writing and presenting their understanding to others to promote responsible consumption and production

Social:
1) Accepting responsibility as a member of the global community and their role in promoting responsible consumption and production

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Craig & Jasen Affordable and Clean Energy

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Craig & Jasen Affordable and Clean Energy

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Skills needed:
1. Thinking: Acquisition of knowledge, Comprehension, Application
2. Research: Formulating questions, Planning, Collecting & Recording Data
3. Self-Management: Informed Choices
4. Social: Accepting Responsibility, Respecting Others,
5. Communication: Listening, Reading

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How are we preparing students for their future rather than our past?

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How are we preparing students for their future rather than our past?

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Teaching students to adapt, making knowledge relevant. (Teaching students how to learn.)

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How are we preparing students for their future rather than our past

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How are we preparing students for their future rather than our past

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- Teaching them to adapt to the situation (things are always changing)
- Tech skills
- Learning for themselves

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How are we preparing students for their future rather than our past?

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How are we preparing students for their future rather than our past?

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Teaching students how to learn is the best we can do. Self-directed learning will ensure that the knowledge acquired is relevant to the student.

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What is the role of knowledge in learning

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What is the role of knowledge in learning

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https://www.cscc.edu/about/faculty/pd/files/PriorKnowledge_Combined%20Files.pdf

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What is the role of knowledge in learning?

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What is the role of knowledge in learning?

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-If you don't have the knowledge, then you won't be able to apply the skills.
-Depends on who it is: based on personal experiences shapes the knowledge that you have: depends on cultures, where you live, history, experiences, etc.
-They both develop: both are continuous.
-Needs to be relevant to your life: you won't retain information that isn't relevant to you. Take the knowledge that we are learning and we use skills to acquire that knowledge and apply that knowledge.
-Teachers use jargon that students do not understand, even though they actually do understand, if it was presented in a way that they understand, they would have acquired that knowledge and made the connection to their lives.
-ESL students; vocabulary: lost in translation
-Importance of assessing prior knowledge: proving whether that is right or not, if you build on something that isn't right, then that is more damaging.
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MTPYPH:
"The driving question to be asked each year is “What is really worth knowing that allows students’ understanding of the transdisciplinary themes to develop and evolve?”" (MTPYPH, p.15)

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What is the role of skills/ knowledge in learning?

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What is the role of skills/ knowledge in learning?

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https://www.questia.com/library/journal/1G1-356354183/school-knowledge-and-everyday-knowledge-why-the-binary

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J-Walt - This Workshop will be successful for me if

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J-Walt - This Workshop will be successful for me if

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I. I can find different engagements to use in the class.
2. Way to make it more present in the everyday learning.
3.

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if... I could have new and various ways to assess the ATLs.

if.... I can have strategies to help improve thinking skills: thinking outside the box: creative thinking. If they improve their thinking skills, all the other skills will improve.

if.... I could find ways to include the skills into more present in the UOIs/daily lessons/interventions/etc.

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Craig - This workshop will be successful for me if

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Craig - This workshop will be successful for me if

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1. I can get strategies to help improve research skills
2. I can get strategies to help make the skills more prominent in the unit design
3. Find strategies to better assess the ATL's

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PK - This workshop will be a success for me if...

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PK - This workshop will be a success for me if...

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1) I leave knowing more about how to teach Thinking Skills through learning engagements

2) I have more ways of assessing the development of skills beyond reflections

3) I have more ways of incorporating it into the units and making it more prominent in the minds of the students

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-Mix, Whisk, and Whirl...
3 rounds of 2 mins each, Mix is Q#1, Whisk is Q#2, Whirl is Q#3
-Triangulated Vision...
3 groups with 3 different perspectives (e.g. teacher, parent, student)
-