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Identify at least two ATL skill categories (e.g., Communication, Social, Self-management, Research, Thinking) that you have focused on in your teaching. Provide specific examples of activities or assignments where you explicitly taught these skills.

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Identify at least two ATL skill categories (e.g., Communication, Social, Self-management, Research, Thinking) that you have focused on in your teaching. Provide specific examples of activities or assignments where you explicitly taught these skills.

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What strategies do you apply to assess students' development of ATL skills (such as Communication, Social, Self-management, Research, and Thinking skills)? Please share specific methods or tools you use to evaluate these skills in your classroom.

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What strategies do you apply to assess students' development of ATL skills (such as Communication, Social, Self-management, Research, and Thinking skills)? Please share specific methods or tools you use to evaluate these skills in your classroom.

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with my Grade 7 students, I have focused with Self Management, Organisational skills to ensure that they keep time, come to class prepared and focus during lessons, organisation is important so they do not always need to rely on their parents and teachers to remind them. They need to learn how to use alarms with sticky notes to remind them what to bring to school every day.

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Strategies I use to evaluate organisational skills in my classroom are I use a classroom routine where before they enter the Science lab they ensure they have their necessary tools and equipment for learning plus every 2 weeks they reflect to see any improvements they have shown in this. It might seem a silly skill but Grade 7s are coming from the PYP and as they transition they need to arrive in school and to every class every day with all the right equipment, books, pens and other gears in order to learn well without anyone preparing for them, They are self managing themselves.

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Write what you already know about ATL skills under the "K" column.

Then, they write what they want to know under the "W" column.

The "Learned" column will be filled at the end of the workshop.

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ATL skills are developed only in Humanities subjects. *

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Submit words or phrases they associate with ATL skills | Poll Everywhere

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This is the place to be if you’re trying to participate in a live poll

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How would you rate your overall experience in the workshop? What have you learned from today's session

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The Design Department is focusing on Self Management and Research skills this semester - the 2 ATLs are being taught explicitly. In Product Design, grade 10 class, we started the semester by reviewing these 2 ATL skills. Two tasks were set to teach the two skills explicitly.

GC Assignment: https://classroom.google.com/c/NzEwMjMxMDUxNjM0/a/NzA5NzI2NzQzMTQy/details

1. We looked at Research Sources (Primary and Secondary sources) and discussed Academic Honesty. The students reviewed the importance of citing sources and looked at how to cite sources using the Harvard referencing style recommended by the school - delving deep into the correct format. They looked at types of citations, such as in-text and bibliography/reference lists. They completed a referencing activity and conducted a short research, which they had to present in pros form and cite correctly.

2. For the Self Management Skills, we focused on Time Management. The students had to complete a practical task - Lists and Priorities. See the link below.

S.M Activity Sheet: https://docs.google.com/document/d/18tfOkLK6awnD9l1Uruzd0bPD63RMazcElJX8-kOtBlE/edit?usp=sharing

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Workshop for teachers - 11th January 2024 

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Workshop for teachers - 11th January 2024  (1)

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Workshop for teachers - 11th January 2024  (2)

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Students work assessed in GC - Originality Checker enables to flag plagiarised work.

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Research:

To assess students development of research skills, I gave 2 tasks:

1. A quick citation task (Formative Assessment) - This was an online activity at the beginning and at the end of the session involving reorganizing the content of a reference.

https://docs.google.com/presentation/d/1Zqkoqz1SyRnXc66IC_UX72h0cnkfjqWoDPekzk2sbTY/edit?usp=sharing

2. A short research Task - Students had to conduct a short research related to the covered unit and present their findings. They were expected to cite their sources correctly using the Harvard referencing style,

Note: While creating the task/assignment I ensure that I enable the GC Originality checker so that plagiarised content is flagged .

G.C Assignment: https://classroom.google.com/c/NzEwMjMxMDUxNjM0/a/NzEyMjExMzY1ODA3/details

Sample Research Document with Feedback: https://docs.google.com/document/d/1Uy2YHmtoIb5tFkwEvY6fpwX5KajKkQbOO8nOUajndWg/edit?usp=sharing

Self Organisation:

To assess students’ development of Self-Management (Time Management Skills), I observed the students as they worked, made anecdotal notes, and kept an achievement table where I recorded points earned by each team.

Score sheet: https://docs.google.com/presentation/d/1O798RJ2dqEoD6ZSD8f6BVMa9rIBr5frPDKyGLIiNNwk/edit?usp=sharing

At the end of the activity, I gave each student a Self-Assessment Sheet to assess their Self-Management skills.

Self Assessment sheet:

https://docs.google.com/document/d/1fQekhwu8De-gkPYmlLSJ5zSg3QGGvnFL_RKpY5XO2eo/edit?usp=sharing

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Regarding the students' research skills, they must complete four workbooks (one for each criterion) where the students write a research and they include referencing and citations.

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Research skills by teaching the students how to use different primary and secondary data sources to write researchs and include referencing and citations. The teacher focused on academic integrity principles.

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Students were able to understand the Self-management skills and what it entails. They did an activity that was connected to the unit, which was to create a collage of different presidents, and kings and to try and figure out their roles and the country they are from. The timer was on for them to manage and finish the activity on time.

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The Global Challenges Research Fund explained.

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Q1 answers :

1.Through gathering information from different resources.

2.communicating with other people who are experiencing the same challenges.

Q2 answers:

1. Through using GRASPS model so students will be able to put themselves in other people shoes.

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1.Research strategies could include - interviewing experts from different organizations

watching videos

reading books, journals, magazines

2.How to share with peers

Case studies

Real-life examples

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Students can use secondary research such as relevant websites to learn more about global challenges. Through their Projects in the MYP, students can explore an come up with suggestions or solutions to some global problems such as hunger and violation of rights.

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Create groups to make a questionnaire and collect specific data to search for solutions after that through the practical application

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The foundation of any research is a clear, focused question. To develop one, students should:

Identify an area of interest: What topic intrigues them? What issue or problem do they want to explore further?

Refine the question: The question should be specific, manageable, and open to investigation. Avoid questions that are too broad or too vague.

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Students can collect data using online questionnaires from people in different parts of the world to highlight some of the challenges they are facing. They could also collect data that is already available and use data analysis tools to investigate trends in global problems

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We are focusing on self management skills including time management, goal setting and prioritization. students are encouraged to use online tools available for easier planning.

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Research Skills

Personally, I excel research skills since I know very well how to find out information from different data sources (both primary and secondary) and I refer to many resources to choose the most accurate one.

I know how to create refernces and in-text citations.

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Because it is important and be used as a stylelife.

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Student can make research  through a variety of sources and link them by verifying the validity of the data

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Student can make research  through a variety of sources and link them by verifying the validity of the data

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K- ATL skills can be taught explicitly and/or implicitly. Also, they are transdisciplinary skills in 21st century skills

W - how to implement in classroom situation and we want to know how to assess the ATL skills

L - will be answered after completing the workshop

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I know it, along with its explanation and components, and I understand the differences between each one. I also know that it is one of the key aspects we should develop in students, as it helps promote lifelong learning.

I would like to know how we can balance these skills with teaching our curriculum, and how to assess them in evaluations.

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We know that :

There are 5 main skills, each have their own strands.

For each global context we are expected to focus on 1 or 2 strands maximum and cover them.

We have different ideas on how to assess those strands

We want to know:

More about assessment strategies that can be used to assess different ATL skills

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ATL skills are 5 skills, which are research, thinking, communication, self-management, social. Through which the educational process is integrated and linked to reality to form an international personality that applies what he has learned in practical life.

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We Know.

ATL skills cover five key areas: communication, social, self-management, research, and thinking skills.
- These skills are integrated into the IB curriculum to support student development beyond subject-specific knowledge.
- I already incorporate some ATL skills in lessons, example research skills during inquiry-based projects.

I don't know.

How can I explicitly teach ATL skills rather than just embedding them into tasks?
What are the best strategies to assess student progress in ATL skills?
How can I differentiate ATL skill development for students with varying abilities?
How do I ensure ATL skills are consistently reinforced across all subjects?

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K- I There are 5 categories of ATL skills which have sub divisions and the can be taught implicitly and explicitly.

w- How to assess students progress in acquiring ATL skills.

How to teach them explicitly

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I learned more about implementing ATL skills in the unit and new ideas on how to assess them. Thank you

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THANKS A LOT WE LEARNED A LOT FROM YOU

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Thank you. I liked the activities you have prepared for us and I will apply whatever you mentioned about assessing the ATL skills this semester.

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Thank you very much. You effectively used the Padlet to deliver this workshop and you made it very engaging and I have learnt a great deal about assessment of ATL skills. Please share the resources with us.

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Empowering Learning Through ATL Skills_ Strategies for MYP Teachers