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"Learn how to learn".

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Learned:
1. I became aware of the many sub skills that further define how the five ATL can be  explained in figure ATL02.
2. The article provided concrete ways to explicitly and implicitly facilitate the ATL skills using a variety of strategies which I will be referring to and using next school year.  I also learned that there are instances when explicit instruction is necessary but it is better practice " to support the development of these skills in authentic, integrated and meaningful contexts."
3. I will also be encouraging students to use the sub skills in figures ATL 04-08. This portion of the article reinforces the agency of the student in expanding the ATL resulting in a more meaningful and rewarding learning experience.

Questions:
1. Should there be intergrade collaboration on how to teach ATL providing learners with continuity through the PYP?

2.  How is it possible for students to effectively use the ATL skills such as reading critically and for comprehension (Communication) if they don't have reading comprehension?

Challenge:
It is challenging to implement student centered learning in an environment where significant external factors influence
learners' behavior and attitude toward learning.

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LEARNED
1. These ATL's are way more fleshed out in this document than I originally anticipated. I've only ever seen them as bullet points.
2. I need to teach my students to how to include citations throughout their oral presentations, not just as a slide at the end.
3. Marland has 9 sequential stages of research, and here I have been making up the steps on my own for years.

QUESTIONS
1. How is it that we still don't have a clear understanding of where metacognition lies? "Whether metacognition is a skill, a collection of skills or simply a state of mind is debatable.."
2. Why isn't there more information on creative thinking skills?

CHALLENGE
1. Even though there are many Teaching Tips and Case Studies throughout, I still need time to figure out how to integrate these ATL skills in my pedagogy in a way that is purposeful and strategic. The idea that a unit could/should focus on a few specific ATL's in order to help students gain and solidify that skill is novel and feels like "something else" I need to do, although it might be the most important thing I need to do.

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Three things I learned

1. The  PYP Approaches to Learning emphasize inquiry-based learning, which allows students to engage in the process of learning and take. responsibility for their own learning

2.  As a facilitator I need to use powerful, broad, and abstract concepts as a lens to organize learning within units of inquiry and subject-specific learning.

3.  Approaches to Learning aim to support students of all ages to become self-regulated learners who know how to ask good questions, set effective goals, and pursue their aspirations with the determination to achieve them

Two questions that I have

1. How can PYP teachers foster and support the development of these skills in authentic, integrated, and meaningful context?

2. What are the challenges that PYP teachers face in implementing the Approaches to Learning and how can they overcome them?

One challenge

One of the challenges that PYP teacher I am facing and other teacher would also be thinking about is understanding and implementing the  key principles of the program's philosophy and pedagogy. It requires a deep understanding of the PYP curriculum framework and the ability to plan for opportunities to develop ATL both inside and outside the program of inquiry .

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3 THINGS LEARNED:
Reading through the document, I've solidified in my mind that ATL skills are the skills that will teach learners HOW to learn. Even though many of these skills may seem obvious to us as adults, explicitly teaching these skills and bringing light to the skill and its importance needs to be clear to the students. Also, we can think of the ATL skills as objectives that we as teachers are trying to achieve with our students in regards to having them be a life-long learner that can set goals, ask open-ended questions, motivate themselves and persevere, etc.

2 REFLECTION QUESTIONS I HAVE:
I want to align my time that is spent teaching SEL skills with the ATL skills so that there's a stronger connection between the two. I'm reflecting on how do I want to get started on this alignment and have other IB educators already connected the two. If so, what does their alignment look like? I'm also thinking about how I can be clear about setting one of my objectives for each project or lesson we work on for all subjects to tie back to the ATL skills. This work is happening, but it's good to go back and explicitly state what the connection is on what we're working on.

1 CHALLENGE FOR ME:
I'm still thinking about how I can meaningfully document the progression of the ATL skills for students throughout the year. I'm always observing my students, but what will be an effective way to keep track of these skills and the growth made so that I can provide feedback to caregivers and the learners

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Learned:
1. I should be including the ATL's in the creation of essential agreements.  This could help them be more meaningful and successful throughout the school year.
2. I should consider the ATL's when choosing the way I speak to the classroom.    By referencing the ATL's in my communication I can help students connect with them and use them.  I have done this a lot with the learner profle, but not with the ATL's.  This includes talking to my class as I model the ATL's.
3. I should be looking over the sub-sets of ATL's on a schedule to help meet the needs of specific students.  By looking over the categories every month to six weeks it will help me to diagnose student struggles and help them find solutions.

Questions:
1. What would be a good way to scaffold the presentation of ATL's to a class of second graders.  They will be able to process and use them on such a wide variety of cognitive levels that this seems to be a difficult challenge.
2. Should I have student created work on the wall illustrating the ATL's as I do with the learner profile?

Challenges: Getting PYP students to connect their choices and outcomes with frameworks like the ATL's is a challenge for me. It is simple to give praise and positively reinforce good decisions, but building the bridge between things like the ATL's and those experiences often confuses students.

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Learned:
(1) For ATL's to be successful, teachers effectively need to group and regroup students to support the development of the ATL. This allows more personalization in teaching and learning.
(2) Solidified my understanding that teachers needs to integrate ATL's implicitly into their classroom culture and explicitly as part of inquiry. Understanding that skills have to be modeled and highlighted for students through a variety of strategies.
(3) The importance of practicing a particular skill and making sure that this skill is authentic to learning. Making sure that feedback is also authentic to the development of that skills
Questions:
How can students reflect on their achievement using ATL skills?
How can self assessment being authentic to help them transfer their skills?
Challenges:
Ideas and ways to show 'novice' teachers to implement ATL's explicitly into their teaching and learning program.
Ideas to link exposure and experience throughout the different levels and connect this to vertical planning.
Designing specific learning engagements that benefit the whole school community or provide more agency within classrooms and levels, difficult with teacher with minimal IB training.

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PYP Principles into Practice - Approaches to Learning 

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PYP Principles into Practice - Approaches to Learning 

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Approaches to learning and approaches to teaching in the Middle Years Programme (pages 3-13) 

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Approaches to learning and approaches to teaching in the Middle Years Programme (pages 3-13) 

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Approaches to learning and approaches to teaching in the Middle Years Programme

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The 3, 2, 1 Reflection is an adaptation of the thinking routine 3, 2, 1 Bridge.

It is a useful scaffold to support students as they become self-regulated learners. This routine asks learners to think about:

What they know now as a result of the learning

Any questions or puzzles they still have about the area of study

What still challenges them about the learning that they feel they haven't grasped yet

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Please reflect on the reading by sharing:

3 things you have learned

2 questions you have

1 challenge you are grappling with