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I am certain that I am not alone in this ATL journey...

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I am not sure if ATL skills encompass all the skills my students need to learn...

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I am certain that I am going to learn a lot about ATL skills from Tim and team members.

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I'm certain that this workshop and the collaborative work will be very useful and beneficial to me and my school teaching community.

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i am certain that by the end of the workshop i will gain clarity about ATL

i am not sure if my subject can facilitate all the ATL skills

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I am certain that ATL skills will help us to develop the students holistically to become a true global citizen.

I am not sure if they completely understand the importance of developing these skills or even what it means to be a global citizen who mirrors these skills.

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I am certain that there will be useful resources / skills to be learnt.

I am not sure how to make the ATL skills explicit in class

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I am not sure about how exactly Assessments need to be designed to include ATL skills in every term. Should it be one or two ATL skills to be checked in each topic or any other better way to plan our Assessments.

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I am not sure of how I will be able to build all the learning and takeaways from the workshop in the most constructive way .

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I am certain that students are always building skills in a classroom while they are learning together.

I am unsure why it is essential for these skills need to be made explicit always. It takes a lot of time to make it explicit.

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Session 3: How are inquiry, the LP and the ATL all connected in the IB?

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Session 3: How are inquiry, the LP and the ATL all connected in the IB?

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These all add together to create a well-rounded IB learner. Intentional teaching and connection of these 3 to create our global IB learner.

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quite surprised to see the many connections between the IB learner profile and the ATL - i am also convinced that we should make both the IB learner profile and the ATL skills explicit and visible to teachers and students alike

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The learner profile of students will help us plan lessons with ATL skills that will help students develop Inquiry skills during teaching and learning process .

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The ATL skills and inquiry skills help establish and create the IB Learner profile.

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The connection is facilitated through each convention connecting and building up to the other in order to attain the whole. Inquiry is needed to first understand and achieve the skills of the approaches to learning, which then combine to become an attribute of the student.

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The ATLs are the skills that support learners' development and the IB Learner profile is the backbone of the ATLs and inquiry based learning calls for the use of ATLs in connection with the IB Learner Profile and in essence all three form the foundations of the IB approach.

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They use ATL skills in their inquiry process and it helps them develop their IB learner profiles, help them discover who they are

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Have more collaborations/discussions with others to get ideas & learn from others.

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i will start by making the relevant ATL skills explicit, and i will create more opportunities for the ATL skills to be demonstrated

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Session 4: What do you want to do to enhance ATL dvpt in your practice?

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Session 4: What do you want to do to enhance ATL dvpt in your practice?

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From Gallery Walk

(Explicit) Inviting a guest speaker to speak about 1 ATL skill.

(Explicit): Interdisplinary project work. To explicitly state the ATL skills developed.

(Implicit): Think of ATL skills when carrying out the lessons even if not documenting that lesson. (Explicit) Perhaps to write the ATL skills touched on, on the white board, for that lesson.

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Digital tools and E-portfolios as a way of introducing more technology in the classroom would be beneficial to enhance collaboration skills and communication skills. Also, keeping a chart for each class, which is paired down to skills I want to teach explicitly that arise from authentic situations, would help to recognize when those chances may occur.

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From my Coordinator's role, I would like to get other participants' concrete examples of ways /practices they use to enhance ATL development in their classes ( gallery walk examples in classroom situations).

I would also like to get examples of learning experiences for teaching an ATL explicitly.

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I will try to enhance ATL development in my class by planning Research based lesson activity where students will work on Global Issues and how they can relate it to my subject.

I would like to enhance explicitly students' communication and social skills that will help them develop life long skills.

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Bring in more active reflections- on their learning, the learning process and on the skills they have developed.

I have started to understand how sharing your thoughts are very essential in the learning process through the activities that we did today.

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Most impt reflection (From the 'secret skill' activity: It's impt to make the objective/skill visible if you want to remember it. So being explicit with the ATL is impt if we want learners to reap the benefit of learning the skill.

Critical question: Will implicit teaching/learning of ATL generate benefit too?

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I enjoyed the way I was explained through Gallery walk that ATL skills can be used in our day to day teaching sessions in different ways. I need to work towards all those skills, I have pasted towards left .

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Implicit/Explicit ATL instruction and how to approach both ways of instruction helped immensely. It was always the most complex and pressing question for which I was lacking an answer. It has become quite clear the IB's stance on the importance of both and how to be mindful of when implicit skills can transfer to explicit skills through authentic appearance.

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the activities of the day showed that it is important to make the learning explicit, just giving a task at the start and not scaffolding, reminding may not cut it but i guess the struggle is to find a balance

i’m also wondering if the teaching of ATL skills is more important that teaching the actual subject content and what is the right balance

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Most important = Not ATL skills need to be always explicitly taught in class.

Still unsure = the breakdown of each ATL skills

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I understood the importance of making skills explicit. Students will learn to be more deliberate about building those skills and will reflect on it. They can take that further, plan and take ownership when it is explicit.

What is troubling me is the 'mismatch'. While we all agree that these are the most important skills, we never explicitly assess children on these skills, making it difficult to enforce the necessity and importance of it sometimes

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Most important reflection for me would be how important it is to ensure common understanding of what constitutes explicit versus implicit teaching of ATLs . Also the critical need for collaborative planning and working time if we want to successfully implement ATLs consistently and durably.

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How will I work in making lessons explicit to certain ATL skills, so that students will be having those skills embedded in their behaviour in future.

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social and self-management skills seem to be slightly lacking in my classroom and i would like to work on it - role playing and including it in assessment, getting peers to provide feedback are all ways in which it can be achieved

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Self-Management aides the students understanding concerning agency and owning their learning. It is one ATL skill that will be a focus moving forward in the classroom, specifically targeting how to nurture an affective skills mindset. Helping students by consistently modeling the idea of how they can own their learning and showing them that by just reproducing information learned in class is not agency, and it is more beneficial for them, and hopefully more fun, to create their own original work. It remains vital to the success of the student that they understand and buy into the notion of learning through inquiry, learning through discovery, and being a self-directed life-long learner.

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Day 2 - Sessions 5&6  Which ATL could be your professional focus? How to take action?

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Day 2 - Sessions 5&6  Which ATL could be your professional focus? How to take action?

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Communication skills. I think making it obvious and explicit for students is important. After each group presentation, to get each member of audience to complete peer feedback where they tick off ATL skills observed. To also be intentional regarding which ATL skill(s) I want to develop in that lesson and to tick it off on the whiteboard for the students to see.

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Focus on thinking skills. How to think critically and make judgement by questioning assumptions for instance. One way is to make the thinking process more visible through the use of the flowchart for instance, and having it as a poster in the classroom so that teachers and students can refer to them consistently.

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Looking into different aspects of each ATL skill, I feel to focus more on Communication and Social skills( as my subject Mathematics uses Thinking skills but lacks other two). In this way , they will grow as overall Self-Independent learner.

Action: Planning of lessons keeping in mind how to guide my students in proper communication and how to be socially responsible .

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During the presentations what stood out is how the five skills are interconnected. Building one skill will always help foster others.

Teaching students these skills is really about being more intentional about them, talking about it a lot more, and helping make it their vocabulary. I can see how we as teachers can make small changes in our language to help emphasize this.

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Social skills in the classroom could be more of a focus for me as a teacher: in a language learning class where students from different cultural backgrounds and experiences and with different levels of comfort in interaction, I would like to make students more aware of the social skills set that can help them develop their interpersonal skills to support collaborative work.

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i found this by KFS amazing https://drive.google.com/file/d/1Ufexy5Xci1qnzpvldeioGQrn9LuVMcWU/view?usp=drivesdk

apart from that, i thought this is actionable as well

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Session 7: 3 practical reminders for ATL assessment

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Session 7: 3 practical reminders for ATL assessment

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1. It would be useful to have a clear set of rubrics.

2. The rubrics should be unpacked with the students so that they are made aware of the expectations of each strand.

3. The key words of the ATLs should be made visible for the students throughout the year so that they will get reminded on their objectives.

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Check on not just what they are good at but also areas for improvement and what steps they need to take to improve. The IB document on ATT and ATL reflection tools is also use for teachers to do their own reflection.

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Practical Reminders for me:

1) Proper Feedback after each ATL Assessment is important if we aim for improvements in students' performance.

2) As per our Group discussions, I realized if ATL feedbacks are recorded in a same page after every passing year, it will be easy for the next teacher to conduct DIAGNOSTIC TEST and look into the progress chart of each student.I found ATL Mapping Chart MYP Template helpful for this.

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The rubrics really got me thinking about some easy and practical ways to help students develop these skills continuously. They can use these rubrics after every lesson as a reflection tool- 'which skill did I apply, how did I apply the skill in class/activity' and how at the end of a specified period children can check in with the teacher to report their progress and recieve feedback.

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1. Self-reflection tool to guide students through their own assessment of the ATL skill they have focused on and practiced and how they can evaluate their own level of development.

2. ATK assessment tool: great resources enabling students to assess their own skill development.

3. Oscar Meyer - ATL Track record: great way to document the ATLs addressed per year and subject. Intend to use something similar that I have this year.

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Balanced ATL teachers relate to their students

With the heart as well as the head.  The BEST Balanced ATL Teachers genuinely enjoy seeing their students learn, even if it is hard to not explicitly give ‘adult advice’.  Knowing your students is the key to successful balance – particularly of personal ATL skill development.

i will create and maintain a list for my students social skills and i will tick it off each time they demonstrate a particular skill in my class

Balanced ATL teachers know which Approaches to Learning help students inquire

Balanced ATL Teachers design units and curriculum carefully, making students explicitly aware of skills they are using to inquire, and which skills they may need to develop further – formative feedback and assessment. This is particularly the case in Mathematics and Language Inquiry – what skills do you need to take your learning further?

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Specific - Who? What? When? Where? How

Measurable - How can we assess achievement or success?

Achievable - Is it too hard or too easy? Right amount of challenge?

Relevant - Why is this impt or personal for you? What is your connection?

Time-bound - When will you achieve this by? What is your time frame?

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1. Balanced ATL Teachers use great, challenging, authentic resources

With next text-type lesson, to utilise authentic source

Perhaps success may not be obvious in near future (But the lesson will be memorable enough for stds to rem)

2. Balanced ATL Teachers see the bigger picture

To be considered for all lessons, not time-bound

Definitely achievable if you have the heart to be thoughtful, to consciously consider the big pic

Not measurable in near future

Relevance, the students are going to be with me for 1 year, it will helpful to cater to their needs

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The Oscar Mayer resource would be helpful for any teacher looking to outline how and what they are going to teach in their grade level. I would like to use this chart to focus 3-4 skills for my grade 8's and 10s and post it on the wall for all to see daily. Each student will also receive a copy and we will continue to look at it as a reminder of what we are aiming for. The ATLS will be subject specific and ones that tend to be more explicit in their implementation than those which are embedded in lessons. I would also supplement the form with the KFS form.

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Balanced ATL teachers invite students' voices into their learning: This is one aspect I will focus on moving forward. It can be accomplished by working with the students to help them own their learning. Collaboration between the students and the teacher needs to be more aligned. This means discussing what the students feel about their agency, what they think about the assessments and how well they were aligned to the the summative and the SOI.

Teachers let students in on the secret is also important to having a transparent classroom with the students. Although the ATL skill may be embedded into the lesson, it is still beneficial for the students to understand when it is being practiced and for what purpose. It is this practice that keeps the students focused and engaged because they have an understanding of why we are completing tasks rather than feeling it is work for the sake of work.

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Using open ended questions and open ended tasks to help bring out the student voice. To help them navigate through the process of discovery of what is right/correct. Creating safe spaces where students are not afraid to express themselves will help them explore their skills and to discover who they are.

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Specific - group collaboration for the Year 5 classes for next unit.

Measurable - perhaps a short qualitative reflection by students on what they have learnt in terms of the ATL skills.

Achievable - yes, with proper planning. But need to resist the urge to put my ideas into their head. Perhaps just restrict to just one hint for each group.

Relevant - important as I have the tendency to talk more than I should

Time-bound - before the end of this semester

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The discussions in an ATL-based

classroom are rich with quality

questions – Balanced ATL

Teachers know how to use

questions to help students

uncover the next step of their

learning. Planning for good

questions is important; which type

of questions are you asking to

reveal understandings?

Asking the right questions to students is key to prompt/guide them in the right direction and engage them in deep thinking and discussions and reflections. Over time learners realize how deep they can go and how much they can gain from those questions.

In language classes, we encourage our students to question how patterns, traditions ,language structures , cultures differ from our own and why. Those questions have helped me to do that with them/

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1. Specific- How: Balanced ATL Teachers provide multiple road maps, provide options and suggestions. Different students are at different stages of skill development and are different learners. So, Thinking of learners as ‘raindrops down the window’ following multiple unpredictable pathways.

2. Measurable-

3. Achievable- Balanced ATL Teachers check in with their students – a lot, so i feel it is achievable even though if it takes time.

4. Relevant- I wish to be like a Balanced ATL Teacher who is passionate about the ATL, the thrill of discovery and doing things with learning – how to present it, how to share it and how to help others learn about it. They are genuinely interested in the world and want it to improve, implicitly showing this to their students each day.

5. Time-bound-

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the unit plan below is a good springboard for ideas

https://xmltwo.ibo.org/publications/DP/Group0/d_0_dpatl_gui_1502_1/static/dpatl/img/files/en/Example_of_a_maths_unit_plan_e.docx

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The simple activities given here for each skill are a lot of fun and can be very useful. We can adopt these or modify these for our classes and incorporate them easily

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Developing Learning Agility This diagram was inspired by the blog post, The agile learner in a VUCA world, written by Aloha Lavina. VUCA is an acronym used to describe volatility, uncertainty, complexity, and ambiguity. Put simply, we live in a fast-changing world and in such an unfamiliar environment, we face unpredictable changes, often are required to make decisions in complex systems, and ...

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for my faculty, i will start by looking at the thinking skills and decide on a list of relevant thinking skills to work on and get teachers and students to be familiar with the terminology and weave it into regular lessons for a start

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file:///Users/fox/Downloads/Oscar%20Meyer%20MYP%20ATL%20.pdf

https://drive.google.com/file/d/1Ufexy5Xci1qnzpvldeioGQrn9LuVMcWU/view

https://docs.google.com/spreadsheets/d/e/2PACX-1vRU9dxhdxtwKcqR3haEhP3-RtQh9OHLZ_d2o-gpvuCbMXf-3Ec5Qvwjib8_NPXbdw/pubhtml#

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Language B German at Vienna International School, Austria (EN)

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1. proficiency in any skill can be increased through the deliberate use of techniques and strategies, feedback and challenge. Skills are therefore highly teachable

2. The 5 ATLs are actually a combination of cognitive, metacognitive and affective skills

3. Put objectives & guidelines on screen.

4. we should acclimatise students to teacher's withdrawal.

5. Communication: students will learn how to keep their social balance

6. Peer feedback ideas: Voting pads / sticking Q&A postits on each kid's back / put a question on the board and diff answers around the classroom. Stds to go to one and justify their answers.

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Not really sure exactly what I’m not sure about. I have more clarity about the ATL skills. Perhaps some extra samplers of unit plans for my subject beyond those already in myIB site would help. But would also be good to have some time to go through the rest of the resources.

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Consolidating all that we have done thus far would be good.

Given time to read and pen down takeaways is good.

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1. What would I like to spend doing tomorrow:

Resources and Discovery(Reading and discussing with peers)

2. What would you like support with:

some good lesson plans and Gradesheet in Maths samples that uses ATL in class( to get a clear picture)

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What would help me most is to have some time to structure/organize a coherent action plan for showing the needed steps to develop and implement ATLs more into our teaching and student learning based on the collaborative planning/working time available this year.

-How to build a common understanding among MSHS teachers of the what, how and why behind the ATL skills.

the collaborative work of teachers/HODs/Coord. on reviewing our ATL as per the MYP Curriculum Articulation doc.

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Definitely would like to have time putting together some sort of presentation to present to my school upon return.

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Resources discovery and basically thinking about fun and innovative ways they can be used. Sharing ideas on how the resources can be used, practically in class would help make this learning more concrete

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i have decided to go ahead with explainer series but with a twist - students will be the ones to explain some of the common questions asked about the subject in groups

having specific roles is also a good way to enhance collaboration