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I would like to learn more about effectively using ATL skills within a lesson.

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To learn how to use the ATL language effectively in the classroom

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Making ATL skills more the focus then the knowledge

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Enhance teaching strategies to improve student engagement and outcomes.

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I would like to ensure the children are more aware of the ATL skills they are using and that I am using them throughout my lessons 

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I would like to ensure the children are more aware of the ATL skills they are using and that I am using them throughout my lessons 

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Learn how to use ATL language more effectively in Primary. 

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Learn how to use ATL language more effectively in Primary. 

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I would like to find new ways to effectively implement ATL skills and explicitly teach the language of each skill to the students, so that they find it meaningful and purposeful in their learning

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To learn more about the atl skills

To effectively implement them in lessons

To support students in developing the skill/s

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Learn about how to teach them explicitly and to ensure I refer to them enough in the lessons.

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I am using some of the ATL skills (eg listening lion) when supporting students but would like to do more consistently across EY. 

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I am using some of the ATL skills (eg listening lion) when supporting students but would like to do more consistently across EY. 

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I would like to:

be clear on the ATL approach for whole school and not just early years.

explore the ATL skills further and understand how to link them with the learning

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practical ways to enhance use and understanding of learning skills

Getting children to identify learning skills organically

Integrating learning skills into lessons explicitly

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I would like to learn more about how I can use effectively the ATLs in classroom so the children can access them in an impactful way.

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I would like to learn more about how I can use effectively the ATLs in classroom so the children can access them in an impactful way.

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During reflection and feedback. "Which ATL skill did you use in this lesson"

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We teach a new skill (animal) every week and then revise them with the children. The atl pictures we focus on in that unit are on the board in the front and every day we go over them, talking about what we can do to be a “listening lion”…

I have laminated pictures pinned to my lanyard of every ATL skill animal we’ve learned. Then if I see the children displaying that behaviour I congratulate them and pin the animal to their shirt. They then show it off to their friends/parents and speak about how they displayed that skill.

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For grade 3+

Have a Personal Skills Journal for the students. (could be on seesaw)

Each skill has its subset with a 1-5 scale. When that skill is the focus, students open their journal and share how they used it. Or during feedback sessions they choose what they feel they have achieved.

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To move learning forward while focusing on Approaches to Learning (ATL) skills, educators should start by setting clear, measurable learning objectives that align with these skills, encouraging students to establish personal goals for self-management. Active participation should be emphasized through discussions, presentations, and collaborative projects to enhance communication and social skills. Integrating inquiry-based learning can challenge students to ask questions and conduct research, fostering critical thinking and research abilities. Regular, constructive feedback is essential for helping students reflect on their progress and adjust their learning strategies, building self-regulation and motivation. Creating opportunities for group work and peer assessments enhances collaboration and interpersonal skills, while formative assessments allow students to identify areas for improvement and support ongoing growth. Encouraging reflection through journals or discussions reinforces self-management, and differentiating instruction ensures that all learners engage meaningfully, promoting adaptability and resilience. By implementing these strategies, educators can create a dynamic learning environment that advances academic achievement and nurtures essential ATL skills, preparing students for future challenges.

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To explicitly teach skills through a linked activity, then link to topic. E.g. problem solving tasks linked to thinking skills; social skills linked to a story

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Link ATL Skills to storybooks

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We use the animals for our ATL skills in PreK. I think it works really well and the children know what they’re working towards. However they don’t specifically know “thinking skills” or “communication skills”

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Explicitly teach an ATL every week and praise children who use the taught ATL by handing out certificates. 

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Explicitly teach an ATL every week and praise children who use the taught ATL by handing out certificates. 

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Multiple exposures on ATL by repeating the taught ATL skill.

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For students in grade 3 who have only learnt the animals. Teachers could teach the different ATL skills and their sub categories. The children could get into groups of 4/5 children and each group teaches a different area to their peers. Ie: communication skills. They will have a few weeks to work on this project and explain the different categories under communication skills. The children can teach their peers and learn from their peers in a way they understand. Making posters and having those posters up throughout the year.

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Planning areas in the classroom, displaying pictures of the animals so that the children can link their learning to the skill organically.

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I refer to the ATL skills in class throughout lessons “who’s a listening lion” “who’s a tidy turtle” etc. kids are praised when they use the ATL skills. 

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I refer to the ATL skills in class throughout lessons “who’s a listening lion” “who’s a tidy turtle” etc. kids are praised when they use the ATL skills. 

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I have the learning skills displays

I refer back to them daily

Weekly awards ‘listening lion’ of the week

Encouraging children to use identify the skills themselves ‘I am being a tidy turtle’

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Allocate time each day (5 minutes) to discuss the ATL of the week/day. What does a 'Friendly Frog' look like? Can anyone model what a 'Friendly Frog' looks like?

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Incentives - ATL certificates encourage learners to work towards a goal and understand why their peer/ they won the 'Friendly Frog' of the week for example.

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Explore how to progressively develop student engagement and ability in all ATL skills across the continuum

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In PE and swimming we use the Early Years ATL’s a lot - being a brave bear in swimming and being a tidy turtle in PE

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In PE and swimming we use the Early Years ATL’s a lot - being a brave bear in swimming and being a tidy turtle in PE

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A shared understanding of how we approach teaching ATL Skills and common strategies we can implement quickly and effectively allowing students to demonstrate their learning skills.

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I would like to learn different strategies to improve ATL skills in the classroom

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How to apply learning skills in Islamic education and Arabic language

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How to apply learning skills in Islamic education and Arabic language

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Learn more about using ATL skills in the classroom.

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Learn more about using ATL skills in the classroom.

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As a specialist I would like to learn more about the ATL and how to use it in the classroom and how to apply it with sen children that children with different abilities 

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As a specialist I would like to learn more about the ATL and how to use it in the classroom and how to apply it with sen children that children with different abilities 

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I want to learn how to clearly evidence ATL skills in the classroom.

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classroom strategies to implement at MYP level

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Can only one skill be applied during the class?

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Can only one skill be applied during the class?

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To consider how specific subjects may take ownership/leadership in the development of specific ATL skills

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To learn how to incorporate ATL skills effectively in lessons and how to increase students' awareness and understanding of ATL skills and their uses

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To review and increase my understanding to really get the best out of my lessons and student outcomes connected to ATLs. To allow for life long learners by really understanding ATLs.

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Consistency in the use of ATL skills. If one teacher does it, then the next should do the same. Shouldn't be alien to some children.

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To improve my use of ATL skills, how to implement them in my teaching routine. Mae them visible for students.

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display photos of ATL skills and the childrens photos. When a child is listening, their photo is stuck to the relevant skill.

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To teach children how to critically reflect on their understanding and accept that it is okay to not always know what is going on and that it is okay to acknowledge that I need extra assistance

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Teacher:Aseel Abdelrahim AAB

Observer: Francesca Condor, Fiona Bayliss

WWW:

EBI:

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Teacher:

Observer:

WWW:

EBI:

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See slide 5 and 6 of PowerPoint for one suggested strategy for implementing explicit teaching, learning intentions and success criteria for the development and assessment of ATL skills

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PLC Secondary ATL Skills Mtg 2 11.11.24 v2

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Displaying ATL on powerpoint with success criteria

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Displaying ATL on powerpoint with success criteria

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Add a post below this heading answering these questions for your group:

1.Where are we going?

2.Where are we now?

3.How do we move learning forward?

4.What did we learn today?

5.Who benefited and who did not benefit?

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We would like to inquire further about the activation of learning skills during class sessions.

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Teacher: Tegan

Observer: Claire

WWW: interesting to see ATL skills in small groups

EBI: children discussed ATL skills in more detail

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1.Where are we going? Sharing best practices across teams.

2.Where are we now?

Cross roads? No clear next steps!

3.How do we move learning forward?

Reset groups - move across subject groups as opposed to representatives from different subjects/areas in the school, it looks different in different sectors.

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Teacher: Robin

Observer: Lorna

WWW: Interesting to see Robin use the ATL animal names within the class and the students responded well to them

EBI: The students referenced the animal names themselves

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Teacher: Lucy Jones

Observer: Candice Smithie

WWW: constant referral to the ATL animals, encouragement to be the best “tidy turtle” or “listening lion” for rewards or extra time with the equipment.

EBI: having small flashcards on lanyard or the ATL animals posted in the gym for children to see and be encouraged to use them regularly.

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1. We are going to improve our use of ATL skills in the classroom and make them explicit in lessons

2. Experimenting with different strategies for students to reference ATL Skills in lessons

3. AFL techniques and LI

4. Where primary is vs secondary and how we can use what each other have done so far to become more united with our overall approach

5. Primary benefited from secondary as it gave us a better idea of what the expectations are and how primary can adapt their strategies to ensure we follow through effectively across the whole school.

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1. We are making sure that ATLs are embedded and adapted from Pre K to Grade 5 through the use of ATL animals in the EY to Grade 1, and explicitly taught through learning intentions in Grade 4.

2. We are continuing to consolidate what we have been implementing this year.

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Teacher: Claire

Observer: Tegan

WWW: effective use of animals to demonstrate the skills

EBI: Children know the skills very well and were proud to showcase their understanding

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Teacher: Lorna

Observer: Rebecca

WWW: Teacher used animals to refer to the ATL skills throughout the lesson. e.g. listening lion, tidy turtles, friendly frog etc. Teacher gave rewards to students based on these skills.

EBI: Students could reference the ATL skills they were using independently.

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1. More observations needed.

2. Working with students to enhance and improve their understanding of reasons behind ATLs, by being able to explain verbally, demonstrate and become independent with identifying ATL skills.

3. Discussing, developing and implementing new strategies from cross curricular teachings (Science, Maths and DT)

4. Reflection is key for progression.

5. As an observer it was beneficial to see ATL implementation at work. Students benefitted and were able to demonstrate understanding as well as explain thoroughly were they felt ATL skills were active.

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The group were learning about sentence structure using colourful semantics. The Teacher opened the session announcing the LI clearly and made sure to also announce the ATL skill that the children had to use during the session (Trying Tiger). The teacher said that the children had to be Trying Tigers because they were learning something new that hadn't learnt before.

Along with the focused ATL, the teacher also used ATL skills that were needed so that the children are ready for their session. These ATL skills were 'Listening Lion' and 'Expressive Elephant'.

The Teacher clearly used the animal names for the ATL skills that we use in the Early Years and the children had clear understanding about what is expected and what the ATLs mean. The language was simplified as the children were receiving intervention for ELL.

Throughout the session, the Teacher made sure to remind the children about the focused ATL and check the children's understanding.

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We are trying to find effective and flexible ways to implement learning skills in class sessions.

We are currently sharing experiences through class sessions and trying to find the best ways to implement learning skills during lessons.

Through collaboration, joint work, effective time management, and proper preparation.

How can we utilize learning skills to develop students' higher-order thinking skills?

We all benefited from this meeting and exchanged experiences to enhance the learning process.

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Suggested Strategy 1:

Visible Learning Signature Practice #2: Teacher Clarity.

pp.23-31 in The Illustrated guide to Teaching and Learning

See slide 5 and 6 of PowerPoint for one suggested strategy for implementing explicit teaching, learning intentions and success criteria for the development and assessment of ATL skills

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1. Would be good to meet in groups within EY, as EY teachers sharing ideas and practices, not only within the PLC groups.

2. Seems as if we are in the same place, not really moving forward and not enough time to meet and share best practices

3. We need to meet in grade levels and share ATL best practice, with all EY teachers as well. Then bring the ideas into the PLC groups.

Candice

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We have implemented a variety of ATL strategies, amongst a range of subjects. We have shared good practice and areas for improvement. Some peer observations have taken place, but practice needs to be embedded.

Making a deliberate effort to implement ATL skills into planning of units. Consider subject specific ATL skills.

Ensuring assessments are linked to ATL skills.

To move learning forward we need students to reflect and model understanding of ATL skills.

Students are able to identify the ATL skills they have used in a lesson.

We learned that all departments have differing challenges and areas of success.

Everyone benefitted from an open ended discussion.

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Lorna, Elena, Julia and Rebecca

1. Sharing feedback about the strengths and weaknesses about the strategies we have implemented.

2. Children need a deeper understanding of applying the ATL skills.

3. Explicitly teach the ATL skills.