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Part 1 What would your students say makes them most stressed when managing their diploma workload?

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Part 1 What would your students say makes them most stressed when managing their diploma workload?

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Add your groups top three below

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Each person in the groupShare your asynchronous affective activity 

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Selct ONE activity to share with the larger group

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Part 2 What techniques or strategies might best address and meet their needs?

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Part 2 What techniques or strategies might best address and meet their needs?

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Add a visual to the Padlet to communicate the technique you have chosen.
Be ready to share out with the large group!

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See?

Think?

Wonder?

Make a note and be ready to share….

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How do we frame these discussions?

When do we discuss the development of ATL?

What role does the student play in the development of ATL?

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Make notes as you watch the video, share with your group your 'See, think,wonder' reflections

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How do we presently ask our students to demonstrate their proficiency with ATL skills in our school?

How do we presently plan for increasing ATL skill complexity in our school?

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Developing learning experiences through inquiry using ATL as a driver

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Developing learning experiences through inquiry using ATL as a driver

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Approaches to teaching and learning in practice (video)

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Approaches to teaching and learning in practice (video)

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A teacher, Rachel Domenic, recently shared a great ATL folder online. In the folder was some self-assessment documents. I took these documents and just changed the appearance a little, (you know I...

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Independence and self-regulation are important skills for all learners, not least if you follow the Approaches to Learning (ATL) methodology for the IB Middle Years Program. Below you’ll find rubrics for students to fill in for each of the 5 ATL skill categories. Mark the level you think you should…

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Implicit and explicit skills, skills to meet objectives

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Explore the difference between knowledge and skill based curriculumsDiscuss the implications for a skill-based classroom 

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Explore the difference between knowledge and skill based curriculumsDiscuss the implications for a skill-based classroom 

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Transformative power of a skills-based curriculum

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Transformative power of a skills-based curriculum

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Note the goal and it’s number here as a comment before continuing

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Acces via the link here

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In your group consider inquiry-based learning experiences that might align with the skills you wish to develop.
Which skills will support the achievement of the learning objective?
How might you scaffold them to support student achievement?

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With your group develop a strategy to explicitly teach a skill from the list in the resource section of the Padlet.
Consider scaffolding.
Align to an objective/criteria.

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What are some pedagogical implications of integrating both knowledge and skills to help students become what the IB calls ‘self-regulated learners’?
Consider/cite any recent research (2016 - 2021) in your sharing should you wish.

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Which learner profile attribute and why?

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Which learner profile attribute and why?

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BIOLOGY

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Thinking skills: critical thinking (New York)

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Mix: What do you think you already know about (ATL)?

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Mix: What do you think you already know about (ATL)?

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Language A literature

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Investigate this question: What is the role of skills in learning?

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Investigate this question: What is the role of knowledge in learning?

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Think, write and save for later:

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

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Parent group
What causes you to make judgments about a teacher?
What is it that you want for your child?
Which of the three might you prefer to have as your child’s teacher and why?

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Student group
What causes you to make judgments about a teacher?

What is it that you want to get out of school?

Which of the three might you prefer to have as your teacher and why?

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Teacher group
What causes you to make judgments about other teachers?

What is it that you want for your students?

Which of the three types of teachers might you prefer to be and why?

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Watch the video assigned to your group

Discuss the ATL skills demonstrated

Develop ideas for strategies that could be applied in your classroom

Reflect on how this may impact your teaching

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Group 3 Colegio de San Francisco de Paula, Sevilla, Spain

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Group 3 Colegio de San Francisco de Paula, Sevilla, Spain

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MATHEMATICS (Spanish with sub-titles)

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CHEMISTRY

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Group 5 Munich International School, Germany

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Group 5 Munich International School, Germany

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GEOGRAPHY

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Thinking skills: Critical thinking (Munich)

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How might developing these specific skills impact the classroom and how it operates? 

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How might developing these specific skills impact the classroom and how it operates? 

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Add any questions you have here!

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Discuss: How does this support the ongoing development of the IB Learner Profile attributes?

Choose an IB Learner Profile attribute that you believe matches your “skills-equipped” student profile.

Create a sign eg.: knowledg eable and write under the IB LP you’ve chosen the reason that you chose this LP attribute for your skills-equipped student profile.

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In your group:

Using one of the ATL Student Self-Assessment resources, create a self assessment rubric for your students aligned to one of the 5 ATL categories.

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ATL reflection: Your turn! What is your step plan?

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ATL reflection: Your turn! What is your step plan?

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Create a step plan that makes sense to you and will help you remember how you will use ATL in order to create a skills-driven curriculum in your classroom!

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North – What do I still need to know?

South – What surprised me the most?

West – What do I find most worrisome about ATL going forward?

East – What am I most eager to share with my own colleagues about ATL?

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Pick a cognitive skill that you might explicitly teach.

Design a learning experience that would teach the skill explicitly whether within or outside your subject matter but within your classrooms the same cognitive skill to teach implicitly.

Design a learning experience that would teach the skill through the content of your subject.
Create a post below with the skill and learning experience

Make it detailed enough that it could be used by other colleagues without explanation

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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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Example: Mindfulness (Practice focus and concentration)

•Define the parameters of the skill of mindfulness using characteristics as well as examples of high and low proficiency.

•Remember a time when you were exhibiting the skill of mindfulness.

•Describe your experience in detail focusing on strategies and techniques.

•Practice using those techniques deliberately when next you need to exercise that skill.

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•Explore them through a skills-based perspective with a partner.

•Use the IB’s ATL list of individual skills, broken out by ATL category and decide which specific skills a student would need to have/learn in order to engage in or develop solutions/options regarding your chosen millennium goal.

•Make a skill list in the appropriate “millennium goal” on the Padlet– make sure you list the skills in the appropriate skill categories and feel free to add any skills that you believe are needed, but not listed!

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Example: Creating a study timetable for a

summative task

•How, when, where and by whom could this be taught at your school?

•Could you reach agreement on a consistent model?

•How could you get every teacher to reinforce the same model?

•What will be the best way to teach this at your school – implicitly or explicitly?

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Identify skills that are implicit in your subject objectives using the skills list.

Create a table across the ATL categories
Can you then identify and place these in units of work across DP1 and DP2.

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For example:
Thinking about the skill you’ve grown most in, how is this helping you become a more effective researcher?
In your group:
Create a series of questions to prompt your assigned category from the ATL skills framework.
Add your questions to the appropriate box below

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Thinking: Critical Thinking and Transfer: Utilising skills and knowledge in multiple contexts.
Self-Management Skills: Reflective and Affective: Emotional Management strategies to overcome impulsiveness.
Self Motivation: Positive thinking future thinking for the common good.
Resilience by cutting down on unnecessary consumption and Perseverance by delaying gratification.

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•Look at all available IB ATL documents for your DP programme.

•Discern what the requirements are for ATL.  (A requirement is usually listed as a requirement or has the word cruicial/must within the wording)

•Discuss with your group: What surprises you?

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Gunilla, Ejike, Ariana - 11. Sustainable cities and communities

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Gunilla, Ejike, Ariana - 11. Sustainable cities and communities

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https://jamboard.google.com/d/1m7DZ-V4OjjxruzzVs7z7QheLn-adaOQgU2N5HEJhx2I/edit?usp=sharing

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Goal 5: Gender Equality (Adrian and Carolyn)

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Goal 5: Gender Equality (Adrian and Carolyn)

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Implicit attention learning: lesson 1 https://docs.google.com/presentation/d/1t870er7t0jzz7LDswYjjV3QH_jkwZYbCyaTYdIc6kJ8/edit#slide=id.p

Explicit- memory tools: pneumonic devices (order of operations, order of the planets, 5 w's)

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Information + emotion = long-term memory

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Attention Lesson for mentor time

Explicit: Watch video on declining attention abilities in students (youtu.be/Ig6I3prnlnE)
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- class discussion (agree/disagree, types of distractions encountered, strategies to limit distraction, etc.)
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Implicit: Task for class (15mins or so):
either teacher assigned activity where students work through material and generate questions in order to both observe their attention to the task and also the quality of the understanding of the material through their questions.
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Feedback:
Teacher points out observations
Students give feedback on task and discuss their questions
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Reflection:
Each student reflects on the issues they encountered in the task, and provide strategies of a more personal nature.

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•How was the process?

•What did you learn that was new?

•Could all affective skills be taught that way?

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Explicit Teaching - Pomodora Technique in practicing focus and attention

Implicit Teaching - Breaking down the tasks into smaller parts, timed activities, changing the roles during an activity

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Toni and Björn

Cognitive skill: visual perception

Explicit exercise:

Give the students a picture to look at. To start with they have a shorter amount of time to see the picture and have to write down their initial perceptions.

The students then get to look at the picture again for a longer amount of time, and then write down further impressions/perceptions.

A discussion is conducted about the language used to describe perception and how perception works. Also about limitations of perception. This can be used both in English and in Visual Art.

Implicit exercise:

Give the students a task to paint something according to a certain theme or idea. Once they are done, ask the students to reflect on their choice of colours/images. Why did they choose these colours?

Then swap paintings and ask another student to look at it. What do they see when they look at the painting? What do you understand in the painting?

This can also be used both in English lessons and in Visual Art.

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Inductive reasoning Kimonas and Rebecca 

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Inductive reasoning Kimonas and Rebecca 

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Explicit: teaching induction in physics and maths

Implicit: using a previously thought lab skill throughout the rest of the course.

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Anna J, Kent C, Marie S, Peng, Christian

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Anna J, Kent C, Marie S, Peng, Christian

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Communication

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Self-managment

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Social

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Research

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Thinking

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Review the ATL skill learning engagements that you have designed and written throughout the workshop.

Choose one and present using a visual in order to expand understanding by others.

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Structuring information in texts: Math IA

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Structuring information in texts: Math IA

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https://docs.google.com/document/d/1WGZkbWnrjeag4v3I6RBVapQU4h3k-3iM7Pe2Y79Z12A/edit

Learning how to structure information is key in all subjects, but it becomes clear when students start on their maths IA that they think the "usual rules" don't apply. This activity therefore aims to draw on what they already know from other subjects, to make them more comfortable going forward with their own Exploration.