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Please add your self-reflection as a reply to this!

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And here is the anonymized data/responses.

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UWC-USA IB Approaches to Learning July 5-7, 2022 pre-workshop survey

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Please complete this short survey by tomorrow Sunday July 3rd so that I can use the responses for planning purposes and to best meet your needs.

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July '22 UWCUSA ATL workshop schedule with Zoom link.pptx

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1. IB Approaches to Teaching / Approaches to Learning Website

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Session #1  Presentation - Tuesday July 5

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Session #1  Presentation - Tuesday July 5

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Session #1 (Tues July 5) -  Final Approaches to learning Google Slides presentation July 2022 UWCUSA.pptx

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Learning Engagement:  Skills vs. Knowledge - Step #1 (5 minutes)

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Learning Engagement:  Skills vs. Knowledge - Step #1 (5 minutes)

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Read alone this summary on competency-based learning and this brief:

Competency-based learning or competency-based education and training is an approach to teaching and learning more often used in learning concrete skills than abstract learning. It differs from other non-related approaches in that the unit of learning is extremely fine grained. Rather than a course or a module every individual skill/learning outcome, known as a competency, is one single unit. Learners work on one competency at a time, which is likely a small component of a larger learning goal. The student is evaluated on the individual competency, and only once they have mastered it do they move on to others. After that, higher or more complex competencies are learned to a degree of mastery and isolated from other topics. Another common component of Competency-based learning is the ability to skip learning modules entirely if the learner can demonstrate they already have mastery. That can be done either through prior learning assessment or formative testing.

For example, people learning to drive manual transmission might first have to demonstrate their mastery of "rules of the road", safety, defensive driving, parallel parking etc. Then they may focus on two independent competencies: "using the clutch, brake with right foot" and "shifting up and down through the gears". Once the learners have demonstrated they are comfortable with those two skills the next, overarching skill might be "finding first: from full stop to a slow roll" followed by "sudden stops", "shifting up" and "down shifting". Because this is kinetic learning the instructor likely would demonstrate the individual skill a few times then the student would perform guided practice followed by independent practice until they can demonstrate their mastery.

Competency-based learning is learner-focused and works naturally with independent study and with the instructor in the role of facilitator. Learners often find different individual skills more difficult than others. This learning method allows a student to learn those individual skills they find challenging at their own pace, practicing and refining as much as they like. Then, they can move rapidly through other skills to which they are more adept.

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Competency-based learning or competency-based education is a framework for teaching and assessment of learning. It is also described as a type of education based on predetermined "competencies," which focuses on outcomes and real-world performance. Competency-based learning is sometimes presented as an alternative to traditional methods of assessment in education.

In a competency-based education framework, students demonstrate their learned knowledge and skills in order to achieve specific predetermined "competencies." The set of competencies for a specific course or at a specific educational institution is sometimes referred to as the competency architecture. Students are generally assessed in various competencies at various points during a course, and usually have the opportunity to attempt a given competency multiple times and receive continuous feedback from instructors.

Key concepts that make up the competency-based education framework include demonstrated mastery of a competency, meaningful types of assessment, individualized support for students, and the creation and application of knowledge.

In a competency-based learning model, the instructor is required to identify specific learning outcomes in terms of behavior and performance, including the appropriate criterion level to be used in evaluating achievement. Experiential learning is also an underpinning concept; competency-based learning is learner‑focused and often learner-directed.

The methodology of competency-based learning recognizes that learners tend to find some individual skills or competencies more difficult than others. For this reason, the learning process generally allows different students to move at varying paces within a course. Additionally, where many traditional learning methods use summative testing, competency-based learning focuses on student mastery of individual learning outcomes. Students and instructors can dynamically revise instruction strategies and based on student performance in specific competencies.

What it means to have mastered a competency depends on the subject matter and instructor criteria. In abstract learning, such as algebra, the learner may only have to demonstrate that they can identify an appropriate formula with some degree of reliability; in a subject matter that could affect safety, such as operating a vehicle, an instructor may require a more thorough demonstration of mastery.

Western Governors University has used a competency-based model of education since it was chartered in 1996.

The Mastery Transcript Consortium is a group of public and private secondary schools which are working to utilize competency-based learning as part of their effort to create a new type of secondary school transcript.

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Competency-based learning or competency-based education is a framework for teaching and assessment of learning. It is also described as a type of education based on predetermined "competencies," which focuses on outcomes and real-world performance. Competency-based learning is sometimes presented as an alternative to traditional methods of assessment in education.

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Presentation-10:00 AM (MST) - Jenny Gillet of IB

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Presentation-10:00 AM (MST) - Jenny Gillet of IB

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Ms Jenny Gillet, the guru at the IBAEM Global Centre office in The Hague, The Netherlands, has agreed kindly to join us for about 20-30 mins to discuss the ATLs - their history within the IB world and her key role as the one who spearheaded the project. Her contribution will be fascinating for you to hear.  I attended her super presentation on the ATL Project in Oct 2014 at the IBAEM Regional Conference in Ro

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Session #9 Fri July 8  ATL Implementation.pptx

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Starter Task:   What are you reading about teaching and learning? Why? (Blog/FB page/Book/Twitter feed/Education Journal)

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Starter Task:   What are you reading about teaching and learning? Why? (Blog/FB page/Book/Twitter feed/Education Journal)

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Please reply here.

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Framework:  4 persons per team / 6 teams / 6 minutes

Activator: Mix, Whisk and Whirl WSL instructs participants that they will work with several partners (preferably someone they do not know). Introduce themselves by name and school to their partners to collaboratively discuss the MIX question below for three minutes and then discuss the WHISK question for three minutes and then discuss the WHIRL for three minutes.

Mix: What do they know about ATL (Approaches to Learning) in the IB?
Whisk: What excites them about ATL?
Whirl: What concerns them about ATL?

On the Padlet one team member write on behalf of the group their answers to the following prompt: This workshop will be a success for me if. . . ● As a group they are to synthesize their thinking in the  and record those on the Padlet  ● Review other padlet posts and comment on the graffiti wall.

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Final Participant List Approaches to Learning - UWC-USA -July 5 to 8 2022.xlsx

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Competency-based learning or competency-based education is a framework for teaching and assessment of learning. It is also described as a type of education based on predetermined "competencies," which focuses on outcomes and real-world performance. Competency-based learning is sometimes presented as an alternative to traditional methods of assessment in education.

In a competency-based education framework, students demonstrate their learned knowledge and skills in order to achieve specific predetermined "competencies." The set of competencies for a specific course or at a specific educational institution is sometimes referred to as the competency architecture. Students are generally assessed in various competencies at various points during a course, and usually have the opportunity to attempt a given competency multiple times and receive continuous feedback from instructors.

Key concepts that make up the competency-based education framework include demonstrated mastery of a competency, meaningful types of assessment, individualized support for students, and the creation and application of knowledge.

In a competency-based learning model, the instructor is required to identify specific learning outcomes in terms of behavior and performance, including the appropriate criterion level to be used in evaluating achievement. Experiential learning is also an underpinning concept; competency-based learning is learner‑focused and often learner-directed.

The methodology of competency-based learning recognizes that learners tend to find some individual skills or competencies more difficult than others. For this reason, the learning process generally allows different students to move at varying paces within a course. Additionally, where many traditional learning methods use summative testing, competency-based learning focuses on student mastery of individual learning outcomes. Students and instructors can dynamically revise instruction strategies and based on student performance in specific competencies.

What it means to have mastered a competency depends on the subject matter and instructor criteria. In abstract learning, such as algebra, the learner may only have to demonstrate that they can identify an appropriate formula with some degree of reliability; in a subject matter that could affect safety, such as operating a vehicle, an instructor may require a more thorough demonstration of mastery.

Western Governors University has used a competency-based model of education since it was chartered in 1996.

The Mastery Transcript Consortium is a group of public and private secondary schools which are working to utilize competency-based learning as part of their effort to create a new type of secondary school transcript.

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Competency-based learning or competency-based education is a framework for teaching and assessment of learning. It is also described as a type of education based on predetermined "competencies," which focuses on outcomes and real-world performance. Competency-based learning is sometimes presented as an alternative to traditional methods of assessment in education.

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Appendix 1 - pp. 108-114 - lists the ATL Skills Framework

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Reflection:  How are we preparing students for their future rather than our past? (Daniel Pink, A Whole New Mind, IB ARC 2012). 

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Reflection:  How are we preparing students for their future rather than our past? (Daniel Pink, A Whole New Mind, IB ARC 2012). 

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Task:  1.  Using a Visible Thinking Routine, cleverly craft a reflection/response/possible lesson on one item from the pre-workshop work and/or Tuesday's Session #1.  

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Task:  1.  Using a Visible Thinking Routine, cleverly craft a reflection/response/possible lesson on one item from the pre-workshop work and/or Tuesday's Session #1.  

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Post it here as a reply to this post please by 10am.

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PZ's Thinking Routines Toolbox | Project Zero

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The Toolbox organizes the Thinking Routines into categories that describe the types of thinking the routines help to facilitate. Some routines appear in more than one category, and some routines have different versions that offer modifications for specific age groups or more specific conceptual challenges.

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Learning Engagement:  Skills vs. Knowledge - Step #2 - 30 minutes

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Learning Engagement:  Skills vs. Knowledge - Step #2 - 30 minutes

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A) Four break-out groups will be formed.  Break-out group 1 and 2 will be knowledge-based groups while groups 3 and 4 will be skills-based breakout groups.  (2 minutes)

B) Each breakout group records below its response to its investigation of the question:
*What is the role of skills/knowledge in learning?  I encourage you to research (2010-2022 sources) and use any resources/articles/websites that you choose in order to inform your work. (10 minutes)

C) Each of the four break out groups nominates a 2-person speaking team who will share their descriptions written on the Padlet below and address what the information means for learning. (4 minutes)

F) Whole group discussion - To appreciate the debate about how we should learn in today's world, what are some pedagogical implications of integrating both knowledge and skills to help students become what the IB calls ‘self-regulated learners’? Be sure participants consider/cite their recent research (2010 - 2022) from their groups in their thinking/sharing should they wish.  (4 minutes)

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Reflection:  How are we preparing students for their future rather than our past? (Daniel Pink, A Whole New Mind, IB ARC 2012).

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Reflection:  How are we preparing students for their future rather than our past? (Daniel Pink, A Whole New Mind, IB ARC 2012).

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What are your concluding thoughts on:
a) the difference between knowledge and skill based
b) the implications for a skill-based classroom?

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Teaching the DP with ATL in mind

Teaching with ATL in mind needs to begin with a clear and explicit identification of what types of skills and dispositions are trying to be developed.

In general terms, the development of every ATL skill can follow the same seven basic steps.

1. Decide which particular and specific skills are going to be focused on in your classroom/subject/department/school.

2. Make the skills to be focused on explicit by clear description of each skill and by using examples of high and low skills proficiency.

3. Allow the students to self-assess their perceived competence in the skills in question.

4. Analyse the class results obtained, looking in particular for any general skills deficiencies across the class.

5. Develop mini-lessons or tutorials, or find online exercises for students to complete to bring all students up to the same skill level.

6. Build into subject lessons exercises that enable students to practise and improve the skills in focus.

7. Ask the students to continue to self-assess their proficiency.

Teaching with the development of ATL skills in mind impacts significantly on the wider pedagogical approach adopted by teachers, and in particular on how teachers view their role in the classroom. Teacher regulation of student learning is sometimes described in a continuum from strong, through shared, to loose regulation.

Strong teacher regulation

Shared teacher regulation

Loose teacher regulation

Teacher controls all information, regulates student processing, answers all questions, clarifies, explains, summarizes.

Student thinking at a minimum, teacher as maximum support.

Teacher provides access to resources, skills training, questions, problem statements, concepts, ideas, learning outcomes.

Students actively engage with information in order to answer questions, follow leads, solve problems.

Student thinking engaged, teacher as guide and support.

Teacher's only functions are supplying the learning objectives and assessing the students' level of achievement against them.

Student thinking at a maximum, teacher not involved in student thinking or learning at all.

A drawback of the strong teacher regulation model is that it can reduce the potential for the development of students' skills of self-regulation. The loose teacher regulation model also has limitations, as although it does allow for growth in students' self-regulation skills, this growth only occurs if it is instigated by the student. In contrast, adopting a shared regulation style in the classroom can be an excellent means to achieve growth in students' self-regulated learning skills.

An example of a teaching approach that can support the development of ATL skills and, in particular, students' self-regulation skills, is that of "process-oriented instruction". "Process-oriented teaching is teaching that facilitates independent learning, supporting students to become proficient learners in the field concerned and preparing them for lifelong learning" (Bolhuis and Voeten 2001). Process-oriented instruction is often contrasted with more traditional methods where the emphasis is on the transmission of information, where the teacher spends most of the time explaining the subject matter, and the main activities expected from the student are listening and writing notes. The teacher does not engage much with the students except to answer questions, assign tasks or give instruction concerning the learning process. In process-oriented instruction, the focus of the teaching is placed on the strategies and techniques the students are using to process the subject information. The teacher "teaches" learning skills by modelling, demonstration, creating skills-based tasks, monitoring performance, asking for feedback and helping build the students' metacognitive awareness (Bolhuis 2003).

In many schools, transmission is still a dominant teaching style. In 2001, a study of Dutch secondary schools observed 130 lessons-in foreign languages, Dutch, mathematics, science, social studies and the arts. The time spent by teachers using each of these teaching styles was found to be as follows (Bolhuis and Voeten 2001).

30% transmission- the teacher explains, the students listen, the teacher questions the students

40% activating-the teacher gets students to process information through directed tasks, using student feedback to guide the lesson

25% procedural and behavioural instruction

5% process-focused teaching-teaching the students to set learning goals, choose and execute learning strategies, diagnose and monitor the learning process.

Moving from a traditional subject-focused style of teaching to a skills-based, process-oriented style aimed at promoting self-regulation of learning by students can be challenging for both students and teachers, but it has the potential to yield excellent results in terms of student engagement and development of learning skills.

Whether ATL skills are taught entirely through being infused into subject lessons, or by being supplemented with standalone skills lessons, a key concern is ensuring that students transfer the skills learned in one context to other contexts. Because students often find it challenging to transfer these skills, it is important that the teaching of ATL skills also includes a focus on the importance of transfer. This "bridging" work is a vital aspect of the effective teaching of skills.

The DP encourages transfer through its emphasis on concurrency of learning. By studying different subjects and the core concurrently, it is intended that students will have more opportunities to make links and connections than they would otherwise. However, solely studying different subjects at the same time is not enough to guarantee that students are effectively transferring their learning. Instead, there needs to be explicit teaching for transfer; for example, explicitly encouraging transfer by exploring concepts across multiple subject areas, or by encouraging students to make connections between their learning in the different subjects.

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Teaching with ATL in mind needs to begin with a clear and explicit identification of what types of skills and dispositions are trying to be developed. In general terms, the development of every ATL skill can follow the same seven basic steps. Decide which particular and specific skills are going to be focused on in your classroom/subject/department/school.

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I am currently listening to the Amplify Science of Reading podcasts, as one of our big district goals is to implement a rigorous MTSS (Multi-Tiered Support System) TK-8th grade. The podcasts cover all aspects of teaching reading through a science of reading perspective, and they are excellent!

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TEMPLATE ATL Implementation Plan (July 2022 UWC-USA Outcome Project).docx

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TEMPLATE ATL Implementation Plan (July 2022 UWC-USA Outcome Project).docx

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TEMPLATE ATL Implementation Plan (July 2022 UWC-USA Outcome Project).docx

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TEMPLATE ATL Implementation Plan (July 2022 UWC-USA Outcome Project).docx

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TEMPLATE ATL Implementation Plan (July 2022 UWC-USA Outcome Project).docx

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TEMPLATE ATL Implementation Plan (July 2022 UWC-USA Outcome Project).docx

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TEMPLATE ATL Implementation Plan (July 2022 UWC-USA Outcome Project).docx

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Topic: ATL Skills
Thinking Routine-Compass Points

Worried: student & teacher buy-in when implementing
Excited: try something new that puts power in students hands (student ownership & intrinsic motivation building)
Need to Know: best practices in school community, ways to hold accountability , monitor progress and incentivize
Stance: community is crucial, working with others doing the same (implementing ATL)

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Lesson idea: Students could use these sentence starters & discussion tools interact/ debate topics of community development in our community unit. This unit explores different places in the city, who works there, and if they enjoy their job or not. Frequently I have students read about City life vs. Rural life in in different Spanish speaking countries. This may be opportunity to discuss the pros/ cons of the way different communities are set up & compare it to their own.

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hope I am doing this right  Like this idea, would help to build academic conversation among students

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Session #2 was mainly wrapping up aspects of Session #1 as noted below

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Session #2 was mainly wrapping up aspects of Session #1 as noted below

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Session #2 (Wed July 6) - presentation July 2022 UWCUSA.pptx

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Content Session 3a (45 mins) and 3b (45 minutes)

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Content Session 3a (45 mins) and 3b (45 minutes)

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Content Session #3 - Approaches to learning - PowerPoint presentation July 2022.pptx

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​Approaches to learning (ATL) are skills designed to enable students in the IB Middle Years Programme (MYP) to "learn how to learn." They are intended to apply across curriculum requirements and provide a common language for teachers and students to use when reflecting and building on the process of learning. IB World Schools are required to ensure there is an ATL planning chart for all years of the MYP. However, broader implementation would see ATLs implicitly and explicitly embedded into day-to-day learning experiences, so that students have opportunities to practice and incrementally develop a range of ATL skills.

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​Approaches to learning (ATL) are skills designed to enable students in the IB Middle Years Programme (MYP) to "learn how to learn." They are intended to apply across curriculum requirements and provide a common language for teachers and students to use when reflecting and building on the process of learning.

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Learning engagement: The skills equipped student in action

Step 1 - Choose and read about one of the UN seventeen (17) millennium development goals (http://www.un.org/sustainabledevelopment/blog/2015/12/sustainable-development-goals-kick-off-with-start-of-new-year/) to explore through a skills-based perspective with an assigned break out group partner.

Step 2 -  Ponder:  What specific skills would a student need in order to engage in or develop solutions/options that could begin to achieve this goal?

Step 3 - Think/Pair/Share:  Use the IB list of possible ATL skills (see link below) in order to frame the skills that would need to be taught and acquired in order to be a “skills-equipped”

(https://xmltwo.ibo.org/publications/DP/Group0/d_0_dpatl_gui_1502_1/static/dpatl/guide-teaching-the-dp-with-atl-in-mind.html)

Step 4 - Identify the UN Sustainable Development Goal that matches a particular the ATL skill that is 'most useful.' List both as a reply to this post. Be ready to share (one of the team members) that with the larger group - as randomly two groups will be selected to do so!

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Approaches to Teaching / Approaches to Learning (ibo.org)

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Approaches to Teaching / Approaches to Learning (ibo.org)

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Teaching the DP with ATL in mind

Teaching with ATL in mind needs to begin with a clear and explicit identification of what types of skills and dispositions are trying to be developed.

In general terms, the development of every ATL skill can follow the same seven basic steps.

1. Decide which particular and specific skills are going to be focused on in your classroom/subject/department/school.

2. Make the skills to be focused on explicit by clear description of each skill and by using examples of high and low skills proficiency.

3. Allow the students to self-assess their perceived competence in the skills in question.

4. Analyse the class results obtained, looking in particular for any general skills deficiencies across the class.

5. Develop mini-lessons or tutorials, or find online exercises for students to complete to bring all students up to the same skill level.

6. Build into subject lessons exercises that enable students to practise and improve the skills in focus.

7. Ask the students to continue to self-assess their proficiency.

Teaching with the development of ATL skills in mind impacts significantly on the wider pedagogical approach adopted by teachers, and in particular on how teachers view their role in the classroom. Teacher regulation of student learning is sometimes described in a continuum from strong, through shared, to loose regulation.

Strong teacher regulation

Shared teacher regulation

Loose teacher regulation

Teacher controls all information, regulates student processing, answers all questions, clarifies, explains, summarizes.

Student thinking at a minimum, teacher as maximum support.

Teacher provides access to resources, skills training, questions, problem statements, concepts, ideas, learning outcomes.

Students actively engage with information in order to answer questions, follow leads, solve problems.

Student thinking engaged, teacher as guide and support.

Teacher's only functions are supplying the learning objectives and assessing the students' level of achievement against them.

Student thinking at a maximum, teacher not involved in student thinking or learning at all.

A drawback of the strong teacher regulation model is that it can reduce the potential for the development of students' skills of self-regulation. The loose teacher regulation model also has limitations, as although it does allow for growth in students' self-regulation skills, this growth only occurs if it is instigated by the student. In contrast, adopting a shared regulation style in the classroom can be an excellent means to achieve growth in students' self-regulated learning skills.

An example of a teaching approach that can support the development of ATL skills and, in particular, students' self-regulation skills, is that of "process-oriented instruction". "Process-oriented teaching is teaching that facilitates independent learning, supporting students to become proficient learners in the field concerned and preparing them for lifelong learning" (Bolhuis and Voeten 2001). Process-oriented instruction is often contrasted with more traditional methods where the emphasis is on the transmission of information, where the teacher spends most of the time explaining the subject matter, and the main activities expected from the student are listening and writing notes. The teacher does not engage much with the students except to answer questions, assign tasks or give instruction concerning the learning process. In process-oriented instruction, the focus of the teaching is placed on the strategies and techniques the students are using to process the subject information. The teacher "teaches" learning skills by modelling, demonstration, creating skills-based tasks, monitoring performance, asking for feedback and helping build the students' metacognitive awareness (Bolhuis 2003).

In many schools, transmission is still a dominant teaching style. In 2001, a study of Dutch secondary schools observed 130 lessons-in foreign languages, Dutch, mathematics, science, social studies and the arts. The time spent by teachers using each of these teaching styles was found to be as follows (Bolhuis and Voeten 2001).

30% transmission- the teacher explains, the students listen, the teacher questions the students

40% activating-the teacher gets students to process information through directed tasks, using student feedback to guide the lesson

25% procedural and behavioural instruction

5% process-focused teaching-teaching the students to set learning goals, choose and execute learning strategies, diagnose and monitor the learning process.

Moving from a traditional subject-focused style of teaching to a skills-based, process-oriented style aimed at promoting self-regulation of learning by students can be challenging for both students and teachers, but it has the potential to yield excellent results in terms of student engagement and development of learning skills.

Whether ATL skills are taught entirely through being infused into subject lessons, or by being supplemented with standalone skills lessons, a key concern is ensuring that students transfer the skills learned in one context to other contexts. Because students often find it challenging to transfer these skills, it is important that the teaching of ATL skills also includes a focus on the importance of transfer. This "bridging" work is a vital aspect of the effective teaching of skills.

The DP encourages transfer through its emphasis on concurrency of learning. By studying different subjects and the core concurrently, it is intended that students will have more opportunities to make links and connections than they would otherwise. However, solely studying different subjects at the same time is not enough to guarantee that students are effectively transferring their learning. Instead, there needs to be explicit teaching for transfer; for example, explicitly encouraging transfer by exploring concepts across multiple subject areas, or by encouraging students to make connections between their learning in the different subjects.

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Teaching with ATL in mind needs to begin with a clear and explicit identification of what types of skills and dispositions are trying to be developed. In general terms, the development of every ATL skill can follow the same seven basic steps. Decide which particular and specific skills are going to be focused on in your classroom/subject/department/school.

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CULTURE BUILDER: I use the Color, Symbol, Image routine for adult learning as a way for participants in professional development to introduce themselves to a new group of people.
• Choose a color that you feel best represents or captures the essence of a you • Choose a symbol that you feel best represents or captures the essence of you. • Choose an image that you feel best represents or captures the essence of you. Tell why you chose that color, symbol and image as a representation of you. Repeat the sharing process until every member of the group has shared his or her Color, Symbol, and Image.

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Content Session #4 - Wed July 6th 2:45-3:30pm Mountain Standard Time - Using ATL in the classroom

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Content Session #4 - Wed July 6th 2:45-3:30pm Mountain Standard Time - Using ATL in the classroom

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Session #4 - Using ATL in the Classroom - July 6 2-45-3-30pm.pptx

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Which scenario best describes YOU?

1. Everyday I go to work and make sure that I have my well-worn toolbox full of many different types of tools with me. Some are very fancy tools that I don’t use often, but when I need them, you can bet I know I have them. When I arrive on my jobsite, no matter what the problem, I know that one of my tools will help me solve the problem at hand. I love my tools and I use them on a regular basis to help me complete my jobs.

Rick asks:  PLEASE STAND UP IF THE SCENARIO JUST READ SPEAKS TO YOUR STYLE.  REMAIN SEATED IF IT DOES NOT DESCRIBE YOU.  LISTEN FOR THE NEXT.

2. Everyday I go to work and notice my toolbox full of fancy tools is sitting in the closet as I grab my coat. They are awfully heavy and I really don’t know how to use them very well, if at all, so why take them with me? Please stop people from giving me any more tools!

When I arrive on my job site, I hope that I can solve the problems with my agile mind and engaging personality. Sometimes it works and sometimes it doesn’t.

Rick asks:  PLEASE STAND UP IF THE SCENARIO JUST READ SPEAKS TO YOUR STYLE.  REMAIN SEATED IF IT DOES NOT DESCRIBE YOU.  LISTEN FOR THE NEXT.

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Learning engagement: Explicit and implicit

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Learning engagement: Explicit and implicit

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| First round: E.g., Pair with a partner E.g. Scenario: briefly describe to their partner a situation they have found themselves in at school where there was some type of dispute or disagreement. (i.e. with a student over a grade, with a parent over a perceived comment that was made, etc.) The partner determines which elements of active listening were used by looking at the document posted by the WSL in the electronic space Switch. - Emotional labeling: By identifying a person’s emotions, they feel validated and heard, not minimized. People often act with emotions rather than from a more cognitive perspective. By labeling and acknowledging emotions, it helps to restore balance. - Para-phasing: Includes repeating what a person has said in your own words in a much shorter format while also making sure not to minimize what the person has experienced. - Reflecting and mirroring: When someone is finished speaking, reflecting and mirroring is shorter option compared to paraphrasing. It includes repeating the last words the person said. For example, If the person ends a conversation by saying, “…and this really made me angry,” you could say, “It really made you angry.” - Effective pauses and silence: Part of listening includes pausing or being silent before taking your turn to speak. Also known as dynamic inactivity, silence allows the other person to continue speaking while also pausing prior to help calm a situation. Calming the situation is essential as it can move the person from reacting based on emotion to a more rational, cognitive space. - “I” messages: Counteract statements made by the person that serve as obstacles to collaboration. Active listening (AL) statements include: “I feel___ when you ___ because ___.” AL provides a “timeout” by letting the other person know you are trying to work together. It is important to be mindful of your tone to ensure that is not perceived as aggressive or argumentative. - Open-ended questions: Asking open-ended questions provides opportunities for the person to speak longer and thus can help diffuse tension and provide valuable information, insight and perspective of the situation. - Minimal encouragers: Simple verbal actions such as “mmm,” “okay,” and “I see,” and nonverbal gestures such as head nodding establish the building of rapport with the person by subtly inviting the person to continue speaking. - Summarize: An extended version of paraphrasing, summarizing identifies everything the person has said including the elements important to the person. It acknowledges the person’s emotions. Summarizing provides validation for the person who has now been heard and understood. It is important to summarize as it can bring a sense of relief and reduce reactions that are dictated by emotions.
Second round: Fact: A teacher might first need his/her students to explicitly learn a specific skill in order for his/her students to maximize their learning when employing it within the curriculum. Explicit teaching of a skill: Choosing a specific skill and purposefully teaching the skill outside of the curriculum in order to help students eventually be able to achieve the learning objective(s).

E.g. Skill to be learned: Listen actively to other perspectives and ideas E.g. Pair with a partner E.g. They are all crisis negotiators E.g. Scenario: Your boss has described active listening as being one of the top methods to build rapport with the people they are helping that are involved in a dispute. Research has further demonstrated that rapport, as well as building trust and displaying professional skills, is used by effective mediators. Building trust and developing rapport are also closely linked while professionalism. Professionalism is described as possessing the appropriate skills and using them appropriately based on the context of the situation. Therefore, active listening when used properly and effectively, displays professionalism, develops rapport, and builds trust. Briefly describe once again to their partner, the same situation they have found themselves in at school where there was some type of dispute or disagreement. (i.e. with a student over a grade, with a parent over a perceived comment that was made, etc). This time, purposefully employ two of the active listening elements when describing the situation. Discuss how the situation changed by using the active listening elements. Switch. - Emotional labeling: By identifying a person’s emotions, they feel validated and heard, not minimized. People often act with emotions rather than from a more cognitive perspective. By labeling and acknowledging emotions, it helps to restore balance. - Para-phasing: Includes repeating what a person has said in your own words in a much shorter format while also making sure not to minimize what the person has experienced. - Reflecting and mirroring: When someone is finished speaking, reflecting and mirroring is shorter option compared to paraphrasing. It includes repeating the last words the person said. For example, If the person ends a conversation by saying, “…and this really made me angry,” you could say, “It really made you angry.” - Effective pauses and silence: Part of listening includes pausing or being silent before taking your turn to speak. Also known as dynamic inactivity, silence allows the other person to continue speaking while also pausing prior to help calm a situation. Calming the situation is essential as it can move the person from reacting based on emotion to a more rational, cognitive space. - “I” messages: Counteract statements made by the person that serve as obstacles to collaboration. Active listening (AL) statements include: “I feel___ when you ___ because ___.” AL provides a “timeout” by letting the other person know you are trying to work together. It is important to be mindful of your tone to ensure that is not perceived as aggressive or argumentative. - Open-ended questions: Asking open-ended questions provides opportunities for the person to speak longer and thus can help diffuse tension and provide valuable information, insight and perspective of the situation. - Minimal encouragers: Simple verbal actions such as “mmm,” “okay,” and “I see,” and nonverbal gestures such as head nodding establish the building of rapport with the person by subtly inviting the person to continue speaking. - Summarize: An extended version of paraphrasing, summarizing identifies everything the person has said including the elements important to the person. It acknowledges the person’s emotions. Summarizing provides validation for the person who has now been heard and understood. It is important to summarize as it can bring a sense of relief and reduce reactions that are dictated by emotions.
Third round: Fact: Learning a new skill while learning new content is a complex process that many students cannot achieve. However, once a student has mastered a skill, (put that tool in their toolbox) they can be expected to use that skill as needed.

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Eight Techniques of Active Listening.docx

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Content Session #5 Self Management Skills

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Content Session #5 Self Management Skills

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Session #5 Th July 7 1000 to 1130 am Self Management Skills.pptx

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ATL Virtual Workshop Category 3 - UWC-USA - July 5 to 8, 2022 - Idea Sharing Hub

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ATL Virtual Workshop Category 3 - UWC-USA - July 5 to 8, 2022 - Idea Sharing Hub

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Please add / develop / share so we can all enhance our usage/work with ATLs!

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ATL Resource Sharing - Virtual Workshop Category 3 - UWC-USA - July 5 to 8, 2022

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IB Approaches to Teaching / Approaches to Learning Hub Site - Watching a Self-Management Video

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IB Approaches to Teaching / Approaches to Learning Hub Site - Watching a Self-Management Video

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Engagement Task:
1.  With your Zoom breakout room partners - go to this document electronically.
2.  Click on In Practice
3.  Click on Videos (sadly they tend to be for mainly DP/CP students but application still links to PYP or MYP learners.
4.  Select one self-management related video (there are three - one from a school in each place - Toronto, Vienna, London).
5.  Watch it (no more than about 8 minutes).
6. Dialogue about the highlights.
7. Summarize the highlights in a post here below in reply.

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Presentation for Content Session #6 - Social and Communication Skills

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Presentation for Content Session #6 - Social and Communication Skills

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https://docs.google.com/presentation/d/1fkWWRb2HWL_-2HNHNHzIWNXEZWq2wbuP/edit#slide=id.p23

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Session #6 Th July 7 12:30-2:00 pm Self Management Skills.pptx

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ATL Resource Sharing - please add 1 example

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ATL Resource Sharing - please add 1 example

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One ATL example for Social/Communication Skills and one ATL example for research skills

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ATL Resource Sharing - Virtual Workshop Category 3 - UWC-USA - July 5 to 8, 2022

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Session #7 Th July 7 2:30-3:30 pm Research Skills.pptx

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Content Session #8 - Thinking Skills - Fri July 8 at 10:00 am

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Content Session #8 - Thinking Skills - Fri July 8 at 10:00 am

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Session #8 Fri July 8 10:00 am MST Thinking Skills.pptx

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Presentations of the ATL Implementation Plan

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Presentations of the ATL Implementation Plan

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How large should the break out groups be?

Can we use the SEE - THINK - WONDER approach to our post-presentation informal questions - so there are TWO per presentation?  (For instance, after X person's presentation, one person may comment on 'I THINK your presentation skillfully....' while the second would state - "I WONDER if you might wish to...."

PLEASE submit your ATL Implementation Plan. as a reply to this and enable settings so all of us participating in the workshop can read and learn from it! Thank you!

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TEMPLATE ATL Implementation Plan (July 2022 UWC-USA Outcome Project).docx

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Please share for Thinking Skills and any others!

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ATL Resource Sharing - Virtual Workshop Category 3 - UWC-USA - July 5 to 8, 2022