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Return to your unit..
In your group consider inquiry-based learning experiences that might align with the skills you wish to develop.

Create a range of experiences to explore the skill.

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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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Using ATL in the classroom - Practical unit plan development

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Using ATL in the classroom - Practical unit plan development

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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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Barriers to ATL implementationTeaching ATL to improve student outcomes (assessment)

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Barriers to ATL implementationTeaching ATL to improve student outcomes (assessment)

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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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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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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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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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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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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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Communication

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Social

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Self-managment

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Research

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Thinking

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Information + emotion = long-term memory

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

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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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Acces via the link here

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Look at the skills list and identify the ATL skills that are already implicit in your subject's criteria.

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Look at the skills list and identify the ATL skills that are already implicit in your subject's criteria.

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Implicit ATL in your subject             Explicit ATL

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Implicit ATL in your subject             Explicit ATL

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Which learner profile attribute and why?

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Which learner profile attribute and why?

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Vertical Articulation of ATL MYP through to DP 

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Vertical Articulation of ATL MYP through to DP 

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BIOLOGY

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Thinking skills: critical thinking (New York)

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Language A literature

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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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Teaching ATL, strategy, evidence, outcome 

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Teaching ATL, strategy, evidence, outcome 

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Implicit and explicit skills, skills to meet objectives

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In year or stage groups, identify the skills that you think a student should have competency in by the time they move on to the next stage.What examples can you give of how these would be demonstrated.

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In year or stage groups, identify the skills that you think a student should have competency in by the time they move on to the next stage.What examples can you give of how these would be demonstrated.

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Use the ATL skills chart and access the google doc HERE

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ATL skills across the year groups/stages

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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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Approaches to teaching and learning in practice (video)

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Approaches to teaching and learning in practice (video)

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See?

Think?

Wonder?

Make a note and be ready to share….

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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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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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Think, write and save for later:

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

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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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Please select a country in the dropdown menu below to see the values for the 6 dimensions. After a first country has been selected, a second and even a third country can be chosen to be able to see a comparison of their scores.

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Click on the link to explore the skills

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MYP 4 Design _ Creating Covid Protection Device

Subject Objective: Inquiring and analyzing
ATL Skills: Social
Indicator: Empathy
Activity: Circle of the viewpoint strategy
Evidence: Formative Reflection- showing empathy by sharing other people's perspectives.

List of different perspectives:
1. I AM THINKING OF ...the topic ... FROM THE POINT OF VIEW OF...the viewpoint you’ve chosen

2. I THINK...describe the topic from your viewpoint. Be an
actor--take on the character of your viewpoint

3. A QUESTION I HAVE FROM THIS VIEWPOINT IS...ask a
question from this viewpoint

WRAP UP: What new ideas do you have about the topic that
you didn’t have before? What new questions do you have?