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https://sciencevideos.files.wordpress.com/2019/04/atl-simple-graphics-poster.png

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Issues bin - keep posting during the half day (please use your name and refrain from anonymous posts)

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Issues bin - keep posting during the half day (please use your name and refrain from anonymous posts)

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Guide Approaches to teaching and learning in the DP

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Explicit and implicit skill teaching and learning

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Explicit and implicit skill teaching and learning

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Explicit and implicit skill teaching and learning

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Explicit and implicit skill teaching and learning

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Create a new spreadsheet and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Sheets to edit Excel files. Free from Google.

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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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as many variables as shoes in the circle determine the the "best teaching style". We try not to judge other teachers without having stepped into their shoes. Effectiveness is determined by students learning.

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Download this free HD photo of united states, glendale, womens and air max in Glendale, United States by Warren Jones (@warren602)

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I accidentally chopped off a very good comment from Ersan at the end :(

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https://www.loom.com/share/327526fb43744235910c1ec8a97c8d0f

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Building the AtL Continuum - 6 February 2023

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Two Karens and a Kevin on Teacher Regulation

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Two Karens and a Kevin on Teacher Regulation

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Parents' perspective: what kind of teacher do you want?

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Written reflection - Roohee, Teresa, Chloe, Gerly, Scott

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Written reflection - Roohee, Teresa, Chloe, Gerly, Scott

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Generally, we discussed the idea of involvement rather regulation and the absence of thought where teacher involvement was highest - which we strongly disagreed with.

Parent Reflection
Expectation of the teacher is greater due to the nature of the school system, private.  Therefore there is a higher expectation on a high quality service being provided - this often determined by their own experience.

Student
Often prefer "shared regulation" though some enjoy the independence and maximum thinking.

Teacher
Shared regulation and ownership of learning with student advocacy.

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https://docs.google.com/presentation/d/1zCnSxQ-KzPhIpO16MfxpWsyI_EQ7NHuH4ZvfkOfWEpw/edit?usp=sharing

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1. Creative Skills
2. Communication
3. Critical
4. Organization
5. Info Literacy
6. Reflection
7. Affective
8. Media Literacy
9. Collaboration
10. Transfer

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English Language Acquisition AtL Ranking

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English Language Acquisition AtL Ranking

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1. Communication skills

2. Collaboration skills

3. Affective skills

4. Organisation skills

5. Critical Thinking skills

6. Transfer skills

7. Reflection skills

8. Information literacy skills

9. Media literacy skills

10. Creative thinking skills

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1. Critical Thinking Skills
2. Transfer Skills
3. Communication Skills
4. Organisation Skills

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I Communication -  Communication

IIa Collaboration skills – Communication

III Organisation skills  - Self-management

VI information literary skills – research

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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