# data[].attributes.headline
Look at the skills list and identify the ATL skills that are already implicit in your subject's criteria.

# data[].attributes.subject
Look at the skills list and identify the ATL skills that are already implicit in your subject's criteria.

# data[].attributes.body
Implicit and explicit skills, skills to meet objectives

# data[].attributes.headline
Look at the skills list and identify the ATL skills that are already implicit in your subject's criteria.

# data[].attributes.subject
Look at the skills list and identify the ATL skills that are already implicit in your subject's criteria.

# data[].attributes.body
Add to the google doc HERE

# data[].attributes.headline
Vertical articulation of skills - building complexity and proficiency.

# data[].attributes.subject
Vertical articulation of skills - building complexity and proficiency.

# data[].attributes.body
Click on the link to explore the skills

# data[].attributes.headline
Approaches to teaching and learning in practice (video)

# data[].attributes.subject
Approaches to teaching and learning in practice (video)

# data[].attributes.body
See?

Think?

Wonder?

Make a note and be ready to share….

# data[].attributes.headline
Which learner profile attribute and why?

# data[].attributes.subject
Which learner profile attribute and why?

# data[].attributes.headline
Part 1 What would your students say makes them most stressed when managing their workload?

# data[].attributes.subject
Part 1 What would your students say makes them most stressed when managing their workload?

# data[].attributes.body
Add your groups top three below

# data[].attributes.headline
Part 2 What techniques or strategies might best address and meet their needs?

# data[].attributes.subject
Part 2 What techniques or strategies might best address and meet their needs?

# data[].attributes.body
create a visual to communicate the technique you have chosen.
Be ready to share out with the large group!

# data[].attributes.body
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?

# data[].attributes.body
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

# data[].attributes.body
BIOLOGY

# data[].attributes.attachment_link.title
Thinking skills: critical thinking (New York)

# data[].attributes.body
GEOGRAPHY

# data[].attributes.attachment_link.title
Thinking skills: Critical thinking (Munich)

# data[].attributes.headline
Colegio de San Francisco de Paula, Sevilla, Spain

# data[].attributes.subject
Colegio de San Francisco de Paula, Sevilla, Spain

# data[].attributes.body
MATHEMATICS (Spanish with sub-titles)

# data[].attributes.body
CHEMISTRY

# data[].attributes.body
Language A literature

# data[].attributes.body
Think, write and save for later:

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

# data[].attributes.body
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?

# data[].attributes.headline
Approaches to teaching and learning in practice (video)

# data[].attributes.subject
Approaches to teaching and learning in practice (video)

# data[].attributes.body
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 any areas such as reflection from the ATL skills framework.
Add your questions here in the comments box

# data[].attributes.attachment_link.description
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...

# data[].attributes.body
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.

# data[].attributes.attachment_link.description
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…

# data[].attributes.body
On chart paper create a box in the center of the paper and in it describe the context of your school e.g. location, demographic etc. Pack this area with all the elements that define Ermitage!

# data[].attributes.body
Readt through the standards and practices assigned to oyur group.
With coloured markers, identify the practices you do well.
Use a different colour to identify  those you may need to work on.

What does this tell us about the steps we need to take as a school to develop our practices!

# data[].attributes.body
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.

# data[].attributes.headline
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.

# data[].attributes.subject
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.

# data[].attributes.body
Use the ATL skills chart and access the google doc HERE

# data[].attributes.attachment_link.title
ATL skills across the year groups/stages

# data[].attributes.body
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.

# data[].attributes.headline
Developing learning experiences through inquiry using ATL as a driver

# data[].attributes.subject
Developing learning experiences through inquiry using ATL as a driver

# data[].attributes.body
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.

# data[].attributes.body
Strategy toolbox

# data[].attributes.attachment_link.description
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 ...