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My Teaching - hit the pause button and explicitly teach the ATL skills.

Students - will know clearly when a new skill is being taught and will have opportunities to develop the skill.

The school - can provide better learning outcomes for students

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I have a better flow of understanding of the links of MYP in delivering a more focus and targeted unit of learning supporting teacher, student and school

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This workshop has enabled me to gain a better insight into the philosophy of IB and the mechanics. I have learnt what is needed in terms of Unit plans etc but also some new approaches to teaching that I can employ. I hope that our combined learning will mean that we will deliver a consistent and progressive approach that provides greater clarity to the boys (what they will learn, how they learn, how they can apply their learning across the board). From a school perspective, I think it the combined approach can only benefit the whole school community

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Implications for my teaching: i will be using ATLs to guide my lessons and checking for student development. This workshop has helped to clarify some of the questions i have had about MYP. Thanks Patrick.

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Has provided me with much clearer linkages between concepts, questions, strands and ATL skills. Previously I had seen them as isolated compliance requirements; now I embrace them as good curriculum design. Thanks Patrick!

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Has provided me with much clearer linkages between concepts, questions, strands and ATL skills. Previously I had seen them as isolated compliance requirements; now I embrace them as good curriculum design. Thanks Patrick!

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MBBC is now in a much better position to prepare for the review

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This workshop has improved my awareness of the importance of teaching skills that students need to learn and show their learning. My students will have a clear direction of what they need to achieve and a clear idea of my expectations when it comes to their summative tasks. This should improve student outcomes. If the ATL's are clear in the planning, then any teacher who picks up the planner will be able to understand the skills needed from the students and know the expectations of the school. If everyone is on the same page and have the same expectations, then students will benefit.

Thank you Patrick- you have been a HUGE help especially when it came to the needs of explicit teaching of the skills and how they needs to be portrayed in the planner. You also made concepts and SOI so much clearer for me. Very engaging!

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1. This workshop has given me some tangible ideas to use in the classroom to explicitly teach ATLs
2. My students hopefully will have the ability to refine the skills that I teach in the classroom
3. I think that this has consolidated for us that we are on the right track - thank you LCA!

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implications of my teaching: I have learnt some new strategies that I might be able to utilize in class.  ATls are clearer for me in my planning
Students: I think the graphic organisers will be useful for some learners
The School: investment needs to be made to ensure that the work we need to do is not adhoc - that individual differences in subjects are taken into consideration prior to any directives about how to update / struture our planning

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This workshop has had positive implications on my teaching. It has been great gaining different perspectives and clarifying things so we are all on the same page. I understand the purpose of the ATL skills now whereas before they seemed like an add on.

The implications on my students is that I think it will help them make greater connections both in my subject and between subjects. Whilst focusing on content is important it is the skills that they will remember most and take with them.

The implications on the school is that I think the MYP program will be more united among the teacher cohort which will benefit the students and school through better outcomes and more consistency.

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Implications on my teaching - use MYP terms and inquiry questions by the end of the year.
Implications of on my students - students will be able to use ATLs and understand that they are for the summative task.
Implications on the school -  The unit planners will be completed to a higher standard and the school will be a better MYP School.

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1. Implications for my teaching: to try and get more examples of specific procedures we can use to develop ATLs so that all our teachers have a shared toolbox e.g. Collins' Writing; Cornell Note Taking; Sketch Notes, etc.
2. Implications for my students: I feel positive about being more engaging as a teachers in developing their ATL in new ways e.g. the Harkness Discussions
3. Implications on the school: my hope is that MBBC continues to value the MYP and to do all it can to build and grow the MYP as our students do benefit from this programme

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My Teaching: Have learnt a lot about the philosophy behind the IB program. It will help inform my teaching practice and to become a more effective teacher.

My Students: they will gain from a teacher who has a better understanding of how to implement ATL's and work collaboratively across disciplines and subject areas.

The School: Another teacher trained to further develop an understanding of the IB program and in turn assist with the values and culture in which the school is upholding.

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more explicit ATL discussion in my class

improve understanding of the building block and how it can apply in mine and all subjects and life

improved grades = happier parents

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Final Reflection: Concentric circles (D3 Eddie)

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Final Reflection: Concentric circles (D3 Eddie)

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Implications on school - better prepared for IB review May 2020. Better student experience
Implications on students - better planned units .: better delivery. The group discussion idea was a nice idea, which would work in most subjects, some elements of my lessons. May use this.
Implications on teaching - tighter units/planning/assessment .: better delivery.

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implications on my teaching - being more explicit in teaching ATLs.

Implications on my students
- being given greater opportunities to learn and refine cross curricular skills, while at the same time enhancing their ability to reach their potential in relation to subject specific tasks.

Implications on the school
Fair bit of work to be done across the school to meet new unit planning requirements, however - a better understanding of ATLs means we will be better set up to work across faculties to get the job done.

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The work that we conducted on the planners helped me to link the ATL to tasks that will explicitly help students with the assignment.

I really like the Harkness discussion idea and will use this in my teaching to develop the ATL skills. This will lead to better student outcomes.

I think that there could be a cultural shift within the school provided that we are given time to implement the changes.

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Teaching: A lot of work ahead to get planning up to MYP standard. Practice using ATL terminology in lessons. Communication with other faculty staff to ascertain ATL's already taught - refer to mapping as additional tool

Students: Opportunities to learn ATL's and become more familiar with MYP terminology. A greater emphasis on learning skills in balance with learning content.

School:

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D3 Michael                                 My teaching - Importance of 'hitting the pause button' and explicitly teaching the skill.

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D3 Michael                                 My teaching - Importance of 'hitting the pause button' and explicitly teaching the skill.

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My students - will know when a new skill is being taught and will have opportunities to develop that school

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Being involved in the workshopp has given me much more confidence and a greater understanding of the ATL's, Statement of Inquiry and Inquiry Questions. I am able to see more clearly how they link together. I thoroughly enjoyed participating in the Harkness discussion and would like to incorporate this technique into some of my classes. I'd like to think that the passion and commitment to the MYP program will continue and that MBBC will support MYP and the IB programs for many more years. it would be great if we could engage in more PD's like this on a regular basis.

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MBBC needs to promote the IB as a responsibility to build and strengthen reslience (in partnership with the home) as at present IB may be more readily interpreted as a social status badge

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Focus and concentration, overcoming distractionsEven some of our best students lose focus relatively easily. Happy to work at home, school is where their friends are. Emails are a distraction.Home they have distractions too – movies/video games etc.

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Focus and concentration, overcoming distractionsEven some of our best students lose focus relatively easily. Happy to work at home, school is where their friends are. Emails are a distraction.Home they have distractions too – movies/video games etc.

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persistence - I feel our boys tend to focus on short term goals and immediate gratification - they seem transfixed with 'grades' as opposed to 'learning.

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We need to build more resilience not only in students but in parents too. From an MYP perspective parents are much more like to be happy and engaged if they fully understand how the system works and how the assessment operates. Parents need to be much more educated in the MYP and actually talked through an assessment task. They need to understand fully what the difference is between formative and summative, plus they need to understand what is mean by personal judgements. Parents are more likely to let go of their children if they feel confident with what if being taught and how it is being assessed

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Affective Sills to work on as a school.
Reducing anxiety.
In my experience there is a lot of anxious students who are expecting and needing good results. I believe that this may be a result of school culture and expectation stemming from parents who have high expectations as a result of high school fees.
This in turn affects students resilience and self motivation.

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Focus: Use the pomodorotechnique.

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The Pomodoro® Technique | Cirillo Consulting GmbH

# data[].attributes.attachment_link.description
The Pomodoro® Technique is a time management method developed by Francesco Cirillo in the late 1980s. It is a structured method made up of processes, tools, principles and values to learn how to deal with time and turn it from a vicious predator to an ally to boost productivity. It is based on a ser…

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Rewarding and praising examples of resilience whilst modelling it yourself

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Rewarding and praising examples of resilience whilst modelling it yourself

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MBBC could work on persistence and perseverance

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MBBC could work on persistence and perseverance

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MBBC could work on self motivation and overcoming distractions. 

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MBBC could work on self motivation and overcoming distractions. 

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Year 7-8 Focus

Year 9-10 Reducing anxiety - teach and celebrate independence (parents included)

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A greater emphasis on goal setting (the ability to see things through). The balance of simple goals and goals that are challenging. This can cover school, social and family settings.

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Introduce cadets??

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Self-motivation - Some students are unmotivated. Their drivers are to please their parents or to get the teachers off of their backs. They will often only do enough to avoid being questioned.

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Persistence and perseverance
Acknowledge that these terms don't apply only to elite athletes or those in the peak of their careers, as this isolates students if they feel short of those role models.  Use former students to share their MBBC experiences and how they led to where they are today so the kids know that what we do today is relevant to tomorrow.

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MBBC Could work on developing resilience in partnership with parents who want the best for their child but don't necessarily understand why the school makes the decisions we do. Our challenge is to enlist their support by helping them understand the decision-making.

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MBBC Could work on developing resilience in partnership with parents who want the best for their child but don't necessarily understand why the school makes the decisions we do. Our challenge is to enlist their support by helping them understand the decision-making.

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Developing resilience - maintaining expectations for rules, camps, sport etc.

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High expectations of the boys, encourage parents to support our values and consistency of staff expectations.

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Focus & concentration, overcoming distractions. P

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MBBC might work on reducing anxiety. I think the "Checking In" strategy we were introduced to on Monday was a good one to help with this. 

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MBBC might work on reducing anxiety. I think the "Checking In" strategy we were introduced to on Monday was a good one to help with this. 

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Developing resilience in the boys and addressing the permissive behaviour of some of our parents.

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I see someone speaking about the importance of grit
I think that this is relevant for teachers and students alike
I wonder how much GRIT I have!?

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See - Resilience
Think - How to teach?

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I see a Ted talk by a passionate educator who has identified Grit as a common factor in long term success.
I think drive and determination also contribute - attitude is everything.
I wonder about how to teach boys to exhibit these traits in our context.

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I agree with the idea that we need to teach kids grit
How do we model and teach this to our kids? How do we bring parents on board?
I wonder if parents can see the same ideas

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I see a speaker who spoke a lot of truth.I think I agree with the speaker, success can often be had through grit/hard work/resilience not IQ, background etc. Attitude has a lot to do with it in school.I wonder how we can teach students to be more resilient/show more grit. How can we teach students to show better attitude to learning? Is it the teacher’s job to teach this or home, or both?

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I see a speaker who spoke a lot of truth.I think I agree with the speaker, success can often be had through grit/hard work/resilience not IQ, background etc. Attitude has a lot to do with it in school.I wonder how we can teach students to be more resilient/show more grit. How can we teach students to show better attitude to learning? Is it the teacher’s job to teach this or home, or both?

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I think grit is attitude wrapped in confidence seeing something inspirational that drives that person onward to achieve and succeed.
I wonder what support structures are needed to encourage grit.

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passion
how do we achieve this skills
what next on our journey

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It is important to understand that life is more of a marathon than a sprint. For individuals and teams to be successful, they must be resilient and willing to see thing through.

How do we teach resilience? How do we teach grit?

Will a majority of society be able to learn to be resilient in a world where technology is rapidly increasing to make our lives 'easier'?

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I see a substantial study across a range of sectors that have identified an important factor.

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I see a substantial study across a range of sectors that have identified an important factor.

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I think that resilience (grit) is an important skill/attribute to possess.

I wonder does anybody really know how to build resilience and be able to demonstrate it every time.

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I see:
Someone saying something that I agree with to an extent
I think:
Grit is best developed in the home for it to be authentic and persistent.
I wonder:
How students will come to the realisation that they have Grit as I didn't arrive there until well beyond my school days.

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I see a passionate educator who changed careers to find ways to improve student outcomes. I think perseverance is important throughout life, not just in education. It is certainly an important life skill that children need to build, particularly at school. I wonder how we build perseverance?

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Think: Interesting word to use that describes the attribute needed for different types of success.
Grit has been present in highly successful people forever.

Wonder: How to motivate students toward a growth mindset. How to develop a growth mindset myself.

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I see a very talented and dedicated educator and learner.
I think that resilience is a key mindset for success.
I wonder how a class would look if every student refused to be defined by an inability to achieve something now, and saw learning as a continuing journey requiring perseverance and exploration of a variety of strategies.

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THINK...makes me think more about the importance of positive reinforcement.

Wonder...I wonder why kids come to class with a mindset that they already CANT DO.. or are failures...even if they haven't never tried to learn it before?

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See - a presenter with multiple life experiences, well positioned to make justifiable conclusions about what makes a person successful.

Think - Schools don't focus enough time explicitly teaching resilience. In some schools, the culture of the institution helps foster a culture of resilience, but what if the school culture doesn't help manifest this?

Wonder - to what degree the technology age helps counter the development of resilience amongst individuals.

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I see her point about living life for the marathon not the sprint as an important one in our world today where instant gratification is promoted as a core value.

I think that we need to broaden ours students and parents' definitions of "success" to be more than just "winning" or "money".

I wonder how we build grit at school when some parents actively work against the development of resilience.

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I see a passionate educator who really is motivated to help her students achieve their best.

I think grit is the most important characteristic we can develop in our young people.

I wonder how we develop grit.

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Being new to IB, I found this useful to get a better understanding of some of the complexities of the programme. The ATL skills are very familiar (connection) and extension is in applying to the IB environment. Challenges are what I perceive to be a very heavy workload to get to the point that I feel confident about the IB programme.

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It has been a huge learning experience for me.  Although teaching in the MYP I have not spent enough time exploring the ATL's.  Understanding that we are teaching a number of these explicitly has been made me reflect on my own teaching and given me direction in where I need to improve.
Completing the statements has also highlighted where I need to focus and highlighted the changes that need to be made to the Planning Documents. The challenge will always be time. What we have achieved is interesting but extremely time consuming and I wonder how much time we will have to complete the planning without pressure.

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Connections:  this supports the explicit teaching of Information Skills to all levels.
Extensions: i need to organise my teaching using this framework and connect more with subjects and be a cooperative teaching partner in MYP classrooms.
Challenges: Time and scheduling

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Connect - learned how to understand the use and purpose of MYP.

Extend - use of terminology, mapping of the ATL.

Challenge -

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Connect - it has provided more clarity in what needs to be explicitly included in planning
Extensions - it has provided a deeper understanding of the important of integrating cognitive verbs categories as a way of building skills
Challenges - time to do this properly!

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Connect, extend, challenge
Connections
The learning today has helped me to gain an understanding of the purpose of MYP as I didn't know much previously. It helped me consider possibilities in  connecting with Australian curriculum.

Challenges
Getting my head around it. The structure of it and how to implement and apply this with in the classroom environment. Recording and matching criteria

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Connections - We're already teaching the skills and they are embedded in our lessons. Its about consciously tracking and teaching them.
Extensions - Sequencing the skills and making sure you aren't covering things more than you need will build efficiency throughout the units. Knowing how it applies and is used in other Arts subjects is also very useful.
Challenges - Keeping up with the planning. Finding time to meet with the other Arts teachers to discuss planning.

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Process links task back to teaching ideas of MYP

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Process links task back to teaching ideas of MYP

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Extension - specifically links ideas to objectives and to assessment

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CONNECTIONS
I can see more clearly how the ATLs are linked through to assessment in a more meaningful way.  It also reinforced that I am doing a lot of this already, but I will need to more actively document with reference to the MYP subject guide.

EXTENSIONS
I have seen connections teaching clusters could make to streamline skills to better ensure students learn how to be stronger learners.

CHALLENGES
I am concerned that designated time will need to be allocated (which is presently limited) in order for teaching clusters to actively share and collaborate leading  to more efficient teaching strategies coupled with more success in growth of the student's learning potential.

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Reinforces the need to explicitly teach specific skills that are identified by the students as essential for understanding.
Now aware of how much more compliance  documentation is required.
Big challenge is to make the time to address the mapping

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Connections - I already know the relationship between the criteria and summative task.
Extensions - I have considered how to teach ATLs directly related to the summative task and to show evidence in my planning.
Challenges - Time constraints initially will be a challenge but little changes will need to be made for future years once done right the first time.

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Connect - the process is not dissimilar to other curriculum planning I have done.

Extend - the terminology is different.

Challenge - it will take time to complete the process of planning units and incorporating ATL skills

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Connections: Consolidating understanding of ATL's
Extensions: The process of linking Objectives to ATL's that are explicitly taught for unit assessment
Challenges: Initially time consuming

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Connections - evidenced I had a foundation level of understanding for ATL but realised it was more superficial.

Extensions -

Strengthened understanding of ATL, used authentically

Challenges - Having time to go and add this to every unit plan that I have

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Connect - reinforces understanding of the ATL's in developing cross curricular skills.

Extend - better understanding of linking ATLs to learning experiences in the unit planning.

Challenge - daunted by the amount of time required to amend current planning.

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Connections: We already do a lot of this already. It is merely documenting it.

Extensions: It has highlighted the connection between the criteria and the ATLs.

Challenges: I am worried about when we will be able to implement all that we have learnt. It will take more than a few hours in a meeting (We would need weeks) to collaboratively work and map our ATLs across all subject areas and then devote lead teachers on each ATL area.

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I knew that ATL's were skills but today my knowledge was extended by recognising that we can teach specific skills that falls under an ATL skill and aligns with the objectives of the subject.

I see that creating the map of skills will be a challeng

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Connect - I realized that we implicitly teach many of these skills. Sometimes we think that we are re-teaching when we are in fact just consolidating what kids already know.
I feel a little more comfortable to be able to identify skills that students need to be taught.
the challenge is ensuring that it appears in our daily lessons planner

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CONNECTIONS: I could see how important it is to make students aware that to reach a required end point, we need to break down how we get there.
EXTENSIONS: The robust conversations we have had have extended my understanding of other people's perspectives.
CHALLENGES: To not be overwhelmed by compliance procedures and to remember the joy in teaching and that, in the end, what matters is if I'm helping our boys be their best selves.

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Connects: My understanding of ATLs

Extends:

Challenges:

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Connect - reinforces the need for explicit instruction not just a box on the planner
Extended - mapping the ATL by starting to mastering
Challenges - Time to do the new updates

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These skills are similar to 21st century skills as part of QCE.

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Why weren't academic asked about the skills needed to be an academic? Why weren't civil society asked about the skills needed to be a good citizen.

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Will AI make teachers obsolete?

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I See (what do you see? What is the video about? What details stand out?I think (What thoughts or ideas does the idea make you think?)Skills are changing as part of the evolving changes of time.I wonder (what does this make you curious about?)Are the skills we are teaching going to be suitable for students starting newly created jobs in even 5 years.

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I See (what do you see? What is the video about? What details stand out?I think (What thoughts or ideas does the idea make you think?)Skills are changing as part of the evolving changes of time.I wonder (what does this make you curious about?)Are the skills we are teaching going to be suitable for students starting newly created jobs in even 5 years.

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7 skills - more succinct than 21st Century skills.

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How we get this message to the wider community?

Why is the focus always on jobs?

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How do we change the system whilst working within it? So many educators believe in the need for change, but continue to do the same.

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he makes sense

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Think: People need skill or will.
Wonder: How to inspire students to think like that. What happens to students who can't?

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I see a need to adapt the system to meet the changing needs of our students.

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I see a need to adapt the system to meet the changing needs of our students.

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I think changing the educational world requires great courage from educational leaders.

I wonder how we can deliver what our students need at the same time as complying with 'old-school' expectations.

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I see that education is a commodity that is constantly changing. 

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I see that education is a commodity that is constantly changing. 

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I think about how the world is changing and our models need to change as well
I wonder what skills and abilities we are teaching that are going to help students be productive in the future

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I see  the video was about - what skills are important in today's world. Knowledge is free but what can you do with that knowledge?

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I see  the video was about - what skills are important in today's world. Knowledge is free but what can you do with that knowledge?

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I see: Knowledge is a commodity. It is more about what you can do than what you know.

I thought: This is a valid notion and idea; however our assessments in senior subjects do not always reflect this.

I wonder: How do we assess these skills and not just content/knowledge.

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I would like to have these sorts of insights myself to share with others

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I wonder how important traditional skills will be in the future?
I think that we will be seeing world where kids needs to be equipped with a whole different set of skills than we have to deliver

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I see someone who has reflected on his experiences and thought about the teachings of others

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I wonder what jobs our kids will have

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I wonder how we change the dominant discourse around Education so that the industrial model can be 're-formed'!

I see - someone who has thought about this concept deeply

I think he makes sense!

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I see...
A man holding a drink bottle.
A red spot on the floor
A passionate educator
Using and applying knowledge is more important than the knowledge itself.
I think...
The purpose and goals of education have changed enormously and people need to catch up.

I wonder...
If our current education model is suitable for the new world contexts.

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a new framework of life skills

I think
Several of these skills are still not addressed by contemporary schooling (eg entrepreneurship)

I wonder
With the rate of change in the IT innovation, will these skills change again and again (eg. will IT in future cater for problem solving).

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I see
I man presenting to an audience on stage. The video is about education and what skills we need to know./ learn.
Interesting that he discusses ways of learning which are 21st century based.

I think
Makes you think about the approaches to education. What is important. Is it that you are smart and well educated or the skills you have/ acquire to become a continuous life long learner.

I wonder
Makes you wonder about approaches to teaching and learning. What do students really need to learn and how will they learn these skills. Critical thinking/ problem solvers/

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I see a TED talk for educators regarding the teaching of skills.

I think teaching skills is vital to help students use their knowledge in the best way possible - be positive and actively engaged.

I wonder if we will move too far away from facts and knowledge that we may become too dependent on technology to make decisions - decisions that could be misinformed.