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Please work through the four questions to the right and discuss them as a group. Record your thinking as a post under the correct column by clicking the round "+" button.

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Students learn how to respond/communicate appropriately depending on subject/task and audience

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Students learn how to respond/communicate appropriately depending on subject/task and audience

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How to express themselves  effectively in writing and speaking. Can express ideas through variety of media (virtual, illustrations, body language etc.). Use of non-verbal techniques as ways of communication. Active listening skills.  To have a purpose in communication. .

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How to express themselves  effectively in writing and speaking. Can express ideas through variety of media (virtual, illustrations, body language etc.). Use of non-verbal techniques as ways of communication. Active listening skills.  To have a purpose in communication. .

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To gain information  and expression from reading and listening as a form of understanding. It is also about the audience.

Questions:
Are reading and listening part of communication or thinking.
What does success look like? Use subject specific language over time as a goal.

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Listening and responding appropriately, not just speaking.

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Using different media to express themselves. Using visual representations not just verbal, particularly in regards to EAL students. Every subject contains subject specific language so communicating in different ways is important.

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Having an understanding of their audience and communicating appropriately and effectively (or does this come under social?)

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I can choose the right tool/media to communicate.

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I can choose the right tool/media to communicate.

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Aware of the audience and communicating effectively and appropriately.
Using the different means to communicate with people, e.g: email etiquette, social media, etc.
Understanding the context of communication.
Being active listeners and participating in conversation/discussion

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I can apply the appropriate language structures to communicate effectively

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I can apply the appropriate language structures to communicate effectively

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Using vocabulary, tone, intonation and becoming aware of language as a means to communicate.

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I can see language as system. I can understand and apply the appropriate language structure 

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I can see language as system. I can understand and apply the appropriate language structure 

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I can speak multiple languages.
I can see how I communicate with my tone, body language, facial expressions, etc.

I can speak with kindness and compassion, and listen with to understand with an open mind.

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engage the needs of the person and give appropriate feedback/advice

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I can make appropriate language/word choices

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I can make appropriate language/word choices

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access, understand and use a variety of media to communicate (and/or aware of how humanity communicates with each other)

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An effective communicator at BIS is confident to communicate, however that may be (different media).  They are aware they may make mistakes and that it is ok and they are safe to do so.
Self-confidence.

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Intergrating yourself actively into communication
Sophisticated

Using media effectively to support ideas (charts, body language, pictures). To express themselves and be understood by others and be able to answer questions.

Logical, succinct, coherant, structured

Use grade level or subject specific language criterion.  Individual growth over time.

Adaptation over time: ie. communication to teacher  and taking the audience into account. How you speak to a teacher, what you include vs. how you talk virtually with a friend.

Use subject specific language over time

Be able to give and receive feedback, and to know what good feedback is.

Audience, purpose and context.  Take these into account -- example when using email, chat function, demonstration, etc.

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I can show who I really am through the English language

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I can show who I really am through the English language

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I can vary my language/method of communication according to the audience

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I can vary my language/method of communication according to the audience

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some more color / criteria on how to report on ATLs at the end of semester.

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some more color / criteria on how to report on ATLs at the end of semester.

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communicate in different ways, such as through music, drama, art, writing, dance, body language, etc.

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Giving the student the voice to show who they really are

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Giving the student the voice to show who they really are

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Know and use different ways to present, explain and show their thinking in an increasingly technological world.

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I can be an active listener and interpret information given

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I can be an active listener and interpret information given

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Dedicated time with a clearly defined purpose.

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something to support new EAL students later in MYP/DP who have not had the years being exposed to ATLs.
This could apply to all new students, not just EAL.

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express my calculations/thoughts/work logically/coherantly.

I can communicate in a subject specific manner. (ie. using graphs, etc)

I can actively listen to others by giving specific feedback, asking questions, reassuring I understand

I can use intercultural understanding to adapt communication style.

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Developing a visual framework with core goals similar to the BIS research process

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Developing a visual framework with core goals similar to the BIS research process

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ATL maps to follow students progress/development. Something easily accessible and clear ... ManageBac?

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More clearly defined role with connections to learner profile for teachers and students.

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More clearly defined role with connections to learner profile for teachers and students.

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A document with cross over between Learner profile and ATLs for Primary.

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We discussed the paradox of trying to imbed the ATLs into teaching but make it explicit when you mention these 'buzz' words to the students. We are teaching them how to be good communicators but they do not hear or understand the true meaning of communication. Students view them as unnecessary or irrelevant as they are not being assessed.
If they are already imbedded, why are we working to have them separate?
The ATLs are present and/or clear in different classes and/or with different teachers.

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I can write a variety of text types for different audiences and purposes 

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I can write a variety of text types for different audiences and purposes 

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I know when to/can communicate formally.

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I know when to/can communicate formally.

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I can articulate complex ideas as clearly as possible.

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I can articulate complex ideas as clearly as possible.

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The process of preparing the child for the wide range of communication they will need to do and will come into contact with in the real world. 

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The process of preparing the child for the wide range of communication they will need to do and will come into contact with in the real world. 

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is the key to successfully bring ideas across - it is a wide field - body language, written, spoken, sketched, technical language: drawings on paper or software based.... pictures, videos... and it is never ending

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being able to sketch ideas freehand, create technical drawings either on paper or using software, expressing ideas visually through meaningful pictures and a layout that focuses on the visual: color codes, annotations,....

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sketch my idea of a product freehand in a clear way that communicates the features easily.

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How can you make a layout that gives information using as few words as possible? A sample catalogue!

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I can reflect on who my audience is and what my intention is and adapt my communication accordingly

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I can reflect on who my audience is and what my intention is and adapt my communication accordingly

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Being able to communicate effectively and successfully to get their needs met with various groups. Can express their feelings and needs with peers and adults.

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Holy Cow, there are some wonderful suggestions up there. Not much to add.

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Holy Cow, there are some wonderful suggestions up there. Not much to add.

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Perhaps, to be sure we are seeing this AtL in terms of social settings, as well as scholastic settings. It seems like several students do not seem to 'get' how their communication (body language, volume, frequency, word choices) are making them look to others.
jw

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I can "change my hat" and adjust my communications to fit different social and school settings.

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I can "change my hat" and adjust my communications to fit different social and school settings.

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jw

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CET time, like we just recently did with the G10s. Role playing scenarios about educating communications for differentiating situations. For example: the difference between a locker room and a classroom...

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CET time, like we just recently did with the G10s. Role playing scenarios about educating communications for differentiating situations. For example: the difference between a locker room and a classroom...

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jw

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Good communication is clearly demonstrating working and reasoning.  It is using correct terminology and notation.

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I can clearly and concisely express my understanding as well as solutions to problems.

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Active listening. Being aware of non-verbal communication. Respecting opinions and learning from others. Showing patience, tolerance, empathy and compassion.

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I can interpret and repeat back what I have already heard. I can further a discussion with relevant questioning.

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I can reinforce positively when someone, who is not very communicative, participates in class.

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I can reinforce positively when someone, who is not very communicative, participates in class.

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I can use, recognise and respond to positive and negative non-verbal communications in a classroom setting.

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- I can communicate with a mask, which might be helpful for my future: speaking in front of an audience with an audible voice!
- I can improve my oral expression and transfer emotions by reading my poems or my narrative texts, by playing theatre scenes.
- I can argue in a convincing or persuasive way.
- I can give constructive feedback on my peers' work.

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A process of preparing a students to express their ideas, opinions thoughts, feelings, knowledge. These can be delivered through a range of written and drawn media, actions or movements ...

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demonstrate suitable methods of communication

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demonstrate suitable methods of communication

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Knowledge and self-awareness to suitable methods of communication. Understanding and showing empathy for others. Understanding methods of being respectful when providing opposing verbal opinions. Awareness of non-verbal communication - actively listening to others and challenging own ideas, knowledge, briefs. Show patience and being actively engaged.

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I can draw maps, diagrams and flowcharts for a project that shows how the product will function.

I can make objective assessments about my design ideas based on my project audience and purpose/goals.

I can create freehand or digitally drawn ideas that show the key annotations and features to successfully communicate the product message.

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Clear way for students to track and assess their ATL progress and development throughout the years.

Time for students to discuss general non-verbal/verbal methods of communication and ways to develop these.

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Thanks to Language Acquisition, I can... 

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Thanks to Language Acquisition, I can... 

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... use the appropriate conventions for different forms of communication.
... adjust the language I use to suit the audience.
... communicate with people from other cultures in their own language.

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Learn to express themselves clearly through various media. Express a thinking process in a logical organised sequence.

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Learn to express themselves clearly through various media. Express a thinking process in a logical organised sequence.

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The communicator would be able to engage in discussion making what they are communication understandable to others. They would listen and use their listening skills to further explore their own ideas .

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The communicator would be able to engage in discussion making what they are communication understandable to others. They would listen and use their listening skills to further explore their own ideas .

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I can listen carefully and consider the ideas of others. I can clearly communicate what I want to say so that my audience understands. 

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I can listen carefully and consider the ideas of others. I can clearly communicate what I want to say so that my audience understands. 