# data[].attributes.body
In your group consider and respond to the questions from the slideshow:

How can we bring greater school wide awareness to ATL skills?

How can we best inform students of areas for development so they can consider ATLs when writing goals?

How can we integrate the ATL categories into our Learning Behavior descriptions?

Have you seen other models that work effectively?

Discuss strengths, weakness, nuances of each model presented.

What suggestions  do you have for improving the information and guidance we provide to students about ATLs?

# data[].attributes.headline
How can we bring greater school wide awareness to ATL skills?

# data[].attributes.subject
How can we bring greater school wide awareness to ATL skills?

# data[].attributes.body
Use the language more often in the classroom. Do the students even know what ATLs are? We need to use the language more often in school-wide get-togethers, such as school assemblies. Might be an idea to actually get some feedback from students to gauge their awareness.

Educating parents about ATL skills so it becomes something that is familiar at home?

# data[].attributes.headline
How can we bring greater school wide awareness to ATL skills?

# data[].attributes.subject
How can we bring greater school wide awareness to ATL skills?

# data[].attributes.body
Parent and Student Workshops. Displaying ATL Skills around the school. ATL of the week on website and school bulletins.

# data[].attributes.headline
Some questions:  How much flexibility can there be in changing the written curriculum when deficiencies in ATL are identified?  

# data[].attributes.subject
Some questions:  How much flexibility can there be in changing the written curriculum when deficiencies in ATL are identified?  

# data[].attributes.body
There is a certain value to the "concern" category to signal that there is a problem  that needs further action.
HOWEVER, importantly, we need to have an established and shared practice on when we start signaling and communicating issues to students and parents. Reports should contain no surprises.

# data[].attributes.headline
How can we best inform students of areas for development so they can consider ATLs when writing goals?

# data[].attributes.subject
How can we best inform students of areas for development so they can consider ATLs when writing goals?

# data[].attributes.body
Reflection/Feedback upon performance tasks
Easily understandable Rubrics so they can see their development and understand it.
Direct reflection upon the ATL's after reflection on performance.

# data[].attributes.headline
This varies across MYP and DP - DP does not mandate mapping ATL for example, MYP does

# data[].attributes.subject
This varies across MYP and DP - DP does not mandate mapping ATL for example, MYP does

# data[].attributes.headline
How can we bring relevancy to the ATL's to the students so that they can value their skills more highly.  

# data[].attributes.subject
How can we bring relevancy to the ATL's to the students so that they can value their skills more highly.  

# data[].attributes.headline
How can we best inform students of areas for development so they can consider ATLs when writing goals?

# data[].attributes.subject
How can we best inform students of areas for development so they can consider ATLs when writing goals?

# data[].attributes.body
Think about introducing education workshops during HR time? Personalise feedback and report writing that specifically addresses ATLs.

# data[].attributes.headline
1. Teach them explicitly. Using tasks to specifically focus on them. We get focused on content and grading criteria.

# data[].attributes.subject
1. Teach them explicitly. Using tasks to specifically focus on them. We get focused on content and grading criteria.

# data[].attributes.body
PPS for CP explicitly covers this - use peers to showcase what it looks like in a class.

Homerooms could focus on developing them through shared experiences.

# data[].attributes.headline
How can we integrate the ATL categories into our Learning Behavior descriptions?

# data[].attributes.subject
How can we integrate the ATL categories into our Learning Behavior descriptions?

# data[].attributes.body
Use the ATLs in the descriptors of the Learning Behaviors. Tracking students' ATL progress.

# data[].attributes.headline
Have you seen other models that work effectively? 

# data[].attributes.subject
Have you seen other models that work effectively? 

# data[].attributes.body
Meetings like this are a good start. Most of us in this group have used them, but not explicitly used them via Managebac unit design.

# data[].attributes.body
Universal understanding of the ATL in all the subject groups, at all levels.

# data[].attributes.headline
How can we integrate the ATL categories into our Learning Behavior descriptions?

# data[].attributes.subject
How can we integrate the ATL categories into our Learning Behavior descriptions?

# data[].attributes.body
Linking the ATL's to the IB Learning behaviours.
Could we do it the opposite way round and integrate the learning behaviour descriptions into the ATL's.

# data[].attributes.body
Be sure that it isn't just a ticking of boxes in Managebac.

# data[].attributes.headline
Often the MYP learning strands overlap the ATL's.  Worst case situation is that there is a student who receives a concern in an ATL (thinking for example), but then on their report card they have a 6 on their communication criterion.

# data[].attributes.subject
Often the MYP learning strands overlap the ATL's.  Worst case situation is that there is a student who receives a concern in an ATL (thinking for example), but then on their report card they have a 6 on their communication criterion.

# data[].attributes.body
Model A - Because the titles are self explanatory and the strands show clear progression.

Model C does not have these so progression not clear.

# data[].attributes.headline
Have them visible in the classroom. separated from the circle.

# data[].attributes.subject
Have them visible in the classroom. separated from the circle.

# data[].attributes.body
using that language in verbal feedback in class.

specifically ask them to write a goal specifically focused on a specific ATL

# data[].attributes.headline
Maybe the frequency of a ATL would be better than a qualitative descriptor such as excellent or good.  For example, "the student consistently brings materials to school."  

# data[].attributes.subject
Maybe the frequency of a ATL would be better than a qualitative descriptor such as excellent or good.  For example, "the student consistently brings materials to school."  

# data[].attributes.body
3 = Emerging, Developing, Secure (Trisha really liked!) But, this typically went towards student skills, not towards the style/way they learn (ATL - i.e. "Thinking?" - your "thinking" is potentially "emerging"? Hmm...)
4 = Developing, Approaches Expectations, Meets Expectations, Exceed Expectations (also was very clear for Jeff)
Trisha reported that "emerging" is a really effective low end term.

# data[].attributes.headline
Explicit referrals in the Learning Behaviors

# data[].attributes.subject
Explicit referrals in the Learning Behaviors

# data[].attributes.body
Use the ATLs in the descriptors of the Learning Behaviors

# data[].attributes.headline
How can we bring greater school wide awareness to ATL skills?

# data[].attributes.subject
How can we bring greater school wide awareness to ATL skills?

# data[].attributes.body
'Focus ATLs' from 2018 - school wide procedure.

ATLs being displayed around the SS.

Wider awareness - focusing on exemplars so students and staff can see and understand what it looks like in practice.

Focus on fewer ATLs - this is so students and staff can meaningfully concentrate on a few rather than many.

Students and Parents.

ATL awareness and focus during Exploria.

ATL focus in SS Assemblies - showcasing positive ATLs to the wider community.

Tracking students' ATL progress.

# data[].attributes.body
It doesn't make sense to "grade" someone on ATLs. We would have to decide what that looks like at certain age ranges, but that doesn't make sense. What does thinking look like in G7 and in G8? This has to be qualitative, a dialogue between the learner and the teacher. Tell the story of the student, give evidence. This would get us away from having to decide what grade level expectations are. Students would also write about where they see themselves.

# data[].attributes.body
-Discuss the ATLs expressly in class

-Poster on the wall would help perhaps to hilight when ATLs are active in class discussions or work

-It is a challenge to focus on ATLs in a busy lesson, busy day, in a busy unit, etc

-There is a gap, or lack of evidence, between what skills students believe they are good at and what they are actually good at

-Question: Are the ATLs expectations the same for Grade 6s and Grade 10s, for instance, or are there different criteria?

-We acknowledge the dangers falling into Buzzword regurgitation and we need to make it authentic. We need to avoid style over substance.

# data[].attributes.headline
Have you seen other models that work effectively? 

# data[].attributes.subject
Have you seen other models that work effectively? 

# data[].attributes.body
We thought that Model A. Beginner, Capable, Proficient works quite effectively and has good links between the ATL's and Learning Behaviours.

# data[].attributes.body
Students should be at the centre of determining where they are in terms of skills level

# data[].attributes.headline
avoiding "categorizing" students and try to find a more empowering approach

# data[].attributes.subject
avoiding "categorizing" students and try to find a more empowering approach

# data[].attributes.headline
Providing meaningful feedback - Learning behaviors and approaches to learning

# data[].attributes.subject
Providing meaningful feedback - Learning behaviors and approaches to learning

# data[].attributes.body
Having open dialogue with students so that they are involved in the feedback and understand where are at and what they need to do to progress.
Giving authentic feedback that can be acted on that is within their control and timely.

# data[].attributes.body
It's also impossible to know what someone is thinking. It's impossible to assess teh quality of someone's research when people have different styles. Some need more scaffolding than others. If they produce research journals, does that make it better, if they can't do it independently? If they don't have research but hold everything in their heads, is that a problem if the outcome shows research?

# data[].attributes.body
How can we bring greater school wide awareness to ATL skills?

Students feedback and their goalsetting being framed in these.

Using the terminology within the classroom and beyond regularly. day-to-day (meta-cognitive)language

How can we best inform students of areas for development so they can consider ATLs when writing goals?
Embed within our feedback and reporting processes. JUST IN TIME LEARNING - or at least timely and personalised use. No single kid will always find feedback on 'self & time)-management' meaningful; when they're on a deadlined group task (lab setup, film shoot)
Focussing in on particular skills when developmentally apt.

# data[].attributes.headline
State the ATLs more explicitly. Change the wording of our Learning Behaviours.

# data[].attributes.subject
State the ATLs more explicitly. Change the wording of our Learning Behaviours.

# data[].attributes.body
It would be too much if it were for each subject. Should be done through Homeroom for example.

# data[].attributes.headline
Those with non-IB backgrounds are disadvantaged

# data[].attributes.subject
Those with non-IB backgrounds are disadvantaged

# data[].attributes.body
Either they are used to having more freedom or maybe less ownership. Need to be careful.

# data[].attributes.body
Using an approach which is clear enough to be understood by both parents and students (incl. EAL students)

# data[].attributes.headline
-ATLs expressly reported on report cards would help

# data[].attributes.subject
-ATLs expressly reported on report cards would help

# data[].attributes.body
-Make examples / exemplars for each grade level

# data[].attributes.headline
Its' about having responsibility for their learning rather than marks

# data[].attributes.subject
Its' about having responsibility for their learning rather than marks

# data[].attributes.body
Is someone/group (CL session) looking at the curriculum overviews to ensure a broad scope of ATLs are being woven into units / assessed.

# data[].attributes.body
We feel we need a heading/label that really describes accurately the summary of the descriptors below. We do not love "The Learner" "The Expert" idea.

# data[].attributes.body
Students should be aware they are being measured against these skills so they know how to progress

# data[].attributes.headline
The way learning behaviours are written do not necessarily reflect the ATLs - work could be done here to make them more appropriate

# data[].attributes.subject
The way learning behaviours are written do not necessarily reflect the ATLs - work could be done here to make them more appropriate

# data[].attributes.body
Model 1 - ATLs are more explicit and more useful for students.
Q? Whatever system we end up using would we be able to have drop down menus to streamline it for teachers?
Q? How do students use the feedback they receive on reports? How can students move 'forward' with the feedback?

In Student Led Conference, students possibly could be asked about an ATL skill development or goal?

The goals need to be very explicit... "From x to y?" Specific... Gives student a template to follow

# data[].attributes.headline
Discuss strengths, weakness, nuances of each model presented.

# data[].attributes.subject
Discuss strengths, weakness, nuances of each model presented.

# data[].attributes.body
Current Model: Easily understandable for teachers, students and parents. Quite brief so in essence time saving for hard working teachers.
Model A: Positive labelling and easily understandable in term sof how to advance within ATL areas

# data[].attributes.body
How can we integrate the ATL categories into our Learning Behavior descriptions?

Replace them!

Have you seen other models that work effectively?

Yes - the various shown this morning looked great!

# data[].attributes.headline
Improvements to make in awareness for Sts?

# data[].attributes.subject
Improvements to make in awareness for Sts?

# data[].attributes.body
Perhaps set aside time to teach them explicitly. Adding it into the clear unit outline with students will also help and reviewed/reflected upon as they go through the unit.

# data[].attributes.headline
Evidencing and ownership on the part of the students 

# data[].attributes.subject
Evidencing and ownership on the part of the students 

# data[].attributes.headline
How can we best inform students of areas for development so they can consider ATLs when writing goals?

# data[].attributes.subject
How can we best inform students of areas for development so they can consider ATLs when writing goals?

# data[].attributes.body
Using ATL specific language in our instant feedback during lessons, boarding, Exploria etc.

A SS wide focus on a small number of ATLs, per Term, which staff focus on when giving verbal and written feedback. When you see it (the ATL), then instantly communicate it to the student.