# data[].attributes.body
ASYNCHRONOUS LEARNING ASSIGNMENT
DEADLINE TO BE SUBMITTED: October 24, 2023
Submit parts A, B, and C in one document or as one post on the Padlet.

​Learning objectives:

Investigate the role of self-assessment as part of the formative learning process

Explore the role of self-assessment in the development of ATL skills

Design a step plan to create an ATL skills-driven curriculum ​

Part A: Plan

Review the slide show​

Reflect:  What is my responsibility?  How will you "take action" to plan and deliver explicit instruction and provide opportunities for implicit application of the ATL in your role?

​Create a step plan that makes sense to you and will help you take action on how you will use ATL to create a skills-driven curriculum in your classroom.

Part B: Design

Review the ATL skill learning engagements that you have designed and written throughout the workshop.

Choose one of them and create a presentation that you will share with your school colleagues.  Be sure to state the appropriate age level (grade), name the skill category, and sub-skill.

Explain:

why you are explicitly teaching the skill (Purpose)

how you will provide relevance for the skill (Relevance)

what the success criteria will be and how you will go about assessing the skill.

How the students might practice/transfer the skill through implicit learning opportunities

Part C: Reflect

Reflect and respond to the compass point questions

​What action might you take to extend your learning?

# data[].attributes.attachment_link.readable_text
ASYNCHRONOUS LEARNING ASSIGNMENT
DEADLINE TO BE SUBMITTED: October 24, 2023
Submit parts A, B, and C in one document or as one post on the Padlet.

​ Learning objectives:

Investigate the role of self-assessment as part of the formative learning process

Explore the role of self-assessment in the development of ATL skills

Design a step plan to create an ATL skills-driven curriculum ​

Review the slide show below​

Reflect: What is my responsibility? How will you "take action" to plan and deliver explicit instruction and provide opportunities for implicit application of the ATL in your role?

​Create a step plan that makes sense to you and will help you take action on how you will use ATL to create a skills-driven curriculum in your classroom.

Review the ATL skill learning engagements that you have designed and written throughout the workshop.

Choose one of them and create a presentation that you will share with your school colleagues. Be sure to state the appropriate age level (grade), name the skill category, and sub-skill.
Explain:

why you are explicitly teaching the skill (Purpose)

how you will provide relevance for the skill (Relevance)

what the success criteria will be and how you will go about assessing the skill.

How the students might practice/transfer the skill through implicit learning opportunities

Reflect and respond to the compass point questions

​What action might you take to extend your learning?

# data[].attributes.attachment_link.description
ASYNCHRONOUS LEARNING ASSIGNMENT DEADLINE TO BE SUBMITTED: October 24, 2023 Submit parts A, B, and C in one document or as one post on the Padlet. ​ Learning objectives: Investigate the role of...

# data[].attributes.attachment_link.title
Cassandra Dyson_ATL Blended into the Curriculum_102423

# data[].attributes.attachment_link.description
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.

# data[].attributes.body
DeShea Johnson -- ATL Workshop Assignment

# data[].attributes.body
B.  Social

Students will collaborate on a group presentation.

Collaboration on researching evidence.

Students will create a power point explaining one of our ELA learning targets and identify connections between the lesson and specific ATLs.

C.  Reflect

North – I still need to know more about encouraging students to use the ATLs.

South – What surprised me the most is the connections between the attributes and lessons.

East – I find keeping students engaged and interested in the ATLs worrysome.

West – I’m eager to share some of the activities from the class.

# data[].attributes.body
Part 1

Step Plan:

1. I would further develop knowledge of all ATL's.

2. I will determine how thinking skills can improve student comprehension.

3. I would explain how ATL's can be utilized implicitly and explicitly.

4. I would introduce ATL's into each lesson.

Part 2:

Grade 7

How to be a critical thinker?

Critical Thinking Skills

-Recognize unstated assumptions and bias

-Analyze and evaluating issues

-Propose and evaluate a variety of solutions

Before reading a novel, students can

pre-read the questions first to have an idea of the questions to follow. Also, when reading a supplementary text students will be able to understand that both have the same meaning.

Part 3:

North-I still need to further develop more knowledge of ATL's.

South-I was surprised with the various sub-skills.

East-I'm eager to start incorporating the ATL's into daily lessons.

West-I'm worried how about the students reactions, when trying to incorporate ATL's.

# data[].attributes.attachment_link.title
Christian Williams ATL Blended Assignment