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Objectives:   In order to reach the aims of the workshop in this session, participants should be able to:
● explore the difference between a knowledge and a skills-based curriculums
● discuss the implications for a skills-based classroom.

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Objectives:  In order to reach the aims of the workshop, in this session, participants should be able to:

better understand  the Fundamentals of international-mindedness and differentiation as it pertains to IBDP education;

Be aware of several Key Resources (IB publications) that  focus attention on this part of an IB world school educator’s teaching practice;

Dialogue with a handful of Theoretical Questions based on international-mindedness and differentiation.

Discern the essence of these two ATL components (International-mindedness and Differentiation) .

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ATL Skills Framework from the MYP 'From Principles into Practice' document

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ATL Skills Framework from the MYP 'From Principles into Practice' document

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See Appendix 1 on pages 107 to 114 that brilliantly outlines in useful detail the ATL skills framework. Note that it is actually applicable across the other three prorammes of the IB continuum - PYP, DP and CP!

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MYP - From Principles into Practice (Jan 2015)

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ATL Skills Breakdown (Lance King)

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What is an IB education?

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ATL - Self Reflection Tool for DP/CP Teachers

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ATL Rubric (Becca Jane)

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ATL Rubric (Becca Jane Dhaka Bangladesh)

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What are you reading about teaching & learning?

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Mix, Wisk, Whirl in assigned break-out groups

Mix: What do you think you already know about the ATLs?

Whisk: What excites you about ATL?

Whirl: What concerns you about ATL?

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This workshop will be a success for me if. . .

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What are some pedagogical implications of integrating both knowledge and skills to help students become what the IB calls ‘self-regulated learners’? (Note:  Do consider/cite your recent research from your groups.)

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What is the role of skills/knowledge in learning? (Note:  use any resources/articles/websites you choose in order to inform your work.)

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Objectives In order to reach the aims of the workshop in this session, participants should be able to:
● explore different styles of teacher regulation and the impact on teaching and learning
● inquire into how skills equip students to achieve goals
● discuss the relationship between the IB Learner Profile and a skills-equipped student.

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Objectives:  In order to reach the aims of the workshop in this session, participants should be able to:
● investigate the difference between guidance and requirement
● explore programme requirements and guidance related to ATL
● reflect on the developing understanding of ATL in relation to learning targets.

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Objectives: In order to reach the aims of the workshop in this session, participants should be able to:
• identify skills that are aligned with learning targets
• inquire into the explicit nature of teaching a skill
• inquire into the implicit nature of teaching a skill.

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Teaching the DP with the ATLs in Mind

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Teaching the DP with ATL in mind

Teaching with ATL in mind needs to begin with a clear and explicit identification of what types of skills and dispositions are trying to be developed.

In general terms, the development of every ATL skill can follow the same seven basic steps.

1. Decide which particular and specific skills are going to be focused on in your classroom/subject/department/school.

2. Make the skills to be focused on explicit by clear description of each skill and by using examples of high and low skills proficiency.

3. Allow the students to self-assess their perceived competence in the skills in question.

4. Analyse the class results obtained, looking in particular for any general skills deficiencies across the class.

5. Develop mini-lessons or tutorials, or find online exercises for students to complete to bring all students up to the same skill level.

6. Build into subject lessons exercises that enable students to practise and improve the skills in focus.

7. Ask the students to continue to self-assess their proficiency.

Teaching with the development of ATL skills in mind impacts significantly on the wider pedagogical approach adopted by teachers, and in particular on how teachers view their role in the classroom. Teacher regulation of student learning is sometimes described in a continuum from strong, through shared, to loose regulation.

Strong teacher regulation

Shared teacher regulation

Loose teacher regulation

Teacher controls all information, regulates student processing, answers all questions, clarifies, explains, summarizes.

Student thinking at a minimum, teacher as maximum support.

Teacher provides access to resources, skills training, questions, problem statements, concepts, ideas, learning outcomes.

Students actively engage with information in order to answer questions, follow leads, solve problems.

Student thinking engaged, teacher as guide and support.

Teacher's only functions are supplying the learning objectives and assessing the students' level of achievement against them.

Student thinking at a maximum, teacher not involved in student thinking or learning at all.

A drawback of the strong teacher regulation model is that it can reduce the potential for the development of students' skills of self-regulation. The loose teacher regulation model also has limitations, as although it does allow for growth in students' self-regulation skills, this growth only occurs if it is instigated by the student. In contrast, adopting a shared regulation style in the classroom can be an excellent means to achieve growth in students' self-regulated learning skills.

An example of a teaching approach that can support the development of ATL skills and, in particular, students' self-regulation skills, is that of "process-oriented instruction". "Process-oriented teaching is teaching that facilitates independent learning, supporting students to become proficient learners in the field concerned and preparing them for lifelong learning" (Bolhuis and Voeten 2001). Process-oriented instruction is often contrasted with more traditional methods where the emphasis is on the transmission of information, where the teacher spends most of the time explaining the subject matter, and the main activities expected from the student are listening and writing notes. The teacher does not engage much with the students except to answer questions, assign tasks or give instruction concerning the learning process. In process-oriented instruction, the focus of the teaching is placed on the strategies and techniques the students are using to process the subject information. The teacher "teaches" learning skills by modelling, demonstration, creating skills-based tasks, monitoring performance, asking for feedback and helping build the students' metacognitive awareness (Bolhuis 2003).

In many schools, transmission is still a dominant teaching style. In 2001, a study of Dutch secondary schools observed 130 lessons-in foreign languages, Dutch, mathematics, science, social studies and the arts. The time spent by teachers using each of these teaching styles was found to be as follows (Bolhuis and Voeten 2001).

30% transmission- the teacher explains, the students listen, the teacher questions the students

40% activating-the teacher gets students to process information through directed tasks, using student feedback to guide the lesson

25% procedural and behavioural instruction

5% process-focused teaching-teaching the students to set learning goals, choose and execute learning strategies, diagnose and monitor the learning process.

Moving from a traditional subject-focused style of teaching to a skills-based, process-oriented style aimed at promoting self-regulation of learning by students can be challenging for both students and teachers, but it has the potential to yield excellent results in terms of student engagement and development of learning skills.

Whether ATL skills are taught entirely through being infused into subject lessons, or by being supplemented with standalone skills lessons, a key concern is ensuring that students transfer the skills learned in one context to other contexts. Because students often find it challenging to transfer these skills, it is important that the teaching of ATL skills also includes a focus on the importance of transfer. This "bridging" work is a vital aspect of the effective teaching of skills.

The DP encourages transfer through its emphasis on concurrency of learning. By studying different subjects and the core concurrently, it is intended that students will have more opportunities to make links and connections than they would otherwise. However, solely studying different subjects at the same time is not enough to guarantee that students are effectively transferring their learning. Instead, there needs to be explicit teaching for transfer; for example, explicitly encouraging transfer by exploring concepts across multiple subject areas, or by encouraging students to make connections between their learning in the different subjects.

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Teaching with ATL in mind needs to begin with a clear and explicit identification of what types of skills and dispositions are trying to be developed. In general terms, the development of every ATL skill can follow the same seven basic steps. Decide which particular and specific skills are going to be focused on in your classroom/subject/department/school.

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The skills equipped student - Choose one of the seventeen (17) UN millennium sustainable development goals to explore through a skills-based perspective with your assigned partner.
* What specific skills would a student need in order to engage in or develop solutions/options that could begin to achieve this goal?
*Use the ATL skills breakdown in order to frame the skills that would need to be taught and acquired in order to be a “skills-equipped” student who could then possibly achieve this UN sustainable development goal. If there are other skills that you think are important, but not listed, please list them under the appropriate skill category.

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UN SDG Goal 1 - Communication, Social, Self-management, Research, Thinking 

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UN SDG Goal 1 - Communication, Social, Self-management, Research, Thinking 

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UN SDG Goal 2 - Communication, Social, Self-management, Research, Thinking 

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UN SDG Goal 2 - Communication, Social, Self-management, Research, Thinking 

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UN SDG Goal 3 - Communication, Social, Self-management, Research, Thinking 

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UN SDG Goal 3 - Communication, Social, Self-management, Research, Thinking 

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critical thinking, research, information literacy skills, comunication skills, organisation skills

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UN SDG Goal 4 - Communication, Social, Self-management, Research, Thinking 

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UN SDG Goal 4 - Communication, Social, Self-management, Research, Thinking 

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UN SDG Goal 5 - Communication, Social, Self-management, Research, Thinking 

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UN SDG Goal 5 - Communication, Social, Self-management, Research, Thinking 

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UN SDG Goal 6 - Communication, Social, Self-management, Research, Thinking 

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UN SDG Goal 6 - Communication, Social, Self-management, Research, Thinking 

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UN SDG Goal 7 - Communication, Social, Self-management, Research, Thinking 

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UN SDG Goal 7 - Communication, Social, Self-management, Research, Thinking 

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UN SDG Goal 8 - Communication, Social, Self-management, Research, Thinking 

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UN SDG Goal 8 - Communication, Social, Self-management, Research, Thinking 

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UN SDG Goal 9 - Communication, Social, Self-management, Research, Thinking 

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UN SDG Goal 9 - Communication, Social, Self-management, Research, Thinking 

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UN SDG Goal 10 - Communication, Social, Self-management, Research, Thinking 

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UN SDG Goal 10 - Communication, Social, Self-management, Research, Thinking 

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UN SDG Goal 11- Communication, Social, Self-management, Research, Thinking 

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UN SDG Goal 11- Communication, Social, Self-management, Research, Thinking 

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UN SDG Goal 12 - Communication, Social, Self-management, Research, Thinking 

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UN SDG Goal 12 - Communication, Social, Self-management, Research, Thinking 

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UN SDG Goal 13 - Communication, Social, Self-management, Research, Thinking 

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UN SDG Goal 13 - Communication, Social, Self-management, Research, Thinking 

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UN SDG Goal 14 - Communication, Social, Self-management, Research, Thinking 

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UN SDG Goal 14 - Communication, Social, Self-management, Research, Thinking 

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UN SDG Goal 15 - Communication, Social, Self-management, Research, Thinking 

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UN SDG Goal 15 - Communication, Social, Self-management, Research, Thinking 

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UN SDG Goal 16 - Communication, Social, Self-management, Research, Thinking 

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UN SDG Goal 16 - Communication, Social, Self-management, Research, Thinking 

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UN SDG Goal 17 - Communication, Social, Self-management, Research, Thinking 

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UN SDG Goal 17 - Communication, Social, Self-management, Research, Thinking 

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How might developing these specific skills listed above under each UN Sustainable Development goal impact your classroom and how it operates?

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Session in review Did the session allow you to: ● explore different styles of teacher regulation and the impact on teaching and learning ● inquire into how skills equip students to achieve goals ● discuss the relationship between the IB Learner Profile and a skills-equipped student?

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Our 'hook' for the start of Session 3 - Google “guidance” 

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Our 'hook' for the start of Session 3 - Google “guidance” 

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Pull out your smartphone. 1. Pull up a directions app such as Google maps app/MapQuest app/Apple maps app. 2. Make sure your location function on the phone is 'ON' so that this is accurate. 3. Put in ANY destination that should be further than 10 mi/km and no further than 200mi/km. (Note: Your mission is to figure out how many ways that they can be “guided” to their destination by checking and unchecking no tolls, no highways etc. 4. Share with your assigned partner how their route changed as a result of their choices (things they checked and unchecked). 5. Share the total number of ways that you could get to their destination …1 way? 2 ways? 3 ways? More than 3 ways?. Discussion: After seeing how many ways that they can reach their destination, how might the idea of “guidance” be different from “required”? What are some of the ‘learning take-aways’ from this exercise?

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Learning engagement: Guidance or requirement? 

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Learning engagement: Guidance or requirement? 

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Part 1: Look at all available IB documents for the IBDP programme with regard to ATL. • Discern what the requirements are for ATL in terms of the IBDP. A requirement is either listed as a requirement or has the word ‘crucial’, ‘key’ and/or ‘must’ within the wording. • Discuss at the table: What surprises them?
Part 2: Look at all available IB documents for the IBDP with regard to ATL. • Discern what the guidance is for ATL in terms of the IBDP. • Discuss: What type of wording implies that this is guidance? What surprises them? • What guidance would they give other teachers regarding ATL? Why?
Part 3:  Present your findings about the programme ATL “requirements/guidance” without repeating what another programme group has said. Make sure that you say what document they found this requirement/guidance in as they share. It is critical to always reference documents so that this engagement does not reflect what schools “practice” or advise, but rather, it is what the IB holds schools accountable for.
Note: You as a workshop participant should be able to articulate that by developing ATL skills, the students under your care WILL achieve better results against specific IB objective targets in the unit plans in the DP!

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Before we wrap up this session, please write at least one post-it note under this Padlet post on “what STUCK with you so far today” from our ATL workshop.

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To what extent did this session enable you to:● investigate the difference between guidance and requirement● explore programme requirements and guidance related to ATL● reflect on the developing understanding of ATL in relation to learning targets?

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IB Programme Standards and Practices 2020

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IB Programme Standards and Practices 2020

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Note that this is the 'new' IB Standards and Practices document that is being used for 'evaluation' of on-going programmes.

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Learning engagement: Skills and knowledge

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Learning engagement: Skills and knowledge

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From Wikipedia: As background for the ATL discussion on skills vs. competency-based learning....please read this:

Competency-based learning or competency-based education and training is an approach to teaching and learning more often used in learning concrete skills than abstract learning. It differs from other non-related approaches in that the unit of learning is extremely fine grained. Rather than a course or a module every individual skill/learning outcome, known as a competency, is one single unit. Learners work on one competency at a time, which is likely a small component of a larger learning goal. The student is evaluated on the individual competency, and only once they have mastered it do they move on to others. After that, higher or more complex competencies are learned to a degree of mastery and isolated from other topics. Another common component of Competency-based learning is the ability to skip learning modules entirely if the learner can demonstrate they already have mastery. That can be done either through prior learning assessment or formative testing. For example, people learning to drive manual transmission might first have to demonstrate their mastery of "rules of the road", safety, defensive driving, parallel parking etc. Then they may focus on two independent competencies: "using the clutch, brake with right foot" and "shifting up and down through the gears". Once the learners have demonstrated they are comfortable with those two skills the next, overarching skill might be "finding first: from full stop to a slow roll" followed by "sudden stops", "shifting up" and "down shifting". Because this is kinetic learning the instructor likely would demonstrate the individual skill a few times then the student would perform guided practice followed by independent practice until they can demonstrate their mastery. Competency-based learning is learner-focused and works naturally with independent study and with the instructor in the role of facilitator. Learners often find different individual skills more difficult than others. This learning method allows a student to learn those individual skills they find challenging at their own pace, practicing and refining as much as they like. Then, they can move rapidly through other skills to which they are more adept.

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Which scenario best describes you? A Rasha

1. Scenario A - Everyday I go to work and make sure that I have my well-worn toolbox full of many different types of tools with me. Some are very fancy tools that I don’t use often, but when I need them, you can bet I know I have them. When I arrive on my jobsite, no matter what the problem, I know that one of my tools will help me solve the problem at hand. I love my tools and I use them on a regular basis to help me complete my jobs.

2.  State your name and YES in the chat box if Scenario A describes you or make NO notation in the chat box if this doesn’t describe you.

3. Scenario B - Everyday I go to work and notice my toolbox full of fancy tools is sitting in the closet as I grab my coat. They are awfully heavy and I really don’t know how to use them very well, if at all, so why take them with me? Please stop people from giving me any more tools! When I arrive on my jobsite, I hope that I can solve the problems with my agile mind and engaging personality. Sometimes it works and sometimes it doesn’t.

4.  State your name and YES in the chat box if Scenario B describes you or make NO notation in the chat box if this doesn’t describe you.

Reflect and/or discuss: How do students know what tools they have and don’t have? How can teachers help students learn to use their tools?

Note:  Without explicitly teaching or reminding students that they have developed a specific skill, students are not likely to use the RIGHT tool in their toolbox, contributing to frustration in the learning process.

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Learning engagement: Explicit and implicit 

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Learning engagement: Explicit and implicit 

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First round: With a partner

Scenario: briefly describe a situation you have found yourself in at school where there was some type of dispute or disagreement. (i.e. with a student over a grade, with a parent over a perceived comment that was made, etc.) The partner determines which elements of active listening were used by looking at this info below.
- Emotional labeling: By identifying a person’s emotions, they feel validated and heard, not minimized. People often act with emotions rather than from a more cognitive perspective. By labeling and acknowledging emotions, it helps to restore balance.
- Para-phasing: Includes repeating what a person has said in your own words in a much shorter format while also making sure not to minimize what the person has experienced.
- Reflecting and mirroring: When someone is finished speaking, reflecting and mirroring is shorter option compared to paraphrasing. It includes repeating the last words the person said. For example, If the person ends a conversation by saying, “…and this really made me angry,” you could say, “It really made you angry.”
- Effective pauses and silence: Part of listening includes pausing or being silent before taking your turn to speak. Also known as dynamic inactivity, silence allows the other person to continue speaking while also pausing prior to help calm a situation. Calming the situation is essential as it can move the person from reacting based on emotion to a more rational, cognitive space.
- “I” messages: Counteract statements made by the person that serve as obstacles to collaboration. Active listening (AL) statements include: “I feel___ when you ___ because ___.” AL provides a “timeout” by letting the other person know you are trying to work together. It is important to be mindful of your tone to ensure that is not perceived as aggressive or argumentative.
- Open-ended questions: Asking open-ended questions provides opportunities for the person to speak longer and thus can help diffuse tension and provide valuable information, insight and perspective of the situation.
- Minimal encouragers: Simple verbal actions such as “mmm,” “okay,” and “I see,” and nonverbal gestures such as head nodding establish the building of rapport with the person by subtly inviting the person to continue speaking.
- Summarize: An extended version of paraphrasing, summarizing identifies everything the person has said including the elements important to the person. It acknowledges the person’s emotions. Summarizing provides validation for the person who has now been heard and understood. It is important to summarize as it can bring a sense of relief and reduce reactions that are dictated by emotions.

Second round:
Fact: A teacher might first need his/her students to explicitly learn a specific skill in order for his/her students to maximize their learning when employing it within the curriculum.

Explicit teaching of a skill: Choosing a specific skill and purposefully teaching the skill outside of the curriculum in order to help students eventually be able to achieve the learning objective(s).

Briefly describe once again to your partner, the same situation you have found yourself in at school where there was some type of dispute or disagreement. (i.e. with a student over a grade, with a parent over a perceived comment that was made, etc). This time, purposefully employ two of the active listening elements when describing the situation. Discuss how the situation changed by using the active listening elements.

- Emotional labeling: By identifying a person’s emotions, they feel validated and heard, not minimized. People often act with emotions rather than from a more cognitive perspective. By labeling and acknowledging emotions, it helps to restore balance.
- Para-phasing: Includes repeating what a person has said in your own words in a much shorter format while also making sure not to minimize what the person has experienced.
- Reflecting and mirroring: When someone is finished speaking, reflecting and mirroring is shorter option compared to paraphrasing. It includes repeating the last words the person said. For example, If the person ends a conversation by saying, “…and this really made me angry,” you could say, “It really made you angry.”
- Effective pauses and silence: Part of listening includes pausing or being silent before taking your turn to speak. Also known as dynamic inactivity, silence allows the other person to continue speaking while also pausing prior to help calm a situation. Calming the situation is essential as it can move the person from reacting based on emotion to a more rational, cognitive space.
- “I” messages: Counteract statements made by the person that serve as obstacles to collaboration. Active listening (AL) statements include: “I feel___ when you ___ because ___.” AL provides a “timeout” by letting the other person know you are trying to work together. It is important to be mindful of your tone to ensure that is not perceived as aggressive or argumentative.
- Open-ended questions: Asking open-ended questions provides opportunities for the person to speak longer and thus can help diffuse tension and provide valuable information, insight and perspective of the situation.
- Minimal encouragers: Simple verbal actions such as “mmm,” “okay,” and “I see,” and nonverbal gestures such as head nodding establish the building of rapport with the person by subtly inviting the person to continue speaking.
- Summarize: An extended version of paraphrasing, summarizing identifies everything the person has said including the elements important to the person. It acknowledges the person’s emotions. Summarizing provides validation for the person who has now been heard and understood. It is important to summarize as it can bring a sense of relief and reduce reactions that are dictated by emotions.

Third round:

Fact: Learning a new skill while learning new content is a complex process that many students cannot achieve. However, once a student has mastered a skill, (put that tool in their toolbox) they can be expected to use that skill as needed.

Implicit teaching of a skill: Happens within the course of instruction using the content of the discipline or learning at hand. The skill is still pointed out, but the context for the practicing of that skill is the curriculum.

Scenario: Use the same skill: Listen actively to other perspectives and ideas, but now in your own classroom.

Do: How and when might it I ask students to use that skill in their own teaching? Give specific examples of how I as the teacher might ask students to practice that skill while students are learning the curriculum with a paired partner.

Switch: Swap roles.

Share with your partner: What might have to shift in your classroom in order to make skill-based teaching happen?

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Think of one song lyric or poetry lyric that describes how you are feeling about ATL. Sing (and audio record and post!) or record below the lyric.

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Pick one of the following questions to answer:
1. What does an inquiry-based, skills-driven classroom look like & sound like?
2. Which is easier to do with their students; explicit or implicit teaching of a skill? Why?

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To what extent did you as an ATL workshop participant: ● identify skills that are aligned with learning targets ● inquire into the explicit nature of teaching a skill ● inquire into the implicit nature of teaching a skill?

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1.  Skim read the document (10 minutes);
2.  Determine three sections of highest relevance/significance to you as an IB Educator;
3.  Download it onto your desktop.
4. List your name and then do the self reflection on the three ATL sections (15 questions total - 5 on each)
5.  Click the + below to initiate your response wherein you reflect in writing what this reveals about you.  Be prepared to share this with a partner.

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Reflection: Visualizing thinking Think, write and save for later: How are we preparing students for their future rather than our past? (Daniel Pink, A Whole New Mind, IB ARC 2012).

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1. What are stratigies should we use to engage our students in class or outside.
2. which tools teachers should use in teaching and learning in class if students are not motivated.

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Future learners are the center of education . They shall seek knowledge through research  and through guidance from their facilitator. Scaffolding is a good way to do this. By students being centric to the teaching / learning experience , they will be future agents of change and they would be much prepared for the future .  

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Future learners are the center of education . They shall seek knowledge through research  and through guidance from their facilitator. Scaffolding is a good way to do this. By students being centric to the teaching / learning experience , they will be future agents of change and they would be much prepared for the future .  

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For English I find that teaching skills which will apply to the outside world and life after school acts as a great motivator. It is imperative that knowledge learned in the classroom is integrated into students' current skill set so that it can be applied in wider fields.
The idea of self-regulation comes into play when the students appreciate how the skills in this course are integrated into other knowledge areas. School is potentially the only place in life where skills are 'arbitrarily' segregated, so putting everything together: kills, knowledge and the interplay between different subjects is important and affects learning in the future. too.

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Reflection: to listen them because they see world and their future differently than me; so then I try not to introduce my past experience into their life; 

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Reflection: to listen them because they see world and their future differently than me; so then I try not to introduce my past experience into their life; 

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

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

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By creating opportunities for them to explore, research, communicate, solve problems, make mistakes,etc, basically by assisting them in self-development

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What are some pedagogical implications of integrating both knowledge and skills to help students become what the IB calls ‘self-regulated learners’?

Self management: students and teachers both are having a lot of deadlines so  this skill  is important.
Reflective

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

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

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Difficult because the world is changing very quickly.
We should be up to date with the information and changing world.

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Knowledgeable -Responsible & Caring human Beings

Would need thinking and research
Communication & social Skills to include others
Thinking again to resolve issues

Self-management throughout

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Open minded

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Goal 4 . Research skills, self management skills and communication skills .

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Goal 4 . Research skills, self management skills and communication skills .

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How does this support the ongoing development of the IB Learner Profile attributes?

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Download IB branded materials

For schools that have achieved the high standards required for authorization, one of the benefits is to be known as an IB World School and to make use of the IB brand. We produce a range of communications materials, enabling these schools to fully comply with the IB brand.

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View the International Baccalaureate®(IB)'s learner profile. The learner profile is the IB's mission translated into a group of learning outcomes for today's pupil.

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Programme Resource Centre section on MyIB that is focused on the Approaches to Teaching and Learning. 

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Programme Resource Centre section on MyIB that is focused on the Approaches to Teaching and Learning. 

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Inquiry based and conceptually focused Mathematics teaching (Toulouse)International School of Toulouse, Toulouse, France - 6 min video

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Inquiry based and conceptually focused Mathematics teaching (Toulouse)International School of Toulouse, Toulouse, France - 6 min video

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Watch this video recommended by IB ATL guru Jenny Gillett and respond BELOW (so click on the + to post your reply) with: a) your name; b) a one paragraph assessment of how you envision that several teaching approaches shown by these two IB World educators could be replicated in your lesson.

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The teachers had a very clear idea of the specific learning outcome they wanted from each lesson. Teaching literature texts can end up being an ongoing process as you work through the text, so having a very clear idea of what, specifically I want from each lesson can make it more intentional.  Similarly, they talked about identifying the skills you want to teach and then linking them to the AtLs, rather than trying to cram the AtLs in artificially. Many will come up naturally in your lessons anyway, so identifying them ahead of time so you can highlight them as they occur in your lessons can make it more organic, and is quick and easy to implement.  Using the AtLs yourself e.g reflecting on your lessons - assessing how learning is happening in your lesson; looking at what went well and using it more, and identifying what didn’t go so well, then strategizing how to overcome it. Possibly get a routine of 5 minute reflection for each lesson/a few lessons a day where you identify one strength/weakness and how to develop them.

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Objectives:  In order to reach the aims of the workshop in this session, participants should be able to:
● better understand the elements of the ATL category of self-management skills
● design and create an explicit affective skill learning engagement
● determine what mastery might look like for the affective skill learning engagement.

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Mindfulness Routines - a survey of best practice

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Mindfulness Routines - a survey of best practice

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Part A - Record, describe and explain an effective in-class mindfulness-building routine that you have incorporated successfully in your pedagogy.
Part B - Objectively state why you feel it has yielded favorable results in terms of the learners' state of mind.
PART C - Reveal to your partner the 'secret' to that mindfulness routine working so well for you.

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Helping children confront challenges requires a more nuanced understanding of the “growth mindset” by Christine Gross-Loh (The Atlantic - Dec 16, 2016)

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Helping children confront challenges requires a more nuanced understanding of the “growth mindset” by Christine Gross-Loh (The Atlantic - Dec 16, 2016)

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Understanding Carol Dweck's view - Silently read, ponder its contents, jot down a few things and dialogue with the partner.  Use the Harvard University-designed Project Zero Thinking Routine of THINK-PAIR-SHARE.  Include a EXTEND component to apply this to two areas of your vocation life as an educator and/or as a mentor for some students under your care.

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Helping children confront challenges requires a more nuanced understanding of the "growth mindset."

As a young researcher, Carol Dweck was fascinated by how some children faced challenges and failures with aplomb while others shrunk back. Dweck, now a psychologist at Stanford University, eventually identified two core mindsets, or beliefs, about one's own traits that shape how people approach challenges: "fixed mindset," the belief that one's abilities were carved in stone and predetermined at birth, and "growth mindset," the belief that one's skills and qualities could be cultivated through effort and perseverance. Her findings brought the concepts of fixed and growth mindsets to the fore for educators and parents, inspiring the implementation of her ideas among teachers-and even companies -across the country.

But Dweck recently noticed a trend: a widespread embrace of what she refers to as "false growth mindset"-a misunderstanding of the idea's core message. Growth mindset's popularity was leading some educators to believe that it was simpler than it was, that it was only about putting forth effort or that a teacher could foster growth mindset merely by telling kids to try hard. A teacher might applaud a child for making an effort on a science test even if he'd failed it, for instance, believing that doing so would promote growth mindset in that student regardless of the outcome. But such empty praise can exacerbate some of the very problems that growth mindset is intended to counter. A new edition of Dweck's book, Mindset: The New Psychology of Success, updated to address false growth mindset, comes out at the end of this month. I recently spoke with Dweck about how she wants her ideas to be applied. The interview has been lightly edited and condensed for clarity.

Christine Gross-Loh: Could you tell me about the development of the idea of growth mindset? What was it intended to correct? What were you seeing that you felt growth mindset would help improve?

Carol Dweck: I've always been interested, since graduate school, in why some children wilt and shrink back from challenges and give up in the face of obstacles, while others avidly seek challenges and become even more invested in the face of obstacles. So this has been my primary question for over 40 years. At some point, my graduate students and I realized that a student's mindset was at the foundation of whether [he or she] loved challenges and persisted in the face of failure.

When students had more of a fixed mindset-the idea that abilities are carved in stone, that you have a certain amount and that's that-they saw challenges as risky. They could fail, and their basic abilities would be called into question. When they hit obstacles, setbacks, or criticism, this was just more proof that they didn't have the abilities that they cherished.

In contrast, when students had more of a growth mindset, they held the view that talents and abilities could be developed and that challenges were the way to do it. Learning something new, something hard, sticking to things-that's how you get smarter. Setbacks and feedback weren't about your abilities, they were information you could use to help yourself learn. With a growth mindset, kids don't necessarily think that there's no such thing as talent or that everyone is the same, but they believe everyone can develop their abilities through hard work, strategies, and lots of help and mentoring from others.

Gross-Loh: When I first interviewed you about growth mindset a few years ago, I remember that it was a relatively unknown idea. But growth mindset is now so popular that I'll hear people who aren't steeped in educational theory say, "Praise the effort, not the child (or the outcome)." Why do you think this idea struck such a chord, and how did you find out there were people misunderstanding it?
"Nobody has a growth mindset in everything all the time."
Dweck: Many educators were dissatisfied with drilling for high-stakes tests. They understood that student motivation had been a neglected area, especially of late. So many educators, as well as many parents, were excited to implement something that might reenergize kids to focus on learning again, not just memorization and test taking, but on deeper, more joyful learning.

But a colleague of mine, Susan Mackie, was doing workshops with educators in Australia and observed that many of them were saying they got growth mindset and were running with it, but did not understand it deeply. She told me, "I'm seeing a lot of false growth mindset." I just did not get it initially-growth mindset is a very straightforward concept, and besides, why would people settle for a false growth mindset if they could have a real one? But I started keeping a list of all the ways people were misunderstanding growth mindset. When the list got long enough, I started speaking and writing about it.

Gross-Loh: Could you elaborate on false growth mindset?

Dweck: False growth mindset is saying you have growth mindset when you don't really have it or you don't really understand [what it is]. It's also false in the sense that nobody has a growth mindset in everything all the time. Everyone is a mixture of fixed and growth mindsets. You could have a predominant growth mindset in an area but there can still be things that trigger you into a fixed mindset trait. Something really challenging and outside your comfort zone can trigger it, or, if you encounter someone who is much better than you at something you pride yourself on, you can think "Oh, that person has ability, not me." So I think we all, students and adults, have to look for our fixed-mindset triggers and understand when we are falling into that mindset.

I think a lot of what happened [with false growth mindset among educators] is that instead of taking this long and difficult journey, where you work on understanding your triggers, working with them, and over time being able to stay in a growth mindset more and more, many educators just said, "Oh yeah, I have a growth mindset" because either they know it's the right mindset to have or they understood it in a way that made it seem easy.

Gross-Loh: Why do you think these misunderstandings occurred?

Dweck: Many people understood growth mindset deeply and implemented it in a very sophisticated and effective way. However, there were many others who understood it in a way that wasn't quite accurate, or distilled it down to something that wasn't quite effective, or assimilated it into something they already knew.

Often when we see kids who aren't learning well, we might feel frustrated or defensive, thinking it reflects on us as educators. It's often tempting to not feel it is our fault. So we might say the child has a fixed mindset, without understanding instead that, as educators, it is our responsibility to create a context in which a growth mindset can flourish.

Gross-Loh: So it seems that the danger is that some teachers think they have growth mindset and believe it will transfer to their students, even though they themselves don't really understand it. How about this: Are there educators who do understand the idea that abilities can be developed but don't understand how to pass it on to students? Are there certain children who are more vulnerable to this sort of misunderstanding of growth mindset?

Dweck: Yes, another misunderstanding [of growth mindset] that might apply to lower-achieving children is the oversimplification of growth mindset into just [being about] effort. Teachers were just praising effort that was not effective, saying "Wow, you tried really hard!" But students know that if they didn't make progress and you're praising them, it's a consolation prize. They also know you think they can't do any better. So this kind of growth-mindset idea was misappropriated to try to make kids feel good when they were not achieving.

The mindset ideas were developed as a counter to the self-esteem movement of blanketing everyone with praise, whether deserved or not. To find out that teachers were using it in the same way was of great concern to me. The whole idea of growth-mindset praise is to focus on the learning process. When you focus on effort, [you have to] show how effort created learning progress or success.

Gross-Loh: What should people do to avoid falling into this trap?

Dweck: A lot of parents or teachers say praise the effort, not the outcome. I say [that's] wrong: Praise the effort that led to the outcome or learning progress; tie the praise to it. It's not just effort, but strategy ... so support the student in finding another strategy. Effective teachers who actually have classrooms full of children with a growth mindset are always supporting children's learning strategies and showing how strategies created that success.

Students need to know that if they're stuck, they don't need just effort. You don't want them redoubling their efforts with the same ineffective strategies. You want them to know when to ask for help and when to use resources that are available.

All of this is part of the process that needs to be taught and tied to learning.
"Focus on the learning process and show how hard work, good strategies, and good use of resources lead to better learning."
Gross-Loh: Is there a right way to praise kids and encourage them to do well?

Dweck: Many parents and teachers who themselves have growth mindset aren't passing it on because they are trying to protect the child's confidence, focus on the child's ability, and kind of boost the child's view or protect the child from a failure. They're conveying anxiety about ability.

But we have a new line of research (with my former graduate student, Kyla Haimovitz) showing that the way a parent reacts to a child's failure conveys a mindset to a child regardless of the parent's mindset. If parents react to their child's failures as though there is something negative, if they rush in, are anxious, reassure the child, "Oh not everyone can be good at math, don't worry, you're good at other things," the child gets it that no, this is important, and it's fixed. That child is developing a fixed mindset, even if the parent has a growth mindset.

But if the parent reacts to a child's failure as though it's something that enhances learning, asking, "Okay, what is this teaching us? Where should we go next? Should we talk to the teacher about how we can learn this better?" that child comes to understand that abilities can be developed.

So, with praise, focus on "process praise"-focus on the learning process and show how hard work, good strategies, and good use of resources lead to better learning. Be matter-of-fact, with not too strong or too passive a reaction.

You can see evidence of fixed mindset as young as 3.5 or 4 years old; that's when mindsets can start becoming evident, where some kids are very upset when they make a mistake or get criticized and fall into a helpless place. That's when children become able to evaluate themselves. We collaborated ... with researchers from the University of Chicago who had a longitudinal project with videotape of mother-child interactions. What we found was the more praise was process-oriented-not a ton, just where the greater proportion of the praise was process praise [versus outcome praise]-the more those children had a growth mindset and a high desire for challenge five years later, when they were in second grade.

Gross-Loh: That's very helpful to know for parents of young children. But what about older kids who might feel discouraged and worn-down after years of feeling that they weren't smart enough or a fear that they would never be able to be successful? Is it ever too late to foster a growth mindset in students?

Dweck: No-we've developed a number of online workshops addressed at adolescents and shown that when we teach [those] students a growth mindset, many of them regain their motivation to learn and achieve higher grades, especially students who have been struggling or students who have been laboring under a negative stereotype about [their own] abilities.

Research conducted last year by my former graduate student, David Yeager [now a professor at the University of Texas], on 18,000 students entering ninth grade, shows us that students who took growth-mindset workshops are seeking more challenges.

You can't tell adolescents, "We're adults, we have the answer, and we're going to tell you what it is." So we said, "We're scientists from Stanford University and the University of Texas, and we need your help. We're experts on the brain and how students learn, but you're the experts on being a freshman in high school and we'd like your input for a program we're developing for future freshmen."

We then taught them about how the teenage brain is especially open to learning. We talked about how it's a time of great plasticity, a time they need to take advantage of, and that they can grow their brains through taking on hard tasks in school and sticking to them. We had the students write a letter to a struggling freshman, counseling that person in terms of the growth-mindset principle, which is often very persuasive. We had testimonials from some public figures, talking about how a growth mindset got them to where they were.

Finally we talked about why someone would want a growth mindset. We realized that some kids would be overjoyed to hear you can develop your intellectual abilities, but others might not think it was the most exciting thing. So we then had a whole section on why you might want to develop your mind. Teenagers are really excited about the idea that they can do something to make the world a better place. So we asked them what they want to make their contribution to in the future-family, community, or societal problems-and then talked about how having a strong mind could help them make their future contribution.

We're excited about this because we know the world of the future is going to be about taking on ill-defined, hard jobs that keep changing. It's going to favor people who relish those challenges and know how to fix them. We are committed to creating a nation of learners.

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development of the idea of growth mindset

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Don't Let Praise Become a Consolation Prize

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Helping children confront challenges requires a more nuanced understanding of the "growth mindset," says the psychologist Carol Dweck.

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 Learning engagement - Self-management skills (affective skills only)

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 Learning engagement - Self-management skills (affective skills only)

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Note: Explore the self-management ATL skill category, with particular emphasis on the affective and meta-cognitive clusters.

This learning engagement will help you think and discuss how these ATL skills might be developed in DP schools through the sharing of ideas and possible teaching implications.
1. You are encouraged to first add affective skills to the existing list of affective skills that they feel are programme/age appropriate.
2. You are encouraged to modify any affective skills from the existing list of affective skills in order to make them programme/age appropriate.
3. You are encouraged to delete any affective skills from the existing list of affective skills that they feel are not programme/age appropriate.
4. Pick ONE affective skill from your new list and design a learning activity that will explicitly teach this skill to students, making sure that the activity is interactive and non-content specific.
5. Think of what you would look for in order to analyze the class results in terms of skill mastery or skill deficiency across the class should you teach this skill. (formative assessment)

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Developing an affective skill: Practice managing self-talk

Step 1 - Make a list of 20 things that you feel they “can” do (ie you can properly and well do those tasks).

Step 2 - Discuss with your partner how you feel about yourself at the end of making that list.

Step 3 - Review the slide: Carol Dweck - When students had more of a growth mindset, they held the view that talents and abilities could be developed and that challenges were the way to do it. Learning something new, something hard, sticking to things—that’s how you get smarter. Setbacks and feedback weren’t about your abilities; they were information you could use to help yourself learn.

Step 4 - Individually make a list of 20 things that you feel you “cannot” do. (ie - items where your abilities in that realm are negligible!)

Step 5 - Discuss with your partner how you feel about yourself  at the end of making that list.

Step 6 - Review the slide on Carol Dweck's statement -When students had more of a fixed mindset—the idea that abilities are carved in stone, that you have a certain amount and that’s that—they saw challenges as risky. They could fail, and their basic abilities would be called into question. When they hit obstacles, setbacks, or criticism, this was just more proof that they didn’t have the abilities that they cherished.

Step 7- Consolidate thinking with a brief discussion of how it felt when you and your partner perceived/realized the stark difference between developing a growth mindset vs. getting bogged down in a more negative space (ie a fixed mindset!).

Step 8 - Review the slide - Carol Dweck - Finally we talked about why someone would want a growth mindset. We realized that some kids would be overjoyed to hear you can develop your intellectual abilities, but others might not think it was the most exciting thing. So we then had a whole discussion on why you might want to develop your mind.

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Creating a self-management skills resource

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Creating a self-management skills resource

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Post your ATL affective skill learning engagement in the self-management skill electronic space. Make sure others could teach this skill by using clarity of language and that the ATL skill connection is clear and content free.

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Session in review - Self-Management Skills

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Session in review - Self-Management Skills

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Session in review To what extent did participants:
● better understand the elements of the ATL category of self-management skills
● design and create an explicit affective skill learning engagement
● determine what mastery might look like for the affective skill learning engagement?

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Objectives:   In order to reach the aims of the workshop, in this session, participants should be able to:
• inquire into the ATL categories of social and communication skills
• explore how social and communication skills are explicitly developed in the classroom
• consider what mastery might look like for the social & communication skills learning engagement.

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Social and Communications Skill Building Exercises - a survey of best practice in the 21st century's VUCA world 

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Social and Communications Skill Building Exercises - a survey of best practice in the 21st century's VUCA world 

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How can we educators prepare learners to socialize effectively and communicate successfully in the 21st century VUCA world?

Step #1 - How to manage in a VUCA world? (2 mins 24 sec video)
Step #2 - Review the Harvard Univ Project Zero Thinking Routine (http://www.pz.harvard.edu/thinking-routines - CORE THINKING ROUTINE - 'I USED TO THINK, NOW I THINK'
Step #3 - Dialogue about how your thinking has change regarding the 21st century world and what that means for Social and Communication skills that we encourage our learners to develop.

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The Hook - Culture communicates… Skill: Using intercultural understanding to interpret communication                                                                            

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The Hook - Culture communicates… Skill: Using intercultural understanding to interpret communication                                                                            

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Inform participants that they will be looking at the concept of body language, regarding greetings, saying goodbye, and personal space, and how these may differ across cultures. (This should take no longer than 10 minutes) • Participants divide themselves into four groups. • Each group decides which world culture they will represent. • Each world culture must first practice in order to accurately relay the appropriate body language for greetings, saying goodbye and personal space when meeting/greeting with the other world cultures in the room. • Each world culture group selects two explorers to travel to another world culture group and experience that “culture” with instructions to interact and observe the new “culture’s” body language in terms of greetings, good-bye’s and personal space. Give groups one to two minutes to interact. Repeat until each world culture group’s explorers have experienced greetings, good-bye’s and personal space in all of the other world cultures represented in the room. • Participants return to their original world culture groups and report their observations. Each group discusses how their cultures both differ and what they share in common.
Whole group discussion: What assumptions might be made about a culture in the room? Why?

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Rasha Hannoush . Toulouse video. Having been in an upskilling IB workshop , it is obvious that there is a holistic shift in the concept of teaching and learning . Conceptual teaching and inquiry based learning is the future. As for Business it is about planning for such an approach across the department . This shall be done at all other departments and sections. When a shift in the concept of teaching cross all programs , the overall paradigm of education will be student centric . This will aid the creation of agents for change and thus better preparing students for the future . By having a hand on learning , students engagement is  enhanced , this would lead to better results in their externals and a more memorial facts that they can use later on in university , work and their real life. Planning for lessons is essential to make sure that goals are well set and eventfully met at the end of the class.  Each activity shall be designed in a way where students are guided rather then instructed. Of-course having the needed skills is core for such a teaching / learning approach . The acquisition of such skills must be  imbedded throughout  the whole IB school program . This will make it easier for  educators to apply concept based approach and inquiry focused learning / teaching.  The overall educational system is moving from the sage on the stage concept to a guide on the side !!! I would discuss the general concept of globalization for instance and then show the students a video about a real business organization that became global. I would then open the discussion for the impact that this globalization had on that chosen business by guiding students into thinking about the pros and the cons of such a growing trend amongst businesses to become global rather than staying local. 

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Rasha Hannoush . Toulouse video. Having been in an upskilling IB workshop , it is obvious that there is a holistic shift in the concept of teaching and learning . Conceptual teaching and inquiry based learning is the future. As for Business it is about planning for such an approach across the department . This shall be done at all other departments and sections. When a shift in the concept of teaching cross all programs , the overall paradigm of education will be student centric . This will aid the creation of agents for change and thus better preparing students for the future . By having a hand on learning , students engagement is  enhanced , this would lead to better results in their externals and a more memorial facts that they can use later on in university , work and their real life. Planning for lessons is essential to make sure that goals are well set and eventfully met at the end of the class.  Each activity shall be designed in a way where students are guided rather then instructed. Of-course having the needed skills is core for such a teaching / learning approach . The acquisition of such skills must be  imbedded throughout  the whole IB school program . This will make it easier for  educators to apply concept based approach and inquiry focused learning / teaching.  The overall educational system is moving from the sage on the stage concept to a guide on the side !!! I would discuss the general concept of globalization for instance and then show the students a video about a real business organization that became global. I would then open the discussion for the impact that this globalization had on that chosen business by guiding students into thinking about the pros and the cons of such a growing trend amongst businesses to become global rather than staying local. 

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Michal Zukowski

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'Effective public speaking arguably is one of the key communication skill for the 21st century world.'  To what extent do you agree with this statement?

If it is a valid claim, then how can educators hone their skills to encourage learners to be prepared and capable to be successful public speakers?

Use the Harvard University Project Zero Visible Thinking Routine of 'Claim, Support & Question' (http://www.pz.harvard.edu/sites/default/files/Claim%20Support%20Question_1.pdf) to collaboratively dialogue on this important communication skill.

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In this article we will look at some ways we can help intermediate level students to overcome the difficulties involved and explore some techniques for making their speeches as impressive as possib

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Finalize - Self Management Affective Skill Design

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Finalize - Self Management Affective Skill Design

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Review the instructions for 'Developing an affective skill' from the earlier session on workshop Day 2.  Deliberate and craft your own original affective skill to include within that category of Self Management skills.

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Developing Awareness:  An Intercultural Communication Lesson Plan by Asako Kajiura (TESL)

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Developing Awareness:  An Intercultural Communication Lesson Plan by Asako Kajiura (TESL)

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http://iteslj.org/Lessons/Kajiura-Intercultural.html

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The Internet TESL Journal Asako Kajiura

Lesson Objectives:

Increase student's ability to interact with and understand aspects of other cultures such as body language, discourse patterns, male and female roles. The students use English during the whole process.

Student Levels:

This activity is appropriate for intermediate and advanced level students. Teachers can vary the difficulty of the language and tasks involved to fit their classes.

Prior to this lesson:

It is necessary to have pretaught the concept of body language, especially regarding greetings, leave takings, personal space. Of course, students must know vocabulary such as bowing, shaking hands, hugging, kissing touching palms together, etc...

For teaching these, it is useful to use sections from videos which show people from many cultures greeting, eating, starting conversations etc.. Students watch with the task of observing and recording how Italian, Saudi Arabian and Thai males and females interact with each other.

The Lesson:

Divide your class in half. Tell the students that each group is a new culture and each culture must create its own body language for greetings, leave takings, etc.. They must also decide what questions are asked and what topics are discussed when meeting strangers. They must also decide if and in what ways men and women in their cultures differ communicatively. Less imaginative students may require some funny or strange examples to inspire their creativity.

Place the students in two different rooms, so the groups cannot look at or overhear each other. In each room, they create their body language and other rules of social interaction. Then students within each group practice with each other, following their rules.

In the next stage, explorers from each culture travel to the other culture with instructions to interact and observe the foreign group's body language, conversation rules, sex roles, etc.. During this stage each group has foreign guests. Give them three to five minutes to interact. Then the foreigners return to their home cultures and report their observations to their partners. After this, a new group of explorers leaves for the foreign culture and the process is repeated until all students have spent time exploring and observing the foreign culture. Each group discusses how the two cultures differ and what they share in common.

In the last step, all members of the two cultures come together in one class. Representatives from each culture express their assumptions about the other culture. Each group tells the other group if the assumptions are correct. If the assumptions are incorrect, the groups teach their rules of social interaction.

The Internet TESL Journal, Vol. II, No. 4, April 1996
http://iteslj.org/

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The Internet TESL Journal Asako Kajiura Increase student's ability to interact with and understand aspects of other cultures such as body language, discourse patterns, male and female roles. The students use English during the whole process. This activity is appropriate for intermediate and advanced level students.

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Finalize - Crafting a 'new' Social and Communication Skill - steps to build this in learners.

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Finalize - Crafting a 'new' Social and Communication Skill - steps to build this in learners.

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Review the instructions for 'Developing a social/communications skill' from the earlier session on workshop Day 2.  Deliberate and craft your own original social or communications skill.

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Objectives: In order to reach the aims of this session, participants should be able to:
*better understand this elements of the ATL category of research skills;
*explore how research skills can be developed in the classroom.

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*Best movie
*Best technology tool
*Best news source
*Best book

In groups (and no group can have the same one!):
• choose a category from the list above
• collect information about your category
• record information using multiple sources
• based on the information/data collected, select the “best” and verify your choice with collected evidence
• report to the whole group.

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You as workshop participants will explore the research ATL skill category and this activity will help you think and discuss how these ATL skills might be developed.

Suggestions:
1. You are encouraged to first add research skills to the existing list of research skills that they feel are programme/age appropriate.
2. You are encouraged to craft  ONE research skill & design a learning activity that will explicitly teach this skill to students, making sure that the activity is interactive and non-content specific.
3. Think of what you would look for in order to analyze the class results in terms of skill mastery or skill development needs across the class should you teach this skill. (formative assessment)

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a) Make sure others could teach this by using clarity of language and that the ATL skill connection is clear and content free.
b) Post your newly designed ATL research skill activity below on this padlet for others to read, learn about and perhaps utilize in their own classroom.

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Finalize:  Crafting a Research Skill activity to enhance the ATL effectiveness in this realm for learners in my classroom.

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Finalize:  Crafting a Research Skill activity to enhance the ATL effectiveness in this realm for learners in my classroom.

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Review the various learning activities undertaken during the session on 'Research Skills' on workshop Day 2.  Reflect on and develop your own new activity in the ATL category of 'Research Skills.' Post it on this Padlet below so others can benefit from your wisdom and integrate it within their teaching repetoire.

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Taken from Appendix 1 - Page 108 - MYP From Principles into Practice

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Say more, meet less, with Dropbox Capture

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Objectives:   In order to reach the aims of the workshop, in this session, participants should be able to:
• better understand the elements of the ATL category of thinking skills
• explore how thinking skills are explicitly developed in the classroom
• consider what mastery might look like for the skill learning engagement.

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The Hook: Thinking skills Skill: Creative-thinking skills: generating metaphors 

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The Hook: Thinking skills Skill: Creative-thinking skills: generating metaphors 

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A metaphor is a figure of speech which makes implicit, implied or hidden comparisons between two things that are unrelated but share some common characteristics. The comparison creates a new interpretive lens for both elements of the metaphor. Examples:
• My brother was boiling mad. (Implies he was very angry.)
• The assignment was a breeze. (Implies the assignment was not difficult.)
• It is going to be clear skies from now on. (Implies clear skies are not threatening, life is going to be easier)
• Your voice is music to my ears. (Implies your voice makes me happy)

Each group describes their ATL journey with a metaphor.

Post below on this Padlet spot your group's METAPHOR for use in session 10.

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Definition of Metaphor

A metaphor is a figure of speech that makes a comparison between two non-similar things. As a literary device, metaphor creates implicit comparisons without the express use of "like" or "as." Metaphor is a means of asserting that two things are identical in comparison rather than just similar. This is useful in literature for using specific images or concepts to state abstract truths.

For example, one of the most famous metaphors in literature is featured in this line from William Shakespeare's Romeo and Juliet: What light through yonder window breaks? It is the East, and Juliet, the sun! In this metaphor, Juliet is compared to the sun. In fact, this figure of speech claims that Juliet is the sun. Of course, the reader understands that Romeo does not believe that Juliet is literally the sun. Instead, the comparison demonstrates the idea that Romeo equates Juliet with the beauty, awe, and life-giving force of the sun. To Romeo, symbolically, Juliet and the sun are the same.

Common Examples of Metaphor

There are many common examples of metaphors in everyday conversation and writing. Here are some well-known uses of this figure of speech:

Laughter is the best medicine.

She is just a late bloomer.

Is there a black sheep in your family?

His heart of stone surprised me.

I smell success in this building.

He's buried in a sea of paperwork.

There is a weight on my shoulder.

Time is money.

No man is an island.

That actor is a tall drink of water.

Age is a state of mind.

Last night I slept the sleep of the dead.

The new parents had stars in their eyes.

The criminal has blood on his hands.

There is a garden in her face.

Our family is a patchwork quilt.

She has been living in a bubble.

Your argument is a slippery slope.

We found it under a blanket of sand.

I'm pleased to meet your better half.

Examples of Metaphor in Movie Lines

Some of the most well-known lines in movies feature metaphors. Here are some memorable movie lines that showcase metaphor as an effective device:

A Dream is a wish your heart makes. (Walt Disney's Cinderella)

The rain on my car is a baptism. (Say Anything)

Life is pain, highness. Anyone who says differently is selling something. (The Princess Bride)

Fasten your seat-belts; it's going to be a bumpy night. (All About Eve)

Life is a cabaret, old chum. (Cabaret)

Say 'hello' to my little friend. (Scarface)

It was beauty killed the beast. (King Kong)

Hell is a teenage girl. (Jennifer's Body)

You sit on a throne of lies. (Elf)

I drink your milkshake. (There Will Be Blood)

Famous Examples of Metaphor

Metaphor is also found in many famous examples of poetry, prose, drama, lyrics, and even clever quotations. Here are some famous examples of metaphor:

Your heart is my piñata. (Chuck Palahniuk)

Life is a highway. (Tom Cochrane)

For woman is yin, the darkness within, where untempered passions lie. (Amy Tan)

Love is a battlefield. (Pat Benatar)

Each friend represents a world in us. (Anais Nin)

You are sunlight and I moon. (Miss Saigon)

If music be the food of love, play on (William Shakespeare)

Adults are just obsolete children and the hell with them. (Dr. Seuss)

Time is a drug. Too much of it kills you. (Terry Pratchet)

hope is the thing with feathers(Emily Dickinson)

Difference Between Metaphor and Simile

It can be difficult in some instances to distinguish between metaphor and simile as literary devices. Both are figures of speech designed to create comparisons. In fact, simile is a subset of metaphor. However, they are distinguished by the presence of one of two words: "like" and "as." Metaphors create direct comparisons without using either of these words. Similes feature either like or as in making a comparison.

A good example to distinguish between these two literary devices comes from the movie adaptation of the novel Forrest Gump by Winston Groom. One of the movie's themes is based on a comparison between life and a box of chocolates. The main character, Forrest Gump, quotes his mother: "Life is like a box of chocolates. You never know what you're going to get." In this case, the comparison between life and a box of chocolates is a simile due to the presence of the word like.

In a different scene, the audience hears Forrest's mother say: "Life is a box of chocolates, Forrest. You never know what you're going to get." This comparison is a metaphor due to the absence of the word like (or as). Both quotes feature comparative figures of speech. However, the uses of metaphor and simile create subtle differences in the meaning of comparing life to a box of chocolates.

Additional: Difference Between Metaphor, Allegory, and Simile

As far as the difference between an allegory and metaphor is concerned, both seem to belong to the same group of figures of speech. The reason is that both mean comparison. However, an allegory presents a long or sustained comparison that may comprise a full story, having allegorical characters and situations. It could be a story within a story such as the Allegory of Cave. Conversely, a metaphor is just a word or a phrase showing an implied comparison, while a simile is almost near in meanings as it shows the same thing with the use of the word 'like' or 'as.'

Writing Metaphor

Overall, as a literary device, metaphor functions as a means of creating a direct comparison between two seemingly different things. This is effective for readers in that metaphor can create an association between two dissimilar entities or ideas that, as a result of the metaphor, illuminate each other and deepen the meaning of both. Metaphor is an essential figure of speech for writers of both poetry and prose.

It's important that writers construct proper metaphors so that the comparative meaning is not lost for the reader. In fact, metaphors are dependent on the understandable combination of a principal term and a secondary term. The principal term conveys the concrete or literal entity, and the secondary term is used figuratively to add meaning. For example, in the metaphor "the car was a lemon," the principal term is "car" and the secondary term is "lemon." The use of lemon adds figurative meaning for the car.

Here are some ways that writers benefit from incorporating metaphor into their work:

Create Imagery

Metaphors allow writers to create imagery for readers that is limited by description alone. In other words, an effective metaphor eliminates the need for excessive explanation or description on the part of the writer. Instead, by implicitly comparing two different things, an image is created for the reader to allow for greater meaning and understanding. This imagery is a powerful result of using metaphor as a literary device.

Evoke Thought and Emotion

When writers utilize metaphor as a literary device, it often causes the reader to think about the "logic" or truth in such a comparison. These thoughts, in turn, may evoke emotion in the reader with a successful metaphor through the realization that the comparison is valid. This is especially effective in poetry as a means of portraying truths in a lyrical yet concise manner.

Using Metaphor in a Sentence

1. The wolf's eyes were onyx in the dark.

2. Is it your room? Serious it's a hot furnace!

3. Zain is a chicken, scared all the time.

4. I hate it here. This place is a zoo.

5. Sofi's bed was a marshmallow. So soft!

Examples of Metaphor in Literature

Metaphor is a very effective literary device. Here are some examples of metaphor and how it adds to the significance of well-known literary works:

Example 1: Fire and Ice by Robert Frost

Some say the world will end in fire,
Some say in ice.
From what I've tasted of desire
I hold with those who favor fire.
But if it had to perish twice,
I think I know enough of hate
To say that for destruction ice
Is also great
And would suffice.

In this poem, Frost compares end-of-world destructive forces to both fire and ice. These are metaphors that serve as figures of speech in the sense that the poet does not literally mean that the world will end because of fire and ice. Instead, fire represents destructive forces associated with desire, such as power, jealousy, and anger. Similarly, ice represents destructive forces associated with hate, such as prejudice, hostility, and isolation. These metaphors are an effective literary device in that it causes the reader to consider that desire and hatred are as destructive as fire and ice.

Example 2: Dreams by Langston Hughes

Hold fast to dreams
For if dreams die
Life is a broken-winged bird
That cannot fly.

Hold fast to dreams
For when dreams go
Life is a barren field
Frozen with snow.

In this poem, Hughes utilizes metaphor to compare life to a broken-winged bird and a barren field as consequences to the loss of dreams. In the first stanza, Hughes claims that if dreams die then life is a "broken-winged bird that cannot fly." This is significant use of metaphor in that it characterizes life without dreams as something fragile that has been irreparably harmed. The metaphor creates an image for the reader of a bird that is wounded, grounded, and unable to reach its purpose or potential. If life is this bird, then, without dreams, it is also wounded, grounded, and thwarted in purpose.

Hughes utilizes the second metaphor in the second stanza for life without dreams. In this case, when dreams go, life is a "barren field frozen with snow." This metaphor creates a comparison between life and an empty, frozen wasteland. Therefore, due to Hughes's use of metaphor as a literary device in this poem, life becomes death and a burial ground without dreams.

Example 3: since feeling is first by E.E. Cummings

we are for eachother: then
laugh, leaning back in my arms
for life's not a paragraph
And death i think is no parenthesis

In this poem, Cummings uses metaphor in a clever way to compare life and death to the constraints of a writing formality and punctuation. In fact, it is a negative comparison in the sense that the poet states life is "not" a paragraph and death is "no" parenthesis. The use of metaphor as a literary device in this work is both poetic and self-reflexive with significance. The metaphors for life and death are poetic because the poet is showcasing that life and death are concepts too monumental to be "contained" in writing or "enclosed" by punctuation (paragraph and parenthesis). Yet, the metaphors are also self-reflexive in that the comparisons of life and death are simultaneously "contained" in and "enclosed" by the poem itself.

Synonyms of Metaphor

Although no words could be used interchangeably for a metaphor, some could be near in meanings such as trope, image, allegory, parable, symbol, simile, and emblem. There are various other tropes, too, but almost every other trope has its own definition, meaning, and examples. Therefore, they could not be used interchangeably when there is a question of distinct clarification of meanings.

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Metaphor - Examples and Definition of Metaphor

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Definition, Usage and a list of Metaphor Examples. Metaphor is a figure of speech which makes an implicit, implied or hidden comparison between two things

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In this endeavor you will explore the thinking ATL skill category which will help you think and discuss how these ATL skills might be developed through the sharing of ideas and possible teaching implications.

Steps to take:
1. Be mindful that there are three types of thinking skills outlined in the ATL Guide. – Critical Thinking, Creative Thinking, Transfer 2
2. Be encouraged to first add thinking skills to the existing list of thinking skills that they feel are programme/age appropriate.
3. Be aware that it is not only fine but actually encouraged to modify any thinking skills from the existing list of thinking skills in order to make them appropriate.
4. Feel free to delete any thinking skills from the existing list of thinking skills that they feel are not programme/age appropriate.
5. Do not hesitate to modify any thinking skills from the existing list of affective skills in order to make them programme/age appropriate.
6. Take the time after thinking to add ONE thinking skill from their new list and design a learning activity that will explicitly teach this skill to students, making sure that the activity is interactive and non-content specific.
7. Think of what you would look for in order to analyze the class results in terms of skill mastery or skill deficiency across the class should you teach this skill. (formative assessment)

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Finalize - Design of a new ATL 'Thinking Skill'  

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Finalize - Design of a new ATL 'Thinking Skill'  

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Review the instructions for 'Developing a thinking skill' from the session on workshop Day 2.  Deliberate and craft your own original thinking skill.  Be ready to share it with colleagues on the workshop Day 3.

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An engaged student is the dream of every math teacher. The video is very inspiring. As teachers, we need to be open-minded and learn as much as our students.  Even small changes can lead to great impact. The video makes me deeply reflect on my own teaching practices.  Teaching kids how to learn is as much important as teaching them content.

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I found out that I did this document last year. And I could see some improvements. I noticed that these skills from 3 sections of highest significance to me are naturally implemented by me during lessons.

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It was inspiring to see how students discover content by themself. I think I have to belive more in students. Give them time to discover and have fun. I could more often start my lessons with open questions and give time for searching (research) and listen to my students answers.

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All parts have to be working in series so that the light bulb will turn on. (Until the battery (the teacher) is turned off)!

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Our AtL journey is like a river with lots of twists and turns, oxbows that doubleback, narrows where we progress rapidly, and arid parts where it dries up almost entirely. Always though, we progress towards the Sea of Knowledge.

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Amy Cuddy on how body posture changes hormones and can be used to reduce stress:

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Amy Cuddy TED Talk - Fake it Till You Make it

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Goal of this task:  Explore the social/communication ATL skill categories to help you think and discuss how these ATL skills might be developed.

Steps:
1.  Pick ONE social or communication skill and design a learning activity that will explicitly teach this skill to students, making sure that the activity is interactive and non-content specific.
2.  Think of what you would look for in order to analyze the class results in terms of skill mastery or skill deficiency across the class should you teach this skill. (formative assessment)
3.  Post your ATL social or communication skill activity in social or communication skill electronic space. Make sure others could teach this skill by using clarity of language and that the ATL skill connection is clear and content free.

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Demonstrates how body language, speed of speech etc. can add to a speakers ethos

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How to sound smart in your TEDx Talk | Will Stephen | TEDxNewYork

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Małgorzata

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The IB World Educator must juggle constantly and discern how/when to be intentional with weaving in the particular ATL of relevance at that time in that lesson.

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Say more, meet less, with Dropbox Capture