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Thank you to all for sharing your perspectives and passion towards education. Happy ATLing! edward.keefe@svp.sch.id

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ATL Progression Chart (work in progress)

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ATL Progression Chart (work in progress)

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A work in progress for the WWAPT unit for my G6 class.

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Independence and self-regulation are important skills for all learners, not least if you follow the Approaches to Learning (ATL) methodology for the IB Middle Years Program. Below you'll find rubrics for students to fill in for each of the 5 ATL skill categories.

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Independence and self-regulation are important skills for all learners, not least if you follow the Approaches to Learning (ATL) methodology for the IB Middle Years Program. Below you'll find rubrics for students to fill in for each of the 5 ATL skill categories.

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Independence and self-regulation are important skills for all learners, not least if you follow the Approaches to Learning (ATL) methodology for the IB Middle Years Program. Below you'll find rubrics for students to fill in for each of the 5 ATL skill categories.

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Independence and self-regulation are important skills for all learners, not least if you follow the Approaches to Learning (ATL) methodology for the IB Middle Years Program. Below you'll find rubrics for students to fill in for each of the 5 ATL skill categories.

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To be a good teachers have to be balanced not only at the classroom but in their life.
The teachers can make collaboration with their students to provide multiple road maps, invite student's voices into their learning.

It will give impact for students to improve their ATL (skills) and happy learning and enjoy of the process. All the ATL with  useful for their life

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SMART :

To be a  good teachers show a balanced ATL teachers not only at the classroom but in daily life as role model for students.

Balanced teacher can be : collaborative person, invite  student's voices, provide multiple road maps and show balanced themselves.

Balanced teacher will give the impact for students, students can improve their skills, happy and enjoy learning at the classroom

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- Balanced ATL teachers should know which ATL help student inquire - Yes, I agree about this statement. However, it is hard to engage students to be inquire, especially if the student does not have motivation at all (does not like specific subject/s). I got this experience in my teaching.
- Balanced ATL teachers ask more - Yes, absolutely agree. By asking more, more and more questions will really help students who might say I do not know" when we ask them. I had also this experience in my teaching.
- Balanced ATL teachers use great challenging, authentic resources - Yes, I need to work on authentic resources. I know that would be hard, but I would try one...

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(1) Let students in on the secret, i.e. be transparent and explicit about the ATL skills that we ask students to develop.
(2) Invite students' voices into their learning, i.e. make students the co-creators of their learning experience.
(3) Don't think for your students, i.e. provide prompts, questions, scaffoldings, etc. to assist students to do more thinking for themselves.

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- Teacher use great challenging, authentic resources that engage and stimulate the students. The previous statement is pretty challenging for me as in Science it depends on the topic itself it might be easy if the topic is interesting enough but it will be hard for certain topics that is not related to students' life especially when we are working on the Criterion B and C which requires students to work on the lab report. It is achievable even it is difficult but it might takes some practices for me to do this and how to measure is by looking at the engagement of the students working in the topic itself.

- Teacher needs to invite, celebrate and USE unexpected moments that arise as I rarely doing it in class even I know that student is working on it but barely seen for me to celebrate it in class. This one is not too difficult to do as I need to make myself used to it and this one can be measured when the students are getting familiar with terminologies used which can be seen that they speak, deliver the information using the ATL terminologies.

- ATL teachers see the bigger picture which require them to be able to predict and see what needs to be explicit and see what needs to be implicit as I think I am doing more on to implicit rather than explicit one

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Balanced ATL Teachers have Balanced Classrooms 

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Balanced ATL Teachers have Balanced Classrooms 

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In the past (before the pandemic) I did implicitly and explicitly celebrate the learning and voice of the students. But after the pandemic, I found most of my students struggled a lot in acquiring Indonesian language. I myself also struggle to accommodate their learning considering the differentiation - grouping their proficiency level.
However, I think I did affirm and respect every little progress my students make through my feedback especially in writing (Paper 1). Sometimes, in group discussion when the students are able to express their opinion in Indonesian language, I affirm them.
Something to follow up :
1. plan an activity in which the whole class can celebrate their learning.
2. time : at the end of the term. Usually I ask my students to write reflection, but this time it can be in a fun but more meaningful activity.
3. will think about highlighting global, local and community issues

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1. I need to improve to work as a balanced ATL teacher we need to model it to our students, show how it's done so the students can observe and replicate the same application on the skills shown. Use the questions that raise their interest and awareness of which skills to be implemented on a certain events.
I will start working on this tomorrow to see the changes from my students perspectives.
I will update their anecdotal record to monitor their progress and improvement on the skills they observe.
You wanna start the changes, start it from yourself.

2. Another thing to put my attention to is what can happen around my class. Using that as a start of explicit teaching and learning. don't wait until something wrong happen in my class to start an explicit discussion, especially on the skill that need to be focus on. Be explicit and invite students as the part of the learning process, use the unexpected moments that may rise in my class.

3. Follow up point from the previous statement is that don't always become the center of attention in the class. Make sure maximise the potential learners who can help us mimic on how to be a balance ATL learner. Ask them to work hand in hand so their class community will gradually realise that their ATL skills is used in all of their daily life activities

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Others - might , could, possibly wonder, maybe
Measurable - Feedback from staff and students

Achievable - adding openness??

Relevant - yes for ATLs

Time - by March

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Balanced ATL teachers know which ATL help students inquire

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Balanced ATL teachers know which ATL help students inquire

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- designing units and curriculum
- making students explicitly aware of skills they are using to inquire

What to do?
- include more ATL skills in verbal feedback during the lessons
- ask students more often to reflect and plan for themselves on what they need to develop further

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I would like to take my new knowledge and integrate it mindfully and passionately into my planning and lessons. I also would like to share my experience and knowledge with my colleagues, specifically with those that have a genuine interest in ATL. Perhaps I can create a PLC for ATL.

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S- dont expect to dictate what and how my students learn
M- student pre and post term self assessment reflections
A- achievable as students should be able to recognize where they struggle and work to improve it over the term. Even if just a little bit.
R- I want to see my students succeed and be the best THEY can be not the best I want them to be.
T- Term based assessing

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I would like to start using the split screen approach for my UOI lessons. This will make the learning goal and skills transparent for students.

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The are hunters and gatherers - looking for the objects , people , places, texts that will bing the world to the students.

Target - inquiring and researching
Achievable - I will deliver a PLC presentation
Time - by March

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Balanced ATL teachers have balanced classrooms

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Balanced ATL teachers have balanced classrooms

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What does my classroom implicitly and explicitly celebrate, affirm and respect?
Balanced ATL teachers have classrooms that celebrate the learning and voice of the students. They implicitly and explicitly show students
- being responsible
- being reflective
- celebrate student achievement

Who will take action for these in my department?
A teacher has volunteered to create a school template for student certificates to celebrate ATL skills.
When?
It's in the process

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Balance ATL teachers invite students' voices into their learning.
Being a teacher who explicitly models and describes the skills they will explore and develop for each unit/learning engagement.
Give chances for the students to share their learning and ideas in the class and reflect on what they can improve on.

Balance ATL teachers relate to their students.
Let the students learn how to learn implicitly and explicitly. Make them aware of the skills that they are learning in the class.

Balance ATL teachers collaborate with their students.
Allow agency (choice, voice and ownership) of their learning.

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1. relate to their students with the heart as well as the head, enjoyed seeing their students learn, even if it is hard to not explicity give 'adult advice'.- particulary of personal ATL skill development.
2. Ask more: Know hoe to use queston to help students uncover the next step of their learning
3. talks less: Let the learner discover, explore and plan ATL themselves. This is their learning and skill development.

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Balanced ATL Teachers are Balanced Themselves

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Balanced ATL Teachers are Balanced Themselves

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As a teacher, we model the exceptable behaviour for our students. A simple example is; if I forget to bring whiteboard markers - the students will see that it is acceptable to not bring their learning tools.

I can easily remind myself of this by attaching the slip of paper with this reminder on my desk. This will also serve as a reminder to ensure I am modelling ATL through other responsibilities I have throughout the school.

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I think this will be my next goal after I have introduced all the ATL skills. I see this as an opportunity for students to engage in an "I spy" game where they can identify when one of their classmates have been using a specific ATL skill.

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I want to improve being more active "working the space" of my classroom. Sometimes I have my thoughts occupied with responding to parent or work emails that I use the time to take care of that instead of listening more to students while they are working.

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Balanced ATL teachers know which approaches to learning help students inquire - making students explicitly aware of the skills they are using.  I feel this is an area
we need to work on. As EY teachers we may be doing this without realising, but it would be beneficial for the students to be more aware of these skills, and to know how they can develop their own learning and set of ATL's skills.
Balanced ATL teachers let students in on the secret - again it's about ensuring the students are aware of the ATL they are using to give them confidence,  for example,  students who find social skills challenging, e.g. making friends. Making these skills explicit would give them the confidence to upskill their social skills, and perhaps find it easier to make friends or work in groups.

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...use language that invites 'elastic' ideas - I really like the idea of elastic ideas and use the words regularly but I think this is something that is worth keeping at the forefront of my mind and doing intentionally rather than through habit.
...let students in on the secret - I do this with the subject knowledge but haven't yet done so with the ATL skills and this is something that I want to work on
...rarely think for their students - again this is something that I am aware of but want to keep as an intentional part of my practice.

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Balanced ATL teachers provide multiple road maps- Students are at different stages of skills development and are different learners. Balanced teachers create different pathways for their students to improve their skills and knowledge.

Balanced ATL Teachers talk less-
Let learners discover, explore and plan ATL themselves. Don't predict what they will want to find out or put your ideas into their heads too frequently. This is their learning and skill development. NOT YOURS.

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1. Balanced ATL Teachers talk less

It’s not your show – let the learners discover, explore and plan ATL themselves. Don’t predict what they will want to find out or put your ideas into their heads too frequently. This is their learning and skill development, not yours.

2. Balanced ATL Teachers ask more.

The discussions in an ATL-based classroom are rich with quality questions – Balanced ATL Teachers know how to use questions to help students uncover the next step of their learning. Planning for good questions is important; which type of questions are you asking to reveal understandings?

3. Balanced ATL Teachers are passionate and energetic

- including calm and quiet teachers!  Balanced ATL Teachers are passionate about the ATL, the thrill of discovery and doing things with learning – how to present it, how to share it and how to help others learn about it. They are genuinely interested in the world and want it to improve, implicitly showing this to their students each day. Saying and doing are often different things!

I will try to do these gradually in the classroom, starting next week - by being more passionate and energetic when sharing about ATL skills.
I will allow students to choose an ATL skill that they want to develop themselves. I will be guiding them along the way, but still letting them be in the driver's seat. After the student chooses the ATL skill, they will have to keep it somewhere (perhaps Padlet or Gdocs?) which they can come back later on, to reflect on how successful they are (maybe give them a few options to measure themselves like a grade from 1 - 5).
I tend to "spoon-feed" the students sometimes so this would be a good practice for me to let the students think for themselves.

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Action for Day 3 (planning for skills action)

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Action for Day 3 (planning for skills action)

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I think I will focus on self-management skills since my students (DP Year 1 and 2) lack of these skills: organizational skills (meeting the deadlines), manage their own state of mind (provide strategies to overcome distractions) and reflection (identify strengths and weakness of students' personal learning strategies)
In order to make this happen I will edit my unit planner and review class activities related to specific class such as Thinking and Research skills. I will consider and choose some ATL tools especially reflection tools for self-management skills.

Step by step I think I will form a small group of teachers to form a system in assessing and monitoring the progress of DP student's ATL. We have DP SIG (Small Inclusion Group) who monitor the students' academic performance. This group is under the DP Coordinator. So, I will follow up with this DP SIG to implement ATL across grade levels.
To make sure the students develop their self-management skills, I will work closely with High School Affective Team (coordinator, class heads, homeroom teacher, counselor and university counselor) to make some programs outside the classroom.

Currently I'm working with a small group of students to lead a support team among their peers. They will start their program : Intellectual Circle (IC). This program will support students who struggles in particular subject. DP coordinator will help provide teachers/tutors to conduct extra class. From IC, they have made plan to support with self-management skills : how to study better to improve their academic performance.

I think these are some actions I can do after this workshop. I still need to read through the ATL resources in order to do those actions. Step by step , together with a small team, I am sure it can happen :)

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I think this is a good plan Vimala. Start with the mind map to help get your thinking together. There is a section of the EY Principles into Practice which highlights 'what do teachers do for ATL in EY?' - I think read that closely, see which ones you are currently doing and which need to be introduced intentionally. If you plan for these actions then you can be confident that your students will be developing the ATL. I like the idea of thinking about the environment being an ATL rich space. I wonder what that would look like? I would love to hear your thoughts on this today.

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Following our conversation today it sounds like you need a tool that teachers can assess the needs of individual students for their self management skills. I think some sort of simple google form that students and teachers can complete that shares the ATL Self management they feel they struggle with currently. Then you can have a set of tasks or lessons explicit that can support these students and give them some frameworks and resources that also assist. There are a lot of resources for these ATL so being intentional about helping the students on these ATL sounds like a good plan. Let me know if you want to chat more today and help you out.

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This sounds like an achievable and purposeful task for the sessions. Focus on the user experience - is it easy to understand, does it give meaningful reflections and next steps? Keep it simple to start with, focusing on important and explicit ATL that the students understand and can provide evidence of. Also keep an eye on the transferability of this resource - a generic and flexible template will be eagerly embraced and used frequently. Let me know if you want some feedback today, I look forward to seeing your progress.

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Great reflections and thinking Sarah. As I am reading your actions, I am reminded of the section in the EY Principles into Practice for 'What teachers do'. If you haven't read it already, then perhaps start there. I think your teachers would appreciate and be confident and affirmed that they are already taking action to help develop ATL each day; it's being intentional and conscious of this that is important. As we have reflected through the workshop; EY students are using and developing ATL all the time. Matching your curriculum to the ATL and where there are opportunities to use the ATL language is a good start for the team. If you are engaging your learners as communicators, thinkers, social friends, inquirers and responsible students then the ATL are all there. I would consider some reflection on which ATL need special attention based on student needs. If you want to chat about it today, let me know I would love to reflect on ATL EY with you.

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Nice thinking Nita - Have a goal in mind for the sessions. Which ATL? What age for the resources? Are the skills to introduce the ATL or practice or assess? Be selective and think about what you think your teachers would think are helpful. There are a lot of resources there, so find the best ones and then share them. Let me know if you get stuck.

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Great idea Luke - I think this is a purposeful use of your time. Think about the workshop and which tasks or understandings you think are the most important or persuasive. The more they can see that ATL are not an 'add on' but something they are already doing then they will be excited and interested. They will probably want to show their existing ATLs. Give them some steps for success - what will you work on together first, then what are the next steps. Planning for ATL development intentionally will be helpful for them, being able to see the part they play in this. Let me know if you want feedback on the presentation, happy to help out with fresh eyes.

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I like this project Lis - what are the pictures and cards for? Are they to show the different ATL? There are some examples in the resources for this which are helpful. If the pictures are to show the ATL, then you could use photos from your school of students doing this. If students can see themselves showing ATL then they will have confidence. Let me know if you need any advice or direction today, I can help you out.

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I have been interested as your thinking on this question evolved today and admire your conviction and curiosity. I think there is potential here for significant culture shift, but it will take some thoughtful planning, not just around ATL understandings but the purpose of assessment in general. Shifting students / learners to the centre of their assessment will take time and commitment across the community. I think sort out what needs to be achieved, who you need support from and then order these - do not rush. Allow your community to see success in some classes or subjects, share that and then take it step by step. Creating guiding documents and examples will help them for sure. On paper, it's a no-brainer; the students will thrive on being able to be responsible for their learning and the teachers can pass that to them quite happily. If you want to chat about it today, I'm happy to reflect and affirm.

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Great actions here Drew, a lot you want to achieve. Think about which order is most purposeful and impactful so that the teachers understand the meaning of the ATL and their importance. Ensure that they don't see it as an 'add-on' - there are a lot of implicit ATL already in their classrooms and curriculum. Reveal those, focus on the ones they think are the most important, then take action for 'enhancing' these with reflections and perhaps explicit attention. Take it step by step. Find a few teachers who are doing it well and want to take action and then use them as examples. It doesn't have to be everything all at once - choose a unit, a task etc and then practice and see what is impactful. It sounds like you are keen to take action in a lot of places - make a plan that is achievable for your community. Good luck - happy to chat today about what makes sense for you.

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This is very clear, purposeful and meaningful. I like that you are applying your thinking to a sample as this will help you think like a teacher - what will that look like in reality? What will the students and teacher being doing? Is this confusing or overwhelming or pretty smooth and straight forward? Any time you can make life easier for a student or teacher, they appreciate it. Your efforts have the potential to really affirm with them that they don't need to do a lot that is 'extra' - they are quite probably already excellent teachers who just need to have the ATL connections revealed for them. The more you can support each step for the teams and then share success publicly, the more likely you will have momentum. Let me know if you want to chat today and support the task - I love puzzles like this.

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Nice idea Denok - having a plan like this in place for your team is really important and can really drive change in the school. It's really important that there is understanding and 'buy in' for documentation and planning like this. The staff need to understand why it is important and what part they play in the ATL development of their students. Not to be overwhelmed, but doing little bits each week. They need to have agency on this as well - give them a voice to change and own it. Help them to understand that they don't have to do everything, but what they do do, needs to be intentional. Connect with staff, see what they are doing and affirm this with them. Ensure that your students have practice of ATL across the school and school year. Good luck, let me know if you need any support today.

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Hi Caroline - that seems like an achievable goal. I would start by looking at the various assessment rubrics and resources and see what you can modify for language learning. I can help you with this if you are stuck - keep it simple and easy to understand and the students will enjoy and appreciate being able to reflect on their skills in your subject area.

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Gosh Beth, that's a full plate - once you've done all that, what will you do in session ten? ;-) I think a starting point will be putting these things in order or priority; a timeline that is achievable and meaningful, where you can get buy in from a group of people then move forward. Possibly the connections to primary are a good starting point as they are already there and would love to make connections upwards. There are pro and con of connecting to a non-IB curriculum, but as you expressed I think it's an exciting challenge as you can make it yours and tailor it to your needs and community. You will know when the time is right to approach the DP teachers - use those 'building consensus' ATL ;-) If they can see the way forward and it not 'take away' from their curriculum and can only improve student learning (and grades) then they will get there. All in good time. I think if anyone can tackle this long term plan, it's you. Let me know if you want to reflect further today, I am here to listen and affirm your directions.

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Nice reflections and actions Anja. I am also a mind map person; I think this will help provide you some clear themes and directions. I have admired your focus and clear communication this workshop, I think that will set you up for success with your team as well. By providing some clear guidance, revealing the ATL that are already in their curriculum and sharing some quality resources, they will be on your side and strong advocates as well. Start small, have them experience success then plan forward together. Happy to chat today if you want someone to connect with.

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Great starting points Wahyu. I admire you being here and while there is a lot to achieve for you, I know that your energy and commitment will make meaningful change. Advice for timeline - start small and then grow. Get a small number of teachers who are interested, support them with ideas and planning and then go from there. Take your time, there is no rush. The ATL are already in your school - if you reveal them to your staff then that will build confidence. Let me know if you want to chat today, I am happy to assist.

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Hi Agatha - this all seems very achievable and practical. Consider using the universal rubric for the planning / reflection list as it can suit all years and subjects. If you get stuck on this, let me know I can help find other examples. It's quite simple to share the toolkit websites with your staff - if you had some to highlight I am sure they would appreciate that. I think the staff will appreciate your efforts.

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Action: I would like to apply the idea on how to measure the level of student's ability in ATL skill from the site above and adjust it and see how it effective this application in class

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I would like to work on how to create the skills rubric in my subject that I teach (Indonesian language). However, I need to see the examples about that.

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I am gathering interesting picture/card about ATL

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I will planning for EXPLICIT
classroom events, activities or tasks.

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Goal: Directly link some ATL skills to MYP criteria strands with the purpose of (1) identifying student's current level in some ATL skills, and (2) providing an objective framework to track the development of those ATL skills over time.

Step 1:
Go over each ATL skill and connect some of them to MYP criteria strands.

Step 2:
Choose one of the existing assessment tasks to modify in order to show those connections clearly.

Step 3:
Create two versions of the modified assessment:
Version A (for CIS): This version includes the "marking grid" that I already developed, and now it shows the connected ATL skills as well.
Version B (for EdVaults): This version does not have the "marking grid" but it would serve as a sample to propose.

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* Create a reflection mind map (for me not to forget).
* Create a learning environment where ATL will be explicitly and implicitly taught.
* Have a discussion with colleagues on ATL and its implementation.

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1. Sort down important information and resources about ATL which relates on how can I integrate that at school. (list/mind map)

2. Create a timeline on how to share what I got and propose a plan/adjust the program so we can implement "ATL" at school

3. Confirming to other teachers on the following:
- They insert ATL on their learning process
- They have ATL assessment in their class
- They put a specific part on students report card
- How they combine ATL with other skills to handle (from other curricula that the school implement)

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I will create/modify a template for students to self-assess ATL. My aim is to use sections of this template for students to reflect on a single or a couple of ATL for a specific task or use the complete template after a summative assessment task.

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1. Team planning acoss the school -  preparing resources for other departments to help them build ATLs at least twice per term. PPT
2. To build these assessments into reporting
3. To take resources back that help the department use ATLs in the classroom as a normal part of their teaching
4. I want to work with peers and student to select and identify ATLs into Units

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My focus remains how to embed ATL throughout the school, this has different issues at the various levels - at DP teachers seem to be focused on content to the exclusion of all else, at Stage 3 and 4 we are not an IB school so we will need to map the skills to the Australian curriculum (where I think they fit very well) it will also entail working with the primary coordinators and our sister school in Bali. Parents will also need to be included and that brings issues around culture, language and transience of the population.
I am looking at the planning documents that we use to include a focus on ATL but will also need to consider how I will be framing this for the staff to ensure a positive reaction.
I am also considering how to use the rubrics for the skills to create a more subject specific rubric with can do statements for students' self assessment.

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Reflection Mind Map - reminders or information to not forget!
Mathematics Department skill development - finding activities for teachers to implement in the classroom
Team planning/Across school planning ATL continuum discussion

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1. Create across-school planning ATL continuum chart & rubric
2. Creating a toolbox for teachers to support them in planning for explicit classroom events, activities or tasks
3. Create an easy-to-use skill reflection list for students

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My action is to create more opportunities to teach the ATLs explicitly and implicitly. I would like to use the language of the ATLs more in class for the students to become familiar with the vocabulary and to have a better understanding of how they can develop these skills.  This would involve making the students more aware of the ATLs, and breaking down the sub-skills for them to focus on. How do I then convey this to my team? How do we achieve consistency throughout our year group? How do I inspire others to bring the ATLs to the forefront of our teaching and learning?

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I would like to set up a system where assessment of ATL shifts from teacher to the student. Steps, logistics, docs (edocs) and a possible timeline.

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I would like to work on creating an ATL PPT to bring back to my dept and later the MYP.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Self-assessment template for PLC/SLC. Modify for G5.

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I got some ideas, resources and samples for teaching ATL skills, explicitly and implicitly in the class and assessing ATL skills.

Action: working on the ATL assessment.

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ATL is a really useful way to make sure our students will have the skills they need to be a lifelong learner. There are no skills which are more important compared to others, but based on the polling today, we can focus more on the social and thinking skills.

Before the session started, my question is how to check whether our ATL  implementation is effective or not. We can use the checklist and rubrics to provide evidence for our students learning process. This can be done by the teachers, self-assess, or peer-assessment.

In relation with the implementation on a school that's not using IB, IMO, this is possible with some adjustment. Especially, for local schools in Indonesia where we need to also focus on similar attributes with this which is profil pelajar pancasila.

As a teacher, we need to make sure in providing a meaningful learning experience.

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3 ideas or practical reminders for ATL assessment

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3 ideas or practical reminders for ATL assessment

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- Rubric ATL
- ATL and sub-skills (ATL Assessment Continuum)

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https://drive.google.com/file/d/174UBEW_eQHwoTWNg1KDescVzoRbzutut/view

Learner profile trains and ATLs work sheet

https://docs.google.com/document/d/1IOQrFUPM5DWe93whxqNBsyFKPFKWhoM8j9wyTcjRPws/edit

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Requirement C2.1.b. The written curriculum includes an approaches to learning planning chart for all years of the programme.

The IB will evaluate this requirement by reviewing the approaches to learning chart.

This document was created in the 2014-2015 school year based on action research conducted into ATLs by the departments. Representatives from each department worked together to create this document based on what teachers learned about ATLs through action research. Information for PYP was added by the PYP coordinator and Principal in 2015-16. Information about DP was added by the DP coordinator in 2016-17. These sections were added not as a guide to the PYP or DP teachers, but to help inform the MYP teacher where the students are coming from and going to.

This is a living document and should be reviewed at the end of each year by the Coordinator, Curriculum Coordinator, and HODS to ensure that it both reflects the practice that is happening and is a realistic guide to help teachers set goals when planning learning experiences.

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Requirement C2.1.b. The written curriculum includes an approaches to learning planning chart for all years of the programme. The IB will...

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OR this: https://drive.google.com/file/d/1_tVonWl8McAaKo4m8Ivl69BIDG44pQSu/view

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Self assessment template to possibly use in a PTC/SLC. Needs to be modified for G5.

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scroll down and download on X_ Student IB Quarterly Self Assessment.pdf

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International Baccalaureate

Approaches to learning

A unifying thread throughout all MYP subject groups, approaches to learning (ATL) provide the foundation for independent learning and encourage the application of their knowledge and skills in unfamiliar contexts. Developing and applying these social, thinking, research, communication and self management skills helps students learn how to learn.

Approaches to Learning skills help students prepare for, and demonstrate learning through, meaningful assessment. They provide a common language that students and teachers can use to reflect on and articulate on the process of learning. ATL skills are most powerful when teachers plan and students engage with them in connection with significant and relevant content knowledge to develop transferable understanding.

Every MYP unit identifies ATL skills that students will develop through their inquiry and demonstrate in the unit's formative, if applicable, and summative assessments.
There are 5 major categories to Approaches to Learning:

1. Communication
2. Social
3. Self Management
4. Research
5. Thinking
Students self-monitor their progression in these skills every quarter on their IB Self-Assessment Report Card. These should be signed and shared with parents quarterly (an example is attached below).

Also attached are the Scope and Sequencing of Approaches to Learning Skills that are introduced, practiced, and eventually mastered across the 5 years of the Middle Years Programme.

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Self assessment template for PTC/SLC. Needs to modified for PYP.

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International Baccalaureate

Approaches to learning

A unifying thread throughout all MYP subject groups, approaches to learning (ATL) provide the foundation for independent learning and encourage the application of their knowledge and skills in unfamiliar contexts. Developing and applying these social, thinking, research, communication and self management skills helps students learn how to learn.

Approaches to Learning skills help students prepare for, and demonstrate learning through, meaningful assessment. They provide a common language that students and teachers can use to reflect on and articulate on the process of learning. ATL skills are most powerful when teachers plan and students engage with them in connection with significant and relevant content knowledge to develop transferable understanding.

Every MYP unit identifies ATL skills that students will develop through their inquiry and demonstrate in the unit's formative, if applicable, and summative assessments.
There are 5 major categories to Approaches to Learning:

1. Communication
2. Social
3. Self Management
4. Research
5. Thinking
Students self-monitor their progression in these skills every quarter on their IB Self-Assessment Report Card. These should be signed and shared with parents quarterly (an example is attached below).

Also attached are the Scope and Sequencing of Approaches to Learning Skills that are introduced, practiced, and eventually mastered across the 5 years of the Middle Years Programme.

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This can be used as a checklist guidelines on each skills

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Try with grade 5 and 6 after explicit teaching and practice of ATL.

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First, I explained the intention of this experience, the reason why self-assessment is vital when reflecting on your own learning and the importance of being honest in the development of the process. Then, my students implemented this strategy in their work and some of them decided to use the same lotus flower and others created another image to represent their ATL skills. To select the icons in each petal, the teacher should ask students to reflect on the following queries:

Which ATL skills have you enhanced throughout the unit of inquiry?

Which skills have you struggled with and why?

Which skill are you going to improve for the next unit of inquiry?

How can you improve these skills?

Finally, I added five concrete action points to work on for the next unit of inquiry with the entire class. My students showed a lot of enthusiasm when asked to illustrate their skills and you can have a look at an example down below:

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Conducting self-assessment using the ATL skills

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First, I explained the intention of this experience, the reason why self-assessment is vital when reflecting on your own learning and the importance of being honest in the development of the process. Then, my students implemented this strategy in their work and some of them decided to use the same lotus flower and others created another image to represent their ATL skills.

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Some templates for Visible Thinking Routines.

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DP: https://drive.google.com/file/d/1sUIw9JkaHZujjgoav1Vhq7fsiTWlcKo4/view

MYP:
https://docs.google.com/forms/d/17AGgMIo9KjD6BI9sXEe9uj1fniofSr6P6nt7em0KkpM/viewform?edit_requested=true

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Different forms of summative assessment 

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Different forms of summative assessment 

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https://drive.google.com/file/d/1TyL8w2Sj1yhGhMX-gy6q3Ix-uR7DKTH5/view

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Requirement C2.1.b. The written curriculum includes an approaches to learning planning chart for all years of the programme.

The IB will evaluate this requirement by reviewing the approaches to learning chart.

This document was created in the 2014-2015 school year based on action research conducted into ATLs by the departments. Representatives from each department worked together to create this document based on what teachers learned about ATLs through action research. Information for PYP was added by the PYP coordinator and Principal in 2015-16. Information about DP was added by the DP coordinator in 2016-17. These sections were added not as a guide to the PYP or DP teachers, but to help inform the MYP teacher where the students are coming from and going to.

This is a living document and should be reviewed at the end of each year by the Coordinator, Curriculum Coordinator, and HODS to ensure that it both reflects the practice that is happening and is a realistic guide to help teachers set goals when planning learning experiences.

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Requirement C2.1.b. The written curriculum includes an approaches to learning planning chart for all years of the programme. The IB will...

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The ATL skills should therefore be seamlessly integrated into all learning experiences, rather than being taught as separate discrete skills.  We should be creating the opportunities for these skills to develop, and we should map them across the curriculum as part of the planning process.  Children will become proficient in a skill when they are given multiple opportunities to practice it.  Of course if a skill is being introduced for the first time, then educators should model it and provide scaffolds, however it is by observing and listening to the students using these skills naturally through play that teachers can create additional opportunities for further practice and transfer of the skills.

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I like this rubric as it provides a range of levels.

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https://docs.google.com/document/d/1mK3jI5z7cq0emCjCoPP6RtwSd3DBplq_CCok39-eMPA/edit

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A good reference I have used before, though I wonder if I'll find better ones!

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What are you thinking and reflecting on regarding ATL assessment ? 

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What are you thinking and reflecting on regarding ATL assessment ? 

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I think the ATL assessment is necessary to find out to what extent that the students have acquired the ATL skills. I learnt that there are many strategies to assess both for formative and also summative assessment. It also challenges the teachers to embed the ATL in the formative / summative assessments. Learning from the discussion made me think whether it is necessary to have an ATL report.

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Making sure that students can actually use their ATL skills may take a lot of time, and having an assessment that either measures the ATL skill directly or measures how well the ATL skill is implicitly incorporated into the subject is another matter.

But if we as teachers are able to set clear expectations and provide support along the way, especially for MYP lower grade (6–8), then kids can do it. Giving students a rubric or list of the ATL abilities required for the unit itself and asking them how they did might help you gauge the students' growth in their ATL skills before and after the unit.