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We used collaboration, transfer & critical thinking in our recent lab, where they had to prove/disprove the statement "There is a stronger correlation between thigh circumference and vertical jump versus height and vertical jump." Students had to work together, collect data, and then individually process their data and draw a conclusion.

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We use collaboration when they are working on group projects such as designing a roller coaster.  They were also using critical thinking skills when they were considering how the x and y intercepts affect the shape of the graph.
I would like to encourage more reflection on the students part - I usually reflect on a unit and think about changes that I can make but I also want to start encouraging the students to reflect on their work more.

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We use affective skills & creative thinking skills when discussing self concept, mental/emotional health. We did this through creating personal identity posters and role playing/skits with defense mechanisms.

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One of the easiest way to connect the HYS to ATL is through reflection.  Either group, peer, individual; written or verbal.

Something that works well in my DP classes is our group critique method. Students present finished work along with their exhibit statement and their peers discuss, and evaluate how the successful the piece work is based on 4 criteria and arrange the cards to give a visual representation as well. This hits 4 of ATL skills (thinking, social, and communication, and self management).

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Communication - we discuss audience before and during reading and writing to determine what kind of information, style, vocabulary, etc is appropriate for the rhetorical situation.

Critical Thinking - we evaluate texts to determine author's purpose and how effective his/her writing style is to communicate that purpose.

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1.  I use a skill (thesis writing) we've developed in vertical planning & use the same language for students, since we will share them.  In class, we write individually, in small groups, and examine examples as a whole group to see the effective use of this skill.  My students learn the basic skills with Civics content and be able to transfer this writing skill to other classes.
2. I use remediation/reteaching and re-testing with students. Students are given some choices on what activities they can do to remediate (quizlet, flash cards, or word association, for example) as to what hits their learning styles most effectively. They can further develop these skills as they remediate and apply these skills in new units BEFORE assessments.

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My students get classwork grades every week and must demonstrate mastery of this skill by achieving the benchmark on the board for thier given class (drawing transferred and shading begun etc.) this is how I hold them accountable to acquiring this skill.

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each student is assigned to research a specific topic in our studies., example they are researching two NGOs the research includes purpose, how group is organized, funding of group and locations served

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Formative evaluation (HYS) = Reflective skills (AtL)
Using exit tickets/warm-ups as formative assessments

Classroom discussion (HYS) = Communication Skills (AtL)
Using Socratic Seminars to discuss new information from multiple perspectives

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I have set up groups in my classes assigning each group to research a specific section of a unit. Each group is responsible for presenting their findings to the class. Many groups use PowerPoint, Quizlet, kahoot Etc.

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Gerow: We use critical thinking skills when analyzing literature.  We also work on media and information literacy when conducting research.  

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Gerow: We use critical thinking skills when analyzing literature.  We also work on media and information literacy when conducting research.  

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We use critical thinking skills when we analyze primary sources.

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We use partners / groups to make or produce real life scenarios related to the current key points. Students will have to share ideas and discuss the topics and make sure both or all members know material before
they create or present.