Then, they write what they want to know under the "W" column.

The "Learned" column will be filled at the end of the workshop.

GC Assignment: https://classroom.google.com/c/NzEwMjMxMDUxNjM0/a/NzA5NzI2NzQzMTQy/details

1. We looked at Research Sources (Primary and Secondary sources) and discussed Academic Honesty. The students reviewed the importance of citing sources and looked at how to cite sources using the Harvard referencing style recommended by the school - delving deep into the correct format. They looked at types of citations, such as in-text and bibliography/reference lists. They completed a referencing activity and conducted a short research, which they had to present in pros form and cite correctly.

2. For the Self Management Skills, we focused on Time Management. The students had to complete a practical task - Lists and Priorities. See the link below.

S.M Activity Sheet: https://docs.google.com/document/d/18tfOkLK6awnD9l1Uruzd0bPD63RMazcElJX8-kOtBlE/edit?usp=sharing

To assess students development of research skills, I gave 2 tasks:

1. A quick citation task (Formative Assessment) - This was an online activity at the beginning and at the end of the session involving reorganizing the content of a reference.

https://docs.google.com/presentation/d/1Zqkoqz1SyRnXc66IC_UX72h0cnkfjqWoDPekzk2sbTY/edit?usp=sharing

2. A short research Task - Students had to conduct a short research related to the covered unit and present their findings. They were expected to cite their sources correctly using the Harvard referencing style,

Note: While creating the task/assignment I ensure that I enable the GC Originality checker so that plagiarised content is flagged .

G.C Assignment: https://classroom.google.com/c/NzEwMjMxMDUxNjM0/a/NzEyMjExMzY1ODA3/details

Sample Research Document with Feedback: https://docs.google.com/document/d/1Uy2YHmtoIb5tFkwEvY6fpwX5KajKkQbOO8nOUajndWg/edit?usp=sharing

Self Organisation:

To assess students’ development of Self-Management (Time Management Skills), I observed the students as they worked, made anecdotal notes, and kept an achievement table where I recorded points earned by each team. 

Score sheet: https://docs.google.com/presentation/d/1O798RJ2dqEoD6ZSD8f6BVMa9rIBr5frPDKyGLIiNNwk/edit?usp=sharing

At the end of the activity, I gave each student a Self-Assessment Sheet to assess their Self-Management skills.

Self Assessment sheet: 

https://docs.google.com/document/d/1fQekhwu8De-gkPYmlLSJ5zSg3QGGvnFL_RKpY5XO2eo/edit?usp=sharing

1.Through gathering information from different resources.

2.communicating with other people who are experiencing the same challenges.

Q2 answers:

1. Through using GRASPS model so students will be able to put themselves in other people shoes.

watching videos

reading books, journals, magazines

2.How to share with peers

Case studies

Real-life examples

Identify an area of interest: What topic intrigues them? What issue or problem do they want to explore further?

Refine the question: The question should be specific, manageable, and open to investigation. Avoid questions that are too broad or too vague.

Personally, I excel research skills since I know very well how to find out information from different data sources (both primary and secondary) and I refer to many resources to choose the most accurate one.

I know how to create refernces and in-text citations.

W - how to implement in classroom situation and we want to know how to assess the ATL skills

L - will be answered after completing the workshop

I would like to know how we can balance these skills with teaching our curriculum, and how to assess them in evaluations.

• There are 5 main skills, each have their own strands.

• For each global context we are expected to focus on 1 or 2 strands maximum and cover them.

• We have different ideas on how to assess those strands

We want to know:

More about assessment strategies that can be used to assess different ATL skills

ATL skills cover five key areas: communication, social, self-management, research, and thinking skills.
- These skills are integrated into the IB curriculum to support student development beyond subject-specific knowledge.
- I already incorporate some ATL skills in lessons, example research skills during inquiry-based projects.

I don't know.

How can I explicitly teach ATL skills rather than just embedding them into tasks?
What are the best strategies to assess student progress in ATL skills?
How can I differentiate ATL skill development for students with varying abilities?
How do I ensure ATL skills are consistently reinforced across all subjects?

w- How to assess students progress in acquiring ATL skills.

How to teach them explicitly