https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess This serves as our workshop hub. en-us 2022-07-05 01:59:50 UTC 2024-07-08 19:55:13 UTC hello@padlet.com rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2237411994 1. IB Approaches to Teaching / Approaches to Learning Website]]> 2022-07-05 17:19:26 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2237411994 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2237412821 2022-07-05 17:21:26 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2237412821 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2237412953 And here is the anonymized data/responses.]]> 2022-07-05 17:21:40 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2237412953 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2237413128 Please add your self-reflection as a reply to this!]]> 2022-07-05 17:22:02 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2237413128 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2237424135 2022-07-05 17:45:01 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2237424135 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2237427589 2022-07-05 17:52:49 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2237427589 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2237431232 Please reply here.]]> 2022-07-05 18:01:35 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2237431232 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2237435350 Framework:  4 persons per team / 6 teams / 6 minutes

 Activator: Mix, Whisk and Whirl WSL instructs participants that they will work with several partners (preferably someone they do not know). Introduce themselves by name and school to their partners to collaboratively discuss the MIX question below for three minutes and then discuss the WHISK question for three minutes and then discuss the WHIRL for three minutes.

Mix: What do they know about ATL (Approaches to Learning) in the IB?
Whisk: What excites them about ATL?
Whirl: What concerns them about ATL?

On the Padlet one team member write on behalf of the group their answers to the following prompt: This workshop will be a success for me if. . . ● As a group they are to synthesize their thinking in the  and record those on the Padlet  ● Review other padlet posts and comment on the graffiti wall. 

]]> 2022-07-05 18:11:38 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2237435350 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2237455417 2022-07-05 18:52:54 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2237455417 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2237459202 2022-07-05 19:01:38 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2237459202 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2237461659 Post it here as a reply to this post please by 10am.]]> 2022-07-05 19:06:38 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2237461659 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2237513093 2022-07-05 21:27:27 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2237513093 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2237513807 Appendix 1 - pp. 108-114 - lists the ATL Skills Framework

]]> 2022-07-05 21:29:39 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2237513807 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2238061100 Read alone this summary on competency-based learning and this brief: 

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. ]]> 2022-07-06 12:04:14 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2238061100 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2238085288
A) Four break-out groups will be formed.  Break-out group 1 and 2 will be knowledge-based groups while groups 3 and 4 will be skills-based breakout groups.  (2 minutes)

B) Each breakout group records below its response to its investigation of the question: 
*What is the role of skills/knowledge in learning?  I encourage you to research (2010-2022 sources) and use any resources/articles/websites that you choose in order to inform your work. (10 minutes)

C) Each of the four break out groups nominates a 2-person speaking team who will share their descriptions written on the Padlet below and address what the information means for learning. (4 minutes)

F) Whole group discussion - To appreciate the debate about how we should learn in today's world, what are some pedagogical implications of integrating both knowledge and skills to help students become what the IB calls ‘self-regulated learners’? Be sure participants consider/cite their recent research (2010 - 2022) from their groups in their thinking/sharing should they wish.  (4 minutes)]]> 2022-07-06 12:27:04 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2238085288 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2238090884 What are your concluding thoughts on:
a) the difference between knowledge and skill based 
b) the implications for a skill-based classroom? 

]]> 2022-07-06 12:37:35 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2238090884 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2238116703 2022-07-06 13:20:03 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2238116703 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2238116891 2022-07-06 13:20:22 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2238116891 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2238117035 2022-07-06 13:20:37 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2238117035 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2238117189 2022-07-06 13:20:52 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2238117189 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2238117509 2022-07-06 13:21:24 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2238117509 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2238117657 2022-07-06 13:21:40 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2238117657 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2238117869 2022-07-06 13:22:00 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2238117869 dcrowe5 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2238195576 Topic: ATL Skills 
Thinking Routine-Compass Points

Worried: student & teacher buy-in when implementing
Excited: try something new that puts power in students hands (student ownership & intrinsic motivation building)
Need to Know: best practices in school community, ways to hold accountability , monitor progress and incentivize
Stance: community is crucial, working with others doing the same (implementing ATL)

]]> 2022-07-06 15:13:12 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2238195576 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2238279609 2022-07-06 17:53:26 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2238279609 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2238293606 2022-07-06 18:26:51 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2238293606 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2238299014
 Learning engagement: The skills equipped student in action

Step 1 - Choose and read about one of the UN seventeen (17) millennium development goals (http://www.un.org/sustainabledevelopment/blog/2015/12/sustainable-development-goals-kick-off-with-start-of-new-year/) to explore through a skills-based perspective with an assigned break out group partner.

Step 2 -  Ponder:  What specific skills would a student need in order to engage in or develop solutions/options that could begin to achieve this goal? 

Step 3 - Think/Pair/Share:  Use the IB list of possible ATL skills (see link below) in order to frame the skills that would need to be taught and acquired in order to be a “skills-equipped” 

(https://xmltwo.ibo.org/publications/DP/Group0/d_0_dpatl_gui_1502_1/static/dpatl/guide-teaching-the-dp-with-atl-in-mind.html)

Step 4 - Identify the UN Sustainable Development Goal that matches a particular the ATL skill that is 'most useful.' List both as a reply to this post. Be ready to share (one of the team members) that with the larger group - as randomly two groups will be selected to do so!

]]> 2022-07-06 18:40:20 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2238299014 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2238305790 2022-07-06 18:56:16 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2238305790 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2238311201 2022-07-06 19:08:58 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2238311201 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2238344318 2022-07-06 20:34:49 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2238344318 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2238345649 Which scenario best describes YOU? 

1. 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. 

Rick asks:  PLEASE STAND UP IF THE SCENARIO JUST READ SPEAKS TO YOUR STYLE.  REMAIN SEATED IF IT DOES NOT DESCRIBE YOU.  LISTEN FOR THE NEXT.

2. 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 job site, I hope that I can solve the problems with my agile mind and engaging personality. Sometimes it works and sometimes it doesn’t. 

Rick asks:  PLEASE STAND UP IF THE SCENARIO JUST READ SPEAKS TO YOUR STYLE.  REMAIN SEATED IF IT DOES NOT DESCRIBE YOU.  LISTEN FOR THE NEXT.]]> 2022-07-06 20:38:18 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2238345649 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2238347326
 | First round: E.g., Pair with a partner E.g. Scenario: briefly describe to their partner a situation they have found themselves 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 the document posted by the WSL in the electronic space Switch. - 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).

E.g. Skill to be learned: Listen actively to other perspectives and ideas E.g. Pair with a partner E.g. They are all crisis negotiators E.g. Scenario: Your boss has described active listening as being one of the top methods to build rapport with the people they are helping that are involved in a dispute. Research has further demonstrated that rapport, as well as building trust and displaying professional skills, is used by effective mediators. Building trust and developing rapport are also closely linked while professionalism. Professionalism is described as possessing the appropriate skills and using them appropriately based on the context of the situation. Therefore, active listening when used properly and effectively, displays professionalism, develops rapport, and builds trust. Briefly describe once again to their partner, the same situation they have found themselves 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. Switch. - 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. ]]> 2022-07-06 20:42:25 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2238347326 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2238482518 2022-07-07 01:16:04 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2238482518 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2239058289 Please add / develop / share so we can all enhance our usage/work with ATLs!]]> 2022-07-07 15:44:51 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2239058289 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2239061316 Engagement Task:  
1.  With your Zoom breakout room partners - go to this document electronically.
2.  Click on In Practice
3.  Click on Videos (sadly they tend to be for mainly DP/CP students but application still links to PYP or MYP learners.
4.  Select one self-management related video (there are three - one from a school in each place - Toronto, Vienna, London).
5.  Watch it (no more than about 8 minutes).
6. Dialogue about the highlights.
7. Summarize the highlights in a post here below in reply.]]> 2022-07-07 15:50:48 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2239061316 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2239130522 https://docs.google.com/presentation/d/1fkWWRb2HWL_-2HNHNHzIWNXEZWq2wbuP/edit#slide=id.p23]]> 2022-07-07 18:03:05 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2239130522 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2239176205 One ATL example for Social/Communication Skills and one ATL example for research skills ]]> 2022-07-07 19:59:46 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2239176205 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2239187376 2022-07-07 20:29:55 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2239187376 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2239416267 2022-07-08 03:04:24 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2239416267 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2239419861 Please share for Thinking Skills and any others!]]> 2022-07-08 03:08:49 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2239419861 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2239423854 How large should the break out groups be?  

Can we use the SEE - THINK - WONDER approach to our post-presentation informal questions - so there are TWO per presentation?  (For instance, after X person's presentation, one person may comment on 'I THINK your presentation skillfully....' while the second would state - "I WONDER if you might wish to...."

PLEASE submit your ATL Implementation Plan. as a reply to this and enable settings so all of us participating in the workshop can read and learn from it! Thank you!]]> 2022-07-08 03:14:06 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2239423854 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2239426160 2022-07-08 03:17:09 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2239426160 rfitzpatrick14 https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2239427728
Ms Jenny Gillet, the guru at the IBAEM Global Centre office in The Hague, The Netherlands, has agreed kindly to join us for about 20-30 mins to discuss the ATLs - their history within the IB world and her key role as the one who spearheaded the project. Her contribution will be fascinating for you to hear.  I attended her super presentation on the ATL Project in Oct 2014 at the IBAEM Regional Conference in Ro]]> 2022-07-08 03:19:11 UTC https://padlet.com/rfitzpatrick14/rq2yxt9ptn0lsess/wish/2239427728