Discuss the ATL skills demonstrated

Develop ideas for strategies that could be applied in your classroom

Reflect on how this may impact your teaching

When do we discuss the development of ATL?

What role does the student play in the development of ATL?

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

What is it that you want to get out of school? 

Which of the three might you prefer to have as your teacher and why? 

What is it that you want for your students? 

Which of the three types of teachers might you prefer to be and why?

•Use the IB’s ATL list of individual skills, broken out by ATL category and decide which specific skills a student would need to have/learn in order to engage in or develop solutions/options regarding your chosen millennium goal.

•Make a skill list in the appropriate “millennium goal” on the Padlet– make sure you list the skills in the appropriate skill categories and feel free to add any skills that you believe are needed, but not listed!

Choose an IB Learner Profile attribute that you believe matches your “skills-equipped” student profile.  

Create a sign eg.: knowledgeable and write under the IB LP you’ve chosen the reason that you chose this LP attribute for your skills-equipped student profile. 

•Discern what the requirements are for ATL.  (A requirement is usually listed as a requirement or has the word cruicial/must within the wording) 

•Discuss with your group: What surprises you? 

Create a table across the ATL categories 
Can you then identify and place these in units of work across DP1 and DP2.

Choose one and present using a visual in order to expand understanding by others.

South – What surprised me the most?

West – What do I find most worrisome about ATL going forward?

East – What am I most eager to share with my own colleagues about ATL?

Design a learning experience that would teach the skill explicitly whether within or outside your subject matter but within your classrooms the same cognitive skill to teach implicitly.

Design a learning experience that would teach the skill through the content of your subject.
Create a post below with the skill and learning experience

Make it detailed enough that it could be used by other colleagues without explanation

        summative task

•How, when, where and by whom could this be taught at your school?

•Could you reach agreement on a consistent model?

•How could you get every teacher to reinforce the same model?

•What will be the best way to teach this at your school – implicitly or explicitly?

•Define the parameters of the skill of mindfulness using characteristics as well as examples of high and low proficiency.

•Remember a time when you were exhibiting the skill of mindfulness.

•Describe your experience in detail focusing on strategies and techniques.

•Practice using those techniques deliberately when next you need to exercise that skill.

•What did you learn that was new?

•Could all affective skills be taught that way?

Explicit exercise: 

Give the students a picture to look at. To start with they have a shorter amount of time to see the picture and have to write down their initial perceptions. 

The students then get to look at the picture again for a longer amount of time, and then write down further impressions/perceptions. 

A discussion is conducted about the language used to describe perception and how perception works. Also about limitations of perception. This can be used both in English and in Visual Art. 

Implicit exercise:

Give the students a task to paint something according to a certain theme or idea. Once they are done, ask the students to reflect on their choice of colours/images. Why did they choose these colours?

Then swap paintings and ask another student to look at it. What do they see when they look at the painting? What do you understand in the painting?

This can also be used both in English lessons and in Visual Art.