ATL for DP/CP Cat 3 - AEM 223 28-30 Jan '22 by https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b Resources and Session Breakdown for ATL Wksp en-us 2022-01-21 19:40:17 UTC 2025-12-21 02:27:41 UTC hello@padlet.com richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2005713924 What is an IB education?]]> 2022-01-21 19:48:55 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2005713924 richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2005715491 ATL - Self Reflection Tool for DP/CP Teachers]]> 2022-01-21 19:50:01 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2005715491 richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2005719640 ATL Skills Breakdown (Lance King)]]> 2022-01-21 19:53:20 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2005719640 richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2005722204 ATL Rubric (Becca Jane)]]> 2022-01-21 19:55:08 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2005722204 Using the DP ATL Reflection Tool richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2005733537 1.  Skim read the document (10 minutes);
2.  Determine three sections of highest relevance/significance to you as an IB Educator;
3.  Download it onto your desktop.
4. List your name and then do the self reflection on the three ATL sections (15 questions total - 5 on each) 
5.  Click the + below to initiate your response wherein you reflect in writing what this reveals about you.  Be prepared to share this with a partner.]]> 2022-01-21 20:03:44 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2005733537 richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2005736292 What are you reading about teaching & learning?]]> 2022-01-21 20:05:55 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2005736292 richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2005741050 Mix, Wisk, Whirl in assigned break-out groups
  • Mix: What do you think you already know about the ATLs?
  • Whisk: What excites you about ATL?
  • Whirl: What concerns you about ATL?
]]> 2022-01-21 20:09:39 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2005741050 richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2005741934
 This workshop will be a success for me if. . . ]]> 2022-01-21 20:10:19 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2005741934 richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2005744071
Objectives:   In order to reach the aims of the workshop in this session, participants should be able to: 
● explore the difference between a knowledge and a skills-based curriculums 
● discuss the implications for a skills-based classroom. 

]]> 2022-01-21 20:11:52 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2005744071 richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2016680832 What is the role of skills/knowledge in learning? (Note:  use any resources/articles/websites you choose in order to inform your work.)]]> 2022-01-27 19:47:28 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2016680832 richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2016690438
What are some pedagogical implications of integrating both knowledge and skills to help students become what the IB calls ‘self-regulated learners’? (Note:  Do consider/cite your recent research from your groups.)]]> 2022-01-27 19:52:45 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2016690438 richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2016692302 Reflection: Visualizing thinking Think, write and save for later: How are we preparing students for their future rather than our past? (Daniel Pink, A Whole New Mind, IB ARC 2012). ]]> 2022-01-27 19:53:52 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2016692302 richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2016694299 Objectives In order to reach the aims of the workshop in this session, participants should be able to: 
● explore different styles of teacher regulation and the impact on teaching and learning 
● inquire into how skills equip students to achieve goals 
● discuss the relationship between the IB Learner Profile and a skills-equipped student. 

]]> 2022-01-27 19:54:56 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2016694299 richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2016695557
Objectives:  In order to reach the aims of the workshop in this session, participants should be able to: 
● investigate the difference between guidance and requirement 
● explore programme requirements and guidance related to ATL 
● reflect on the developing understanding of ATL in relation to learning targets. 

]]> 2022-01-27 19:55:38 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2016695557 richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2016696402
Objectives: In order to reach the aims of the workshop in this session, participants should be able to: 
• identify skills that are aligned with learning targets 
• inquire into the explicit nature of teaching a skill 
• inquire into the implicit nature of teaching a skill. 

]]> 2022-01-27 19:56:06 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2016696402 richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2016718939 Teaching the DP with the ATLs in Mind]]> 2022-01-27 20:09:54 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2016718939 richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2016720646
The skills equipped student - Choose one of the seventeen (17) UN millennium sustainable development goals to explore through a skills-based perspective with your assigned partner.
* What specific skills would a student need in order to engage in or develop solutions/options that could begin to achieve this goal?
*Use the ATL skills breakdown in order to frame the skills that would need to be taught and acquired in order to be a “skills-equipped” student who could then possibly achieve this UN sustainable development goal. If there are other skills that you think are important, but not listed, please list them under the appropriate skill category. 




]]> 2022-01-27 20:11:04 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2016720646 richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2016750447
How might developing these specific skills listed above under each UN Sustainable Development goal impact your classroom and how it operates? ]]> 2022-01-27 20:31:06 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2016750447 richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2016770104
How does this support the ongoing development of the IB Learner Profile attributes? 

]]> 2022-01-27 20:45:41 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2016770104 richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2016771684
 Session in review Did the session allow you to: ● explore different styles of teacher regulation and the impact on teaching and learning ● inquire into how skills equip students to achieve goals ● discuss the relationship between the IB Learner Profile and a skills-equipped student? 

]]> 2022-01-27 20:46:57 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2016771684 UN SDG Goal 1 - Communication, Social, Self-management, Research, Thinking richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017026105

]]> 2022-01-28 01:03:13 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017026105 UN SDG Goal 2 - Communication, Social, Self-management, Research, Thinking richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017027645 2022-01-28 01:04:50 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017027645 UN SDG Goal 3 - Communication, Social, Self-management, Research, Thinking richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017029667 critical thinking, research, information literacy skills, comunication skills, organisation skills]]> 2022-01-28 01:06:37 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017029667 UN SDG Goal 4 - Communication, Social, Self-management, Research, Thinking richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017029972 2022-01-28 01:06:53 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017029972 UN SDG Goal 5 - Communication, Social, Self-management, Research, Thinking richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017030666 2022-01-28 01:07:30 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017030666 UN SDG Goal 6 - Communication, Social, Self-management, Research, Thinking richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017030809 2022-01-28 01:07:38 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017030809 UN SDG Goal 7 - Communication, Social, Self-management, Research, Thinking richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017031000 2022-01-28 01:07:47 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017031000 UN SDG Goal 8 - Communication, Social, Self-management, Research, Thinking richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017033002 2022-01-28 01:09:28 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017033002 UN SDG Goal 9 - Communication, Social, Self-management, Research, Thinking richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017033565 2022-01-28 01:09:53 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017033565 UN SDG Goal 10 - Communication, Social, Self-management, Research, Thinking richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017033819 2022-01-28 01:10:03 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017033819 UN SDG Goal 11- Communication, Social, Self-management, Research, Thinking richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017034102 2022-01-28 01:10:18 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017034102 UN SDG Goal 12 - Communication, Social, Self-management, Research, Thinking richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017034375 2022-01-28 01:10:30 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017034375 UN SDG Goal 14 - Communication, Social, Self-management, Research, Thinking richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017035540 2022-01-28 01:11:24 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017035540 UN SDG Goal 13 - Communication, Social, Self-management, Research, Thinking richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017035714 2022-01-28 01:11:33 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017035714 UN SDG Goal 15 - Communication, Social, Self-management, Research, Thinking richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017035867 2022-01-28 01:11:41 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017035867 UN SDG Goal 16 - Communication, Social, Self-management, Research, Thinking richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017037217 2022-01-28 01:12:47 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017037217 UN SDG Goal 17 - Communication, Social, Self-management, Research, Thinking richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017038191 2022-01-28 01:13:39 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017038191 Session in review: richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017045473 To what extent did this session enable you to:● investigate the difference between guidance and requirement● explore programme requirements and guidance related to ATL● reflect on the developing understanding of ATL in relation to learning targets?]]> 2022-01-28 01:20:00 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017045473 Our 'hook' for the start of Session 3 - Google “guidance” richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017051910
Pull out your smartphone. 1. Pull up a directions app such as Google maps app/MapQuest app/Apple maps app. 2. Make sure your location function on the phone is 'ON' so that this is accurate. 3. Put in ANY destination that should be further than 10 mi/km and no further than 200mi/km. (Note: Your mission is to figure out how many ways that they can be “guided” to their destination by checking and unchecking no tolls, no highways etc. 4. Share with your assigned partner how their route changed as a result of their choices (things they checked and unchecked). 5. Share the total number of ways that you could get to their destination …1 way? 2 ways? 3 ways? More than 3 ways?. Discussion: After seeing how many ways that they can reach their destination, how might the idea of “guidance” be different from “required”? What are some of the ‘learning take-aways’ from this exercise? ]]> 2022-01-28 01:25:58 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017051910 IB Programme Standards and Practices 2020 richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017056780 Note that this is the 'new' IB Standards and Practices document that is being used for 'evaluation' of on-going programmes.]]> 2022-01-28 01:30:41 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017056780 Learning engagement: Guidance or requirement? richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017063727
 Part 1: Look at all available IB documents for the IBDP programme with regard to ATL. • Discern what the requirements are for ATL in terms of the IBDP. A requirement is either listed as a requirement or has the word ‘crucial’, ‘key’ and/or ‘must’ within the wording. • Discuss at the table: What surprises them?
 Part 2: Look at all available IB documents for the IBDP with regard to ATL. • Discern what the guidance is for ATL in terms of the IBDP. • Discuss: What type of wording implies that this is guidance? What surprises them? • What guidance would they give other teachers regarding ATL? Why?
Part 3:  Present your findings about the programme ATL “requirements/guidance” without repeating what another programme group has said. Make sure that you say what document they found this requirement/guidance in as they share. It is critical to always reference documents so that this engagement does not reflect what schools “practice” or advise, but rather, it is what the IB holds schools accountable for.
Note: You as a workshop participant should be able to articulate that by developing ATL skills, the students under your care WILL achieve better results against specific IB objective targets in the unit plans in the DP! ]]> 2022-01-28 01:37:19 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017063727 Reflection: Stuck richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017066294
Before we wrap up this session, please write at least one post-it note under this Padlet post on “what STUCK with you so far today” from our ATL workshop. ]]> 2022-01-28 01:39:40 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017066294 Learning engagement: Skills and knowledge richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017069791
From Wikipedia: As background for the ATL discussion on skills vs. competency-based learning....please read this:

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. ]]> 2022-01-28 01:42:47 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017069791 Hook: This could be me! richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017078009
Which scenario best describes you? A Rasha

1. Scenario A - 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.

2.  State your name and YES in the chat box if Scenario A describes you or make NO notation in the chat box if this doesn’t describe you.

3. Scenario B - 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 jobsite, I hope that I can solve the problems with my agile mind and engaging personality. Sometimes it works and sometimes it doesn’t.

4.  State your name and YES in the chat box if Scenario B describes you or make NO notation in the chat box if this doesn’t describe you.

Reflect and/or discuss: How do students know what tools they have and don’t have? How can teachers help students learn to use their tools?

Note:  Without explicitly teaching or reminding students that they have developed a specific skill, students are not likely to use the RIGHT tool in their toolbox, contributing to frustration in the learning process.

]]> 2022-01-28 01:49:57 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017078009 Reflection: Melodic notes richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017084685
Think of one song lyric or poetry lyric that describes how you are feeling about ATL. Sing (and audio record and post!) or record below the lyric. ]]> 2022-01-28 01:56:01 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017084685 Session in review richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017086159
To what extent did you as an ATL workshop participant: ● identify skills that are aligned with learning targets ● inquire into the explicit nature of teaching a skill ● inquire into the implicit nature of teaching a skill? 

]]> 2022-01-28 01:57:25 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017086159 Learning engagement: Explicit and implicit richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017100069
First round: With a partner 

Scenario: briefly describe a situation you have found yourself 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 this info below.
- 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).


Briefly describe once again to your partner, the same situation you have found yourself 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.

- 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.

Implicit teaching of a skill: Happens within the course of instruction using the content of the discipline or learning at hand. The skill is still pointed out, but the context for the practicing of that skill is the curriculum.

Scenario: Use the same skill: Listen actively to other perspectives and ideas, but now in your own classroom.

Do: How and when might it I ask students to use that skill in their own teaching? Give specific examples of how I as the teacher might ask students to practice that skill while students are learning the curriculum with a paired partner.

Switch: Swap roles.

Share with your partner: What might have to shift in your classroom in order to make skill-based teaching happen? 

]]> 2022-01-28 02:08:28 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017100069 Debrief: richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017110800 Pick one of the following questions to answer:
1. What does an inquiry-based, skills-driven classroom look like & sound like? 
2. Which is easier to do with their students; explicit or implicit teaching of a skill? Why? 

]]> 2022-01-28 02:18:15 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017110800 ATL Skills Framework from the MYP 'From Principles into Practice' document richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017124779 See Appendix 1 on pages 107 to 114 that brilliantly outlines in useful detail the ATL skills framework. Note that it is actually applicable across the other three prorammes of the IB continuum - PYP, DP and CP!]]> 2022-01-28 02:30:55 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017124779 https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017461195 1. What are stratigies should we use to engage our students in class or outside.
2. which tools teachers should use in teaching and learning in class if students are not motivated.]]> 2022-01-28 07:59:44 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017461195 Future learners are the center of education . They shall seek knowledge through research and through guidance from their facilitator. Scaffolding is a good way to do this. By students being centric to the teaching / learning experience , they will be future agents of change and they would be much prepared for the future . https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017509048 2022-01-28 08:39:03 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017509048 Pedagogical implications ksheffield_daa https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017509603 For English I find that teaching skills which will apply to the outside world and life after school acts as a great motivator. It is imperative that knowledge learned in the classroom is integrated into students' current skill set so that it can be applied in wider fields.
The idea of self-regulation comes into play when the students appreciate how the skills in this course are integrated into other knowledge areas. School is potentially the only place in life where skills are 'arbitrarily' segregated, so putting everything together: kills, knowledge and the interplay between different subjects is important and affects learning in the future. too. ]]> 2022-01-28 08:39:29 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017509603 Reflection: to listen them because they see world and their future differently than me; so then I try not to introduce my past experience into their life; justynamiklas https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017509604 2022-01-28 08:39:30 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017509604 How are we preparing students for their future rather than our past? https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017510222 By creating opportunities for them to explore, research, communicate, solve problems, make mistakes,etc, basically by assisting them in self-development]]> 2022-01-28 08:40:01 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017510222 https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017510949 What are some pedagogical implications of integrating both knowledge and skills to help students become what the IB calls ‘self-regulated learners’?

Self management: students and teachers both are having a lot of deadlines so  this skill  is important.
Reflective ]]> 2022-01-28 08:40:31 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017510949 How are we preparing students for their future rather than our past? https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017514178 Difficult because the world is changing very quickly. 
We should be up to date with the information and changing world.   ]]> 2022-01-28 08:43:18 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017514178 13.Climate Change ksheffield_daa https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017555612 Knowledgeable -Responsible & Caring human Beings


Would need thinking and research
Communication & social Skills to include others
Thinking again to resolve issues

Self-management throughout]]> 2022-01-28 09:17:32 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017555612 GENDER EQUALITY https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017556657
Open minded 

]]> 2022-01-28 09:18:22 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017556657 Goal 4 . Research skills, self management skills and communication skills . https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017560384 2022-01-28 09:21:15 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017560384 Programme Resource Centre section on MyIB that is focused on the Approaches to Teaching and Learning. richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017599921 2022-01-28 09:52:52 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017599921 Inquiry based and conceptually focused Mathematics teaching (Toulouse)International School of Toulouse, Toulouse, France - 6 min video richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017704170 Watch this video recommended by IB ATL guru Jenny Gillett and respond BELOW (so click on the + to post your reply) with: a) your name; b) a one paragraph assessment of how you envision that several teaching approaches shown by these two IB World educators could be replicated in your lesson. ]]> 2022-01-28 11:19:08 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2017704170 Mary Rhodes - Toulouse video https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018067530 The teachers had a very clear idea of the specific learning outcome they wanted from each lesson. Teaching literature texts can end up being an ongoing process as you work through the text, so having a very clear idea of what, specifically I want from each lesson can make it more intentional.  Similarly, they talked about identifying the skills you want to teach and then linking them to the AtLs, rather than trying to cram the AtLs in artificially. Many will come up naturally in your lessons anyway, so identifying them ahead of time so you can highlight them as they occur in your lessons can make it more organic, and is quick and easy to implement.  Using the AtLs yourself e.g reflecting on your lessons - assessing how learning is happening in your lesson; looking at what went well and using it more, and identifying what didn’t go so well, then strategizing how to overcome it. Possibly get a routine of 5 minute reflection for each lesson/a few lessons a day where you identify one strength/weakness and how to develop them.

]]> 2022-01-28 15:11:15 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018067530 richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018547183 Objectives:  In order to reach the aims of the workshop in this session, participants should be able to: 
● better understand the elements of the ATL category of self-management skills 
● design and create an explicit affective skill learning engagement 
● determine what mastery might look like for the affective skill learning engagement. 
 

]]> 2022-01-28 19:31:38 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018547183 Helping children confront challenges requires a more nuanced understanding of the “growth mindset” by Christine Gross-Loh (The Atlantic - Dec 16, 2016) richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018554297
 Understanding Carol Dweck's view - Silently read, ponder its contents, jot down a few things and dialogue with the partner.  Use the Harvard University-designed Project Zero Thinking Routine of THINK-PAIR-SHARE.  Include a EXTEND component to apply this to two areas of your vocation life as an educator and/or as a mentor for some students under your care.

]]> 2022-01-28 19:36:37 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018554297 The Hook - I can, I can’t richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018563703
Developing an affective skill: Practice managing self-talk

Step 1 - Make a list of 20 things that you feel they “can” do (ie you can properly and well do those tasks).

Step 2 - Discuss with your partner how you feel about yourself at the end of making that list.

Step 3 - Review the slide: Carol Dweck - When students had more of a growth mindset, they held the view that talents and abilities could be developed and that challenges were the way to do it. Learning something new, something hard, sticking to things—that’s how you get smarter. Setbacks and feedback weren’t about your abilities; they were information you could use to help yourself learn.

Step 4 - Individually make a list of 20 things that you feel you “cannot” do. (ie - items where your abilities in that realm are negligible!)

Step 5 - Discuss with your partner how you feel about yourself  at the end of making that list.

Step 6 - Review the slide on Carol Dweck's statement -When students had more of a fixed mindset—the idea that abilities are carved in stone, that you have a certain amount and that’s that—they saw challenges as risky. They could fail, and their basic abilities would be called into question. When they hit obstacles, setbacks, or criticism, this was just more proof that they didn’t have the abilities that they cherished.

Step 7- Consolidate thinking with a brief discussion of how it felt when you and your partner perceived/realized the stark difference between developing a growth mindset vs. getting bogged down in a more negative space (ie a fixed mindset!).

Step 8 - Review the slide - Carol Dweck - Finally we talked about why someone would want a growth mindset. We realized that some kids would be overjoyed to hear you can develop your intellectual abilities, but others might not think it was the most exciting thing. So we then had a whole discussion on why you might want to develop your mind. ]]> 2022-01-28 19:43:01 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018563703 Learning engagement - Self-management skills (affective skills only) richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018568502  Note: Explore the self-management ATL skill category, with particular emphasis on the affective and meta-cognitive clusters.

This learning engagement will help you think and discuss how these ATL skills might be developed in DP schools through the sharing of ideas and possible teaching implications.  
1. You are encouraged to first add affective skills to the existing list of affective skills that they feel are programme/age appropriate.
2. You are encouraged to modify any affective skills from the existing list of affective skills in order to make them programme/age appropriate.
3. You are encouraged to delete any affective skills from the existing list of affective skills that they feel are not programme/age appropriate.
4. Pick ONE affective skill from your new list and design a learning activity that will explicitly teach this skill to students, making sure that the activity is interactive and non-content specific. 
5. Think of what you would look for in order to analyze the class results in terms of skill mastery or skill deficiency across the class should you teach this skill. (formative assessment) 

]]> 2022-01-28 19:46:20 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018568502 Creating a self-management skills resource richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018571028 Post your ATL affective skill learning engagement in the self-management skill electronic space. Make sure others could teach this skill by using clarity of language and that the ATL skill connection is clear and content free. ]]> 2022-01-28 19:48:08 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018571028 Session in review - Self-Management Skills richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018572295
Session in review To what extent did participants: 
● better understand the elements of the ATL category of self-management skills 
● design and create an explicit affective skill learning engagement 
● determine what mastery might look like for the affective skill learning engagement? 

]]> 2022-01-28 19:49:05 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018572295 richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018574235
Objectives:   In order to reach the aims of the workshop, in this session, participants should be able to: 
• inquire into the ATL categories of social and communication skills 
• explore how social and communication skills are explicitly developed in the classroom 
• consider what mastery might look like for the social & communication skills learning engagement. 

]]> 2022-01-28 19:50:33 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018574235 The Hook - Culture communicates… Skill: Using intercultural understanding to interpret communication richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018580073
Inform participants that they will be looking at the concept of body language, regarding greetings, saying goodbye, and personal space, and how these may differ across cultures. (This should take no longer than 10 minutes) • Participants divide themselves into four groups. • Each group decides which world culture they will represent. • Each world culture must first practice in order to accurately relay the appropriate body language for greetings, saying goodbye and personal space when meeting/greeting with the other world cultures in the room. • Each world culture group selects two explorers to travel to another world culture group and experience that “culture” with instructions to interact and observe the new “culture’s” body language in terms of greetings, good-bye’s and personal space. Give groups one to two minutes to interact. Repeat until each world culture group’s explorers have experienced greetings, good-bye’s and personal space in all of the other world cultures represented in the room. • Participants return to their original world culture groups and report their observations. Each group discusses how their cultures both differ and what they share in common. 
 Whole group discussion: What assumptions might be made about a culture in the room? Why? ]]> 2022-01-28 19:55:02 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018580073 Rasha Hannoush . Toulouse video. Having been in an upskilling IB workshop , it is obvious that there is a holistic shift in the concept of teaching and learning . Conceptual teaching and inquiry based learning is the future. As for Business it is about planning for such an approach across the department . This shall be done at all other departments and sections. When a shift in the concept of teaching cross all programs , the overall paradigm of education will be student centric . This will aid the creation of agents for change and thus better preparing students for the future . By having a hand on learning , students engagement is enhanced , this would lead to better results in their externals and a more memorial facts that they can use later on in university , work and their real life. Planning for lessons is essential to make sure that goals are well set and eventfully met at the end of the class. Each activity shall be designed in a way where students are guided rather then instructed. Of-course having the needed skills is core for such a teaching / learning approach . The acquisition of such skills must be imbedded throughout the whole IB school program . This will make it easier for educators to apply concept based approach and inquiry focused learning / teaching. The overall educational system is moving from the sage on the stage concept to a guide on the side !!! I would discuss the general concept of globalization for instance and then show the students a video about a real business organization that became global. I would then open the discussion for the impact that this globalization had on that chosen business by guiding students into thinking about the pros and the cons of such a growing trend amongst businesses to become global rather than staying local. https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018675986 2022-01-28 21:18:46 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018675986 https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018757080 Michal Zukowski]]> 2022-01-28 23:13:35 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018757080 Finalize - Self Management Affective Skill Design richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018877040 Review the instructions for 'Developing an affective skill' from the earlier session on workshop Day 2.  Deliberate and craft your own original affective skill to include within that category of Self Management skills.]]> 2022-01-29 03:33:58 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018877040 Mindfulness Routines - a survey of best practice richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018885447 Part A - Record, describe and explain an effective in-class mindfulness-building routine that you have incorporated successfully in your pedagogy.
Part B - Objectively state why you feel it has yielded favorable results in terms of the learners' state of mind.
PART C - Reveal to your partner the 'secret' to that mindfulness routine working so well for you.]]> 2022-01-29 03:53:45 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018885447 Developing Awareness: An Intercultural Communication Lesson Plan by Asako Kajiura (TESL) richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018895745 http://iteslj.org/Lessons/Kajiura-Intercultural.html]]> 2022-01-29 04:15:24 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018895745 Social and Communications Skill Building Exercises - a survey of best practice in the 21st century's VUCA world richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018897522 How can we educators prepare learners to socialize effectively and communicate successfully in the 21st century VUCA world?

Step #1 - How to manage in a VUCA world? (2 mins 24 sec video)
Step #2 - Review the Harvard Univ Project Zero Thinking Routine (http://www.pz.harvard.edu/thinking-routines - CORE THINKING ROUTINE - 'I USED TO THINK, NOW I THINK'
Step #3 - Dialogue about how your thinking has change regarding the 21st century world and what that means for Social and Communication skills that we encourage our learners to develop.]]> 2022-01-29 04:19:28 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018897522 Teaching / Promoting Public Speaking richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018910166 'Effective public speaking arguably is one of the key communication skill for the 21st century world.'  To what extent do you agree with this statement?

If it is a valid claim, then how can educators hone their skills to encourage learners to be prepared and capable to be successful public speakers?  

Use the Harvard University Project Zero Visible Thinking Routine of 'Claim, Support & Question' (http://www.pz.harvard.edu/sites/default/files/Claim%20Support%20Question_1.pdf) to collaboratively dialogue on this important communication skill.]]> 2022-01-29 04:51:17 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018910166 Learning engagement: Social/communication skills richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018912999
 
Goal of this task:  Explore the social/communication ATL skill categories to help you think and discuss how these ATL skills might be developed.

Steps:
1.  Pick ONE social or communication skill and design a learning activity that will explicitly teach this skill to students, making sure that the activity is interactive and non-content specific.  
2.  Think of what you would look for in order to analyze the class results in terms of skill mastery or skill deficiency across the class should you teach this skill. (formative assessment) 
3.  Post your ATL social or communication skill activity in social or communication skill electronic space. Make sure others could teach this skill by using clarity of language and that the ATL skill connection is clear and content free. 

]]> 2022-01-29 04:58:21 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018912999 Finalize - Crafting a 'new' Social and Communication Skill - steps to build this in learners. richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018913789 Review the instructions for 'Developing a social/communications skill' from the earlier session on workshop Day 2.  Deliberate and craft your own original social or communications skill. ]]> 2022-01-29 05:00:13 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018913789 richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018925326 Objectives: In order to reach the aims of this session, participants should be able to:
*better understand this elements of the ATL category of research skills;
*explore how research skills can be developed in the classroom.]]> 2022-01-29 05:31:05 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018925326 The Hook: Determining the BEST richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018928128 *Best movie
*Best technology tool
*Best news source
*Best book

In groups (and no group can have the same one!):
• choose a category from the list above
• collect information about your category
• record information using multiple sources
• based on the information/data collected, select the “best” and verify your choice with collected evidence
• report to the whole group.


]]> 2022-01-29 05:39:39 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018928128 Learning engagement: Research skills richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018930263 You as workshop participants will explore the research ATL skill category and this activity will help you think and discuss how these ATL skills might be developed.

Suggestions:
1. You are encouraged to first add research skills to the existing list of research skills that they feel are programme/age appropriate.
2. You are encouraged to craft  ONE research skill & design a learning activity that will explicitly teach this skill to students, making sure that the activity is interactive and non-content specific. 
3. Think of what you would look for in order to analyze the class results in terms of skill mastery or skill development needs across the class should you teach this skill. (formative assessment) ]]> 2022-01-29 05:46:34 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018930263 End-of-Task Reflection reminders: richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018930626
a) Make sure others could teach this by using clarity of language and that the ATL skill connection is clear and content free. 
b) Post your newly designed ATL research skill activity below on this padlet for others to read, learn about and perhaps utilize in their own classroom.  ]]> 2022-01-29 05:47:42 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018930626 Finalize: Crafting a Research Skill activity to enhance the ATL effectiveness in this realm for learners in my classroom. richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018931045 Review the various learning activities undertaken during the session on 'Research Skills' on workshop Day 2.  Reflect on and develop your own new activity in the ATL category of 'Research Skills.' Post it on this Padlet below so others can benefit from your wisdom and integrate it within their teaching repetoire.]]> 2022-01-29 05:48:47 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018931045 ATL Communication Skills richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018934595 Taken from Appendix 1 - Page 108 - MYP From Principles into Practice]]> 2022-01-29 05:58:28 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018934595 richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018935467
Objectives:   In order to reach the aims of the workshop, in this session, participants should be able to:
• better understand the elements of the ATL category of thinking skills 
• explore how thinking skills are explicitly developed in the classroom 
• consider what mastery might look like for the skill learning engagement. 

]]> 2022-01-29 06:00:56 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018935467 The Hook: Thinking skills Skill: Creative-thinking skills: generating metaphors richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018935905
A metaphor is a figure of speech which makes implicit, implied or hidden comparisons between two things that are unrelated but share some common characteristics. The comparison creates a new interpretive lens for both elements of the metaphor. Examples: 
• My brother was boiling mad. (Implies he was very angry.) 
• The assignment was a breeze. (Implies the assignment was not difficult.) 
• It is going to be clear skies from now on. (Implies clear skies are not threatening, life is going to be easier) 
• Your voice is music to my ears. (Implies your voice makes me happy) 

Each group describes their ATL journey with a metaphor. 

Post below on this Padlet spot your group's METAPHOR for use in session 10. ]]> 2022-01-29 06:02:21 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018935905 Learning engagement: Thinking Skills richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018937132
In this endeavor you will explore the thinking ATL skill category which will help you think and discuss how these ATL skills might be developed through the sharing of ideas and possible teaching implications.

Steps to take:
1. Be mindful that there are three types of thinking skills outlined in the ATL Guide. – Critical Thinking, Creative Thinking, Transfer 2
2. Be encouraged to first add thinking skills to the existing list of thinking skills that they feel are programme/age appropriate.
3. Be aware that it is not only fine but actually encouraged to modify any thinking skills from the existing list of thinking skills in order to make them appropriate.
4. Feel free to delete any thinking skills from the existing list of thinking skills that they feel are not programme/age appropriate.
5. Do not hesitate to modify any thinking skills from the existing list of affective skills in order to make them programme/age appropriate.
6. Take the time after thinking to add ONE thinking skill from their new list and design a learning activity that will explicitly teach this skill to students, making sure that the activity is interactive and non-content specific. 
7. Think of what you would look for in order to analyze the class results in terms of skill mastery or skill deficiency across the class should you teach this skill. (formative assessment) 

]]> 2022-01-29 06:06:29 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018937132 Finalize - Design of a new ATL 'Thinking Skill' richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018938390 Review the instructions for 'Developing a thinking skill' from the session on workshop Day 2.  Deliberate and craft your own original thinking skill.  Be ready to share it with colleagues on the workshop Day 3.]]> 2022-01-29 06:10:47 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018938390 Mary's Self Reflection https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018942788 2022-01-29 06:25:17 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018942788 Katarzyna Pietras https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018948811 An engaged student is the dream of every math teacher. The video is very inspiring. As teachers, we need to be open-minded and learn as much as our students.  Even small changes can lead to great impact. The video makes me deeply reflect on my own teaching practices.  Teaching kids how to learn is as much important as teaching them content.

]]> 2022-01-29 06:42:33 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018948811 Justyna justynamiklas https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018951088 I found out that I did this document last year. And I could see some improvements. I noticed that these skills from 3 sections of highest significance to me are naturally implemented by me during lessons.]]> 2022-01-29 06:50:13 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018951088 Justyna's comment on video justynamiklas https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018954193 It was inspiring to see how students discover content by themself. I think I have to belive more in students. Give them time to discover and have fun. I could more often start my lessons with open questions and give time for searching (research) and listen to my students answers.]]> 2022-01-29 06:57:53 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2018954193 ATLs are like an electrical circuit. ksheffield_daa https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019096657 All parts have to be working in series so that the light bulb will turn on. (Until the battery (the teacher) is turned off)!]]> 2022-01-29 11:59:57 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019096657 Michal, Justyna, Mary https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019097638 Our AtL journey is like a river with lots of twists and turns, oxbows that doubleback, narrows where we progress rapidly, and arid parts where it dries up almost entirely. Always though, we progress towards the Sea of Knowledge.]]> 2022-01-29 12:01:50 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019097638 Resources for public speaking ksheffield_daa https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019116339 Amy Cuddy on how body posture changes hormones and can be used to reduce stress:

]]> 2022-01-29 12:32:33 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019116339 Ted X talk ksheffield_daa https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019117107 Demonstrates how body language, speed of speech etc. can add to a speakers ethos]]> 2022-01-29 12:33:45 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019117107 Self-management affective skill design https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019157694 Małgorzata]]> 2022-01-29 13:42:21 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019157694 Get to know the ATL Game - Juggling richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019158361 The IB World Educator must juggle constantly and discern how/when to be intentional with weaving in the particular ATL of relevance at that time in that lesson.]]> 2022-01-29 13:43:27 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019158361 My understanding of the ATLs richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019168765 Analyze your current comprehension level on ATLs - in which of these four spots am I?]]> 2022-01-29 13:59:54 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019168765 Concept-based teaching and learning: Integration and alignment across IB programmes: A report to the International Baccalaureate Organisation (September 2019) richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019174589 2022-01-29 14:08:41 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019174589 Structure of Knowledge and the Structure of Process - CONCEPT BASED Teaching richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019179554 This is a 3-minute video that serves as  brief tutorial on the Structure of Knowledge and the Structure of Process by Lynn Erickson and Lois Lanning. Based on the new edition of Concept-Based Curriculum & Instruction for the Thinking Classroom.]]> 2022-01-29 14:15:18 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019179554 Mary https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019183938 Affective Skills - Under Perseverance it says ‘Demonstrate persistence and perseverance’ which strikes me as rather unhelpful. It implies the students know how to do this already, so if they struggle it’s their fault. I would change it to say ‘Develop strategies to enable persistence and perseverance.’ This is more in keeping with the idea that these are skills that need to be learned and that there are different ways of achieving them.

Social Skills - Collaboration. One skill is ‘Advocate for one’s own rights and needs’. I would add ‘Advocate for others’ rights and needs’. This can be in the classroom, with a fellow student who cannot or is reluctant to speak out and advocate for themselves, or out in the real world, helping those who are not in a situation to or do not have access to means of advocating for themselves.

]]> 2022-01-29 14:21:22 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019183938 Concept-based teaching and learning: Integration and alignment across IB programmes: An IB summary report on the Univ of Nottingham's research. richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019408090 2022-01-29 19:21:53 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019408090 IB: Quality Assessments in a Digital Age richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019413664 2022-01-29 19:31:36 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019413664 Affective skills https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019532385 2022-01-29 23:22:01 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019532385 Michal https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019557612 2022-01-30 00:46:17 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019557612 Michal https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019558170 2022-01-30 00:47:58 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019558170 Approaches to Teaching and Learning (5 minute IB-produced video perspective from an IB World school) richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019596613 This video encapsulates how the IB's Approaches to Teaching works with an emphasis on inquiry-based education (DP History perspective) and teaching in local contexts (DP Literature angle) within the context of Canada.]]> 2022-01-30 02:46:35 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019596613 Inquiry's place within the ATL framework richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019605078 This image provides a dynamic depiction of the constructivist approach embedded in the IBDP classroom’s pedagogical structure.

Questions for Reflection:
  • How does the circular structure of the image aid in one’s understanding of what it conveys?
  • To what extent do each of the three elements of the diagram hold equal importance?
  • For what reasons and with what effect does the implementation Figure 2 differ across each of the IB subject groups and in the Core (CAS, EE and Theory of Knowledge) 
]]> 2022-01-30 03:12:12 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019605078 IBDP: From Principles into Practice (2015) richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019605809 2022-01-30 03:14:39 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019605809 richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019610701 Objectives:  In order to reach the aims of the workshop, in this session, participants should be able to: 
  • better understand  the Fundamentals of Inquiry and Concept-based education;
  • Be aware of several Key Resources (IB publications) that  focus attention on this part of an IB world school educator’s teaching practice;
  • Dialogue using a Harkness Method framework with a handful of Theoretical Questions based on Inquiry & Concept-based education in the quest to drive  engaging conversations.
  • Discern the essence of these two ATL components (Inquiry & Concept-based education) with a word cloud representation .
  • Observe the workshop facilitator's modeling of the IB’s new ‘Academic Integrity Policy.’ 
]]> 2022-01-30 03:28:31 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019610701 Inquiry-based education - A word cloud distillation richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019617027 Questions for Reflection:
1.  How does this image dovetail with your view of inquiry-based education?
2.  Which aspects of an inquiry-based education does this visual depiction exclude?
3. Which three words best summarize the essence of inquiry -based education and on what basis do you make this assertion?]]> 2022-01-30 03:46:13 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019617027 Leadership Views on ATLs (Prague) richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019631388 School Leaders at the International School of Prague address how/why ATLs fit well within the IBDP. See the 4th video on the 3rd page of the set of videos.]]> 2022-01-30 04:31:42 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019631388 A School Leaders Views on ATLs (Munich) richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019632176 A school leader at the International School of Prague address how/why ATLs fit well within the IBDP.  ]]> 2022-01-30 04:34:24 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019632176 A series of school leaders' views on ATLs (Ho Chi Minh City) richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019633900 The British International School in Ho Chi Minh City presents their viewpoint on the incorporation of ATLs into the repertoire of an IBDP teacher across the different subject areas.]]> 2022-01-30 04:40:01 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019633900 The ATL Continuum Across IB World School Programmes richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019642557 ATLs across the PYP/MYP/DP Continuum]]> 2022-01-30 05:07:04 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019642557 ATL: Concept-based Teaching - a Synopsis & Action Plan (January 29, 2022) richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019647867 ATL:  Concept-based Teaching Based on Inquiry - An IB Educator’s Classroom-focused Synopsis]]> 2022-01-30 05:21:34 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019647867 ATL: Teaching Based on Inquiry - a Synopsis & Action Plan (January 29, 2022) richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019648539 2022-01-30 05:23:31 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019648539 Moving Critical Thinking to the Main Stage richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019655378 An excellent work published in 2005 and in which the renewed emphasis on skills - and particularly critical thinking skills - is accentuated.]]> 2022-01-30 05:41:48 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019655378 Resilience from the ATL lens richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019656733 2022-01-30 05:45:42 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019656733 Inquiry-based and conceptually-focused IBDP Math lessons (International School of Toulouse, France) richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019665099 2022-01-30 06:11:15 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019665099 ATL - International-mindedness in the DP classroom richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019667992 2022-01-30 06:18:23 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019667992 richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019668919 Objectives:  In order to reach the aims of the workshop, in this session, participants should be able to: 
  • better understand  the Fundamentals of international-mindedness and differentiation as it pertains to IBDP education;
  • Be aware of several Key Resources (IB publications) that  focus attention on this part of an IB world school educator’s teaching practice;
  • Dialogue with a handful of Theoretical Questions based on international-mindedness and differentiation.
  • Discern the essence of these two ATL components (International-mindedness and Differentiation) .
]]> 2022-01-30 06:21:04 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019668919 [International-mindedness] East is East and West is West by George Walker richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019673671 2022-01-30 06:35:04 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019673671 3-2-1 Bridging - Thinking Routine for Concept Mapping richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019674332 2022-01-30 06:37:10 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019674332 richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019676692 Objectives:  In order to reach the aims of the workshop, in this session, participants should be able to: 
  • better understand  the Fundamentals of Assessment in the context of an IBDP education;
  • Be aware of several Key Resources (IB publications) that  focus attention on this part of an IB world school educator’s teaching practice;
  • Dialogue with a handful of Theoretical Questions based on assessment.
  • Discern the essence of this key IBDP ATL component with a word cloud representation .
]]> 2022-01-30 06:41:54 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019676692 Katarzyna Pietras https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019679638 Google search tips and tricks

 

1.       Watch the video https://www.youtube.com/watch?v=ngSQcniPx2M
 
Table of content
* How To Identify Ads
* Examples of Bad Searches And How To Make Them Better
* Examples of Google's 4 Lessons: Every Word Matters, Every Letter Matters, Word Order Matters, and Capitalization Doesn't Matter
* General Search Tips
* How To Use Filters
* Intro To Google News
* Intro To Google Scholar
* Using Wikipedia In A Reliable Way
*Guide To Deep Fakes
* Understanding the  Difference Between Fake News, Misinformation, and Disinformation
* Intro To Media Bias and How To Detect It
* How To Use Fact Checkers
*Understanding How To Spot Fake News
 
2. Answer the questions:
What are the common signs of fake news?
Is Wikipedia a reliable source of information?

]]> 2022-01-30 06:49:15 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019679638 Katarzyna Pietras https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019681605 Organization skills 
+ Manage your study space  

Communication skills 
How can students communicate through interaction? 

Most people do not listen with the intent to understand; they listen with the intent to reply. Stephen Covey
+ What can you do to improve your listening skills?

]]> 2022-01-30 06:54:30 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019681605 Food for Thought: a 2020 IB blog article on Assessment richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019683676 https://blogs.ibo.org/blog/2020/05/22/bringing-student-choice-to-assessment/

To what extent could aspects of this article be incorporated into my pedagogy as an IBDP teacher?]]> 2022-01-30 07:00:16 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019683676 Unpacks the ATLs sequentially & clearly richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019685590 2022-01-30 07:04:46 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019685590 Formative Assessment Good Practices Project - A Superb Summary richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019686171 2022-01-30 07:06:26 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019686171 ATL: Assessment within IBDP Teaching - An IB Educator’s Classroom-focused Synopsis richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019686725 2022-01-30 07:07:56 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019686725 Justyna: affective/reflection/communication skills justynamiklas https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019692323 Reflection skills:
- consider content and skills development (it's already in the framework).
Affective skills:
- practise analysing and attributing causes for failure (it's already in the framework) and I would add: 
 - dealing with failure/mistake by talking about this.
Communication skills:
- practice to communicate failures
- practice asking for help.
Tool to use it in the classroom to develop these skills:
- as a summary of the unit - students in pair could analyze what content and skills have learned and with which part they have difficulties - afterwards they communicate it in the class - brainstorm how they can help to each other with their difficulties.]]> 2022-01-30 07:24:13 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019692323 Justyna - research skill activity justynamiklas https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019699635 Searching individually for more current data than in the course book. Students have to give sources, date and the way data was collected. Together in the class we compare different sources.]]> 2022-01-30 07:40:07 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019699635 Mary https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019705015 Research skills 
Students need to make class revision material for the literature text we have studied (or the topic depending on your subject). Each student or group is given their revision task focusing on a section or aspect of the text. Once put together it should form a comprehensive revision pack. Each part should include critical analysis from 3/4 appropriate sources. The students then have to create a resource for the rest of the class - in whatever format they feel will be most effective - and fully cite their sources both within and in a Works Cited section at the end. This task covers at least four of the information literacy and one of the media literacy skills. 


Thinking skills - ‘Create original works and ideas; use existing works and ideas in new ways.’
Have students create a meme to convey key ideas in the text we are studying. Then share with the class and discuss which is most effective and why.  It helps consolidate learning and makes them revise large amounts of knowledge as they try to work out which meme to use and then they have to condense complex ideas into a simple line for their meme.

]]> 2022-01-30 07:53:39 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019705015 Self Management-Katie ksheffield_daa https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019707418 The Self-Management ATLs is area my students struggle with the most, especially with online or blended learning in the mix. Although our counselors work with students on planning and chunking work, I should improve and explicitly embed methods, such as the use of technology (since the students are attached to phones) to help them set reminders. 

]]> 2022-01-30 08:00:00 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019707418 Mindfulness-Katie ksheffield_daa https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019707646 The area I feel least adept at introducing would be Mindfulness. I do a lot of individual quiet reflection, mainly to ensure all voices are heard in groups rather than only the dominant voices. As mentioned earlier since all of our staff attended the same mindfulness training, my students felt ‘saturated’ with being asked to  dot eh same thing for Mindfulness at the beginning of most classes. I would appreciate a wider array of resources so I could do this without annoying them which seems counterproductive. 
An addition to the list would be 'Assume Positive Intentions' when collaborating.

]]> 2022-01-30 08:00:34 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019707646 Justyna - Thinking skill justynamiklas https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019707745 + transfer personal/local scale observation to global society/scale content and from global to local/personal]]> 2022-01-30 08:00:51 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019707745 Małgorzata - social skills https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019707924 When working collaboratively in teams, take on different roles on different occasions (e.g. the leader, the researcher, the reviewer, the speaker,etc).]]> 2022-01-30 08:01:20 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019707924 Małgorzata - research skills https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019711230 Information literacy skill :
Identify the key elements with which to start your information search. Use the 6 - question strategy:
What exactly do I want to know?
Where can I find it? (a library book? the internet? IB coursebook?)
Who can I ask for help? (the subject teacher? Other faculty members? The IB librarian? An expert I happen to know?)
Why do I need this information?
When can I do it?
How can I phrase my question/query in case of the internet search?]]> 2022-01-30 08:09:52 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019711230 Tes sits down with International Baccalaureate director-general Olli-Pekka Heinonen to chat about everything from digital assessment and his 'head, hand and heart' mantra for education to why The Crown served as an unexpected source of inspiration https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019716260 2022-01-30 08:22:33 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019716260 Małgorzata - thinking skills https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019719287 Following Mary's and other participants' observation that well-read students are more capable of both critical and creative thinking I wondered about a simple activity to help students to develop the habit of reading more. This is an idea I need to work on a bit and then embed in my teaching:
One extra page strategy - for whatever you are reading/watching at the moment try to read one extra page of information related to the subject. Are you reading a novel at the moment? Find info about its movie or theatrical adaptations. Watching the Netflix series The Last Kingdom? Find more info about Aethelflaed (I did! ;)]]> 2022-01-30 08:29:56 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019719287 Inquiry-based education in the IB - word cloud richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019774564 Using the monkeylearn.com word cloud generator, this image presents a snapshot view of the priorities the IB places on different aspects of the learning connected to inquiry-based education.]]> 2022-01-30 10:16:30 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019774564 Differentiation within IBDP Teaching - a Synopsis and Action Plan richardmfitzpatrick https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019775856 2022-01-30 10:18:51 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019775856 IB Approaches to Learning (Nova Scotia, Canada) https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019820767 This 5-minute summary addresses one IB World School in Canada's process of incorporating the ATLs in its daily work.]]> 2022-01-30 11:34:50 UTC https://padlet.com/richardmfitzpatrick/s0jt2yhvqsphq12b/wish/2019820767