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Learning Skill resources available ATL tab

To help students:

gain good qualifications?

get into a good university?

get a good job?

prepare for life?

develop into brilliant

learners?

To help them become:

self-motivated

self-directed

self-regulated

autonomous

independent

lifelong learners?

and if so, how do we measure our success?

Could part of the problem be a lack

of the right skills to be able to learn

successfully in a self-regulated

learning environment?

up to 73% of university students report difficulties preparing for an exam

most tertiary students have been found to have weak or ineffective strategies for processing information both in the classroom and in their own study

when making notes from lectures or from text most students miss 60 - 70% of the key points

- good note making is positively correlated with academic achievement

- material omitted from notes has only a 5 - 15% chance of being recalled

Even when they have good notes many students still have great difficulty organising the information they have collected.

52% admit that their notes are disorganised

61% report having trouble sequencing the ideas to make coherent sense

At the secondary level, even given well organised, well structured notes with summaries provided:

two thirds of students study for tests purely by rereading their notes

more than half of them do that reading the day before the test or exam

around 12% of students do nothing more than recopy their notes verbatim

50% use passive repetition of key points as their single study technique.

setting learning goals

planning out study, managing time well

asking good questions

generating self-motivation and perseverance

processing information effectively skimming, sifting, sorting, comparing, verifying, paraphrasing, recording

overcoming procrastination, working to deadlines

reflecting on learning progress process and content

learning from every mistake and bouncing back

making changes to learning processes where necessary and trying again

What are your students like?

Do your students have all these skills?

How do you know?

Is achieving good grades and passing exams

good evidence of the use of effective, self-

regulated learning skills, techniques and

strategies?

In the USA - 400 top corporate recruiters look for:

1) Oral and written communication skills

2) Critical thinking and problem solving skills

3) Professionalism and work ethic

4) Collaboration across networks

5) Ability to work in diverse teams

6) Fluency with information technology

7) Leadership and project management skills

Knowledge of mathematics came 14th on the list just ahead of science

knowledge and foreign language comprehension

Ways of Thinking

Creativity and innovation

Critical thinking, problem solving, decision making

Learning to learn, metacognition Ways of Working

Communication

Collaboration & teamwork Tools for Working

Information literacy

ICT literacy Living in the World

Citizenship local and global

Life and career

Personal & social responsibility including cultural awareness and competence

(Binkley, Erstad, Herman, Raizen, Ripley & Rumble, 2010)

2008 QCA - A Framework of personal, learning and thinking skills that are essential to success in learning, life and work:

Independent inquirers

Creative thinkers

Reflective learners

Team workers

Self-managers

Effective participators

CCSS Common Core State Standards adopted by 47 states

Critical Thinking: Analyze, Evaluate, Problem Solve

Creative Thinking: Generate, Associate, Hypothesize

Complex Thinking: Clarify, Interpret, Determine

Comprehensive Thinking: Understand, Infer, Compare

Collaborative Thinking: Explain, Develop, Decide

Communicative Thinking: Reason, Connect, Represent

Cognitive Transfer of Thinking: Synthesize, Generalize, Apply

Learning Skills and Work Habits:

Responsibility

Organization

Independent Work

Collaboration

Initiative

Self-Regulation

PolandBelgium

ItalyKorea

SingaporeMexico

New ZealandThe Slovak Republic

Spainand Turkey

have all developed (or are currently developing) curricula of essential learning

skills for students

Thinking Skills

Critical Thinking

Creative Thinking

Transfer

Social Skills

Collaboration

Communication Skills

Communication

Self-management

Skills

Organization

Affective Skills

Reflection

Research Skills

Information literacy

Media literacy

Communication Interactive - the skills of effectively exchanging thoughts, messages

and information through interaction

Language - the skills of reading, writing and using language to

communicate information

Collaboration The skills of working cooperatively with others

Organization The skills of effectively managing time and tasks

Affective skills The skills of managing state of mind

Reflection The metacognitive skills of re-considering what has been taught

and learned by reflection on content, ATL skill proficiency and

learning strategy use

Information

literacy

The skills of finding, interpreting, judging and creating information

Media literacy The skills of interacting with different media to compare and

contrast different representations of information

Critical thinking The skills of critique of text, media, ideas and issues

Creative thinking The skills of invention developing things and ideas that never

existed before

Transfer Utilising skills and knowledge in multiple contexts

do

lookthink

plan

Look - Research What ATL skills do we cover already? Who teaches the ATL skills in our present unit plans? D0 our students have all these skills?

Think What is our skills philosophy, purpose aim Is there acceptance of the idea of teaching/learning ATL skills by

teachers, parents, students Plan

What skills would we like our students to have when? Are all our Unit Plans finished with all ATL skills described? What skills progressions have we plotted across the whole school

Doing Who is teaching what? How are they teaching? How are they assessing?

By the end of today what would you like to

have achieved?

What are your big questions?

Be as specific as you can.

ATL Skills are not subject matter in themselves, they

are a collection of the processes - skills, techniques

and strategies - needed to learn any and every subject.

ATL Skills are not more content to be learned they are

processes to be noticed, experienced and improved.

ATL Skills are a combination of:

Cognitive

Affective and

Meta-cognitive

- processes, skills, techniques and strategies

Organising and transforming information

Asking good questions

Taking good classroom notes

Using memory techniques

Goal setting

Reviewing information regularly

Time management

Organising the study environment

Persistence and perseverance

Focus and concentration, overcoming distractions

Self-motivation

Mindfulness

Reducing anxiety

Delaying gratification

Managing impulsiveness and anger

Developing resilience

Metacognition thinking about thinking - helping students

to notice their own learning and thinking processes:

Metacognitive Knowledge students gaining awareness

of the thinking and learning strategies, techniques and

skills they use at present

Metacognitive Performance students using that

knowledge to improve their performance, to change

ineffective strategies, try new techniques, learn new skills

Student Self-Regulation of Learning

High Low

Self initiated task

statements

22 per hour 11 per hour

Questions asked

by students

questioning peers half

the time

mostly asking the

teacher

Task directed

statements from

teacher

2

- encouraging the

childs own thinking

and planning

17

- doing the thinking

and planning for the

child

The Student tries to solve the problem and describe their own problem

solving process - out loud

I see ...... I imagine .... Im having trouble with ..

I think ....... I notice ........ I would like to

I know ...... I am trying to ........ I just cant work out

The Teacher keeps the student talking by only asking questions:

focus on the process not the solution

draw out problem solving strategies from the student

ask process focused questions how are you? what are you thinking..?

DO NOT HELP THE STUDENT FIND THE ANSWER

The aim of the exercise is for the student to use

the Tengram puzzle to investigate their own

problem solving strategies for visual puzzles

The teacher is trying to help them get clear

about their thinking and learning strategies

The observer is trying to keep them both on

task

About your own thinking and learning?

What would you say was your problem

solving strategy for visual puzzles?

1) What are the content objectives for today?

To understand how vertical and horizontal plans of ATL Skills

articulation could be developed across your school

To investigate issues of implementing an ATL Skills

programme key skills, assessment, teaching practice,

reporting and relate them to your own school environment

2) What are the ATL Skills that will be focused on today?

Effective communication and collaboration in groups?

universal across all subjects

essential to the learning process

not age specific

they persist throughout the life of the learner as

the most fundamental skills

they do not change in nature but may well

increase in complexity with the age of the

learner

1. Managing time classes, assignments, exam study2. Listening to others, following instructions, asking questions3. Note making accurate recording, summarising4. Saying on task - concentration, focus, perseverance,

persistence 5. Group work collaboration, consensus, negotiation6. Organisation bring equipment, organise information7. Goal setting set goals, plan strategies, take action8. Researching selecting, collecting, verifying, recording9. Reflecting on understandings, skill proficiency, learning

strategies10. Remembering using memory techniques, regular review11. Learning from mistakes attributions, bouncing back, failing

well

At the entry into the PYP or junior school?

At the entry into the MYP or middle school ?

Half-way through the MYP or middle school?

Entry into the DP or senior school?

At the completion of the DP or graduation?

Do students need to be taught those skills before they make

the step-up or will they learn them after they do?

Beginning of Grade 6?

Grade 8?

End of Grade 10?

1) Form one group of teachers for each key step-up point made

up of teachers who are very experienced at that level

2) Take one Core Generic ATL skill

3) Map out the proficiency you would expect of your students

in that particular Core Generic ATL skill at your particular

step-up point. What would you expect a student at this

point to be able to do with respect to that skill in order to be

successful at that level?

6. Stick all the skills evidence statements on individual Key

Step-up pages in a line

7. Adjust the skill proficiency required at each point by

consensus until there is a smooth flow of proficiency

development required in that skill from the youngest to the

oldest students

8. Move on to the next Core Generic ATL Skill and do the exercise

again

At the junior school or PYP level - Awareness:

raising awareness of the existence of learning skills

At the middle school or MYP level - Acquisition:

teaching specific skills, strategies and techniques

At the senior school or DP level - Amalgamation:

utilising skills in concert

many skills in operation in the completion of every task

Explicit Teaching means teaching a learning skill outside the

subject based lessons teaching a lesson on Time

Management, Note Making, Concentration etc. focused on

strategies, practices, techniques.

Implicit Teaching means embedding the learning skill

development and practice within the subject focused lesson.

Mixed system developing a Skills Champion for each skill,

having them develop the model, directly teach the skill, have

other teachers reinforce the same skill in their subject lessons

Having identified what CG Skills are and at what levels they need to be

taught now you need to discuss:

Do we teach these skills as stand-alone ATL skills lessons (explicit)

or do we incorporate the skills teaching and practice into subject

teaching (implicit) or use a mixed model?

When are these Core Generic ATL skills best taught?

Who will develop the acceptable model of each skill and who will

actually teach it the first time skill champions

How will you guarantee consistency of reinforcement of each CG

skill in each classroom?

In Languages researching, reading, writing, note making,

key word summarising, paraphrasing

In Science creating research questions, researching,

designing experiments, gathering and analysing data,

drawing conclusions, reporting findings

In TOK critical thinking?

In Maths logical, analytical thinking?

In the Arts creativity, imagination?

In Technology software management skills?

In PE co-ordination, balance, physical skills?

Eg. Johnnys time management getting to classes 1 never gets to class on time

2 sometimes gets to class on time

3 about half the time gets to class on time

4 most of the time .

5 always ..

What are you actually measuring?

Frequency not proficiency.

In pairs:

Assume the other person has no knowledge at all

of this skill (they have to pretend) and teach them

how to - tie a tie or lace a shoe

Note down what the key steps are in the process

Are there universal steps needed to teach any skill

up to mastery level?

Demonstration (Watch)

Copying (Copy)

Independent practice, failure and

improvement, up to mastery level (Do)

Teaching others (Teach)

SKILLS HEIRARCHY

Level 1

The Novice

Observation

Level 2

The Learner

Emulation

Level 3

The Practitioner

Demonstration

Level 4

The Expert

Self-Regulation

Observes others performing

tasks and using the skill

Gains an understanding of

how the skill

operates and what the

distinguishing characteristics

of the skill are

Gathers procedural

information about the

performance of the skill, asks

questions to clarify

procedure

Errors are frequent

High levels of scaffolding

from teacher needed -

explanations, training,

structural support

Copies others performance

of the skill

Works through the skill in a

step by step fashion, seeks

clarification for correctness

of performance

Consolidation of learning is

occurring through

experience

Is very conscious of

performing the skill and

correcting errors with

deliberation

Performs skill only with

known content in known

context

Medium level of scaffolding

needed - correcting poor

Can demonstrate the skill on

demand

Flexibility of skill use in

different contexts is

developing

Automaticity is developing

Errors are corrected quickly

Can perform skill either with

different content or in

different context

Minimal teacher scaffolding

required setting directions,

goals, assessable outcomes

Can perform the skill without

thinking through the process

first

Can teach others the skill

Automaticity is established

Can use skill with unfamiliar

content in unfamiliar context

High levels of performance

occur

Any errors are corrected

automatically

No teacher scaffolding

needed

Novice

Watch

Learner

Copy

Practitioner

Do

Expert

Teach

Can watch others performing tasks and using the skill

High levels of scaffolding from teacher needed

Can copy others performance of the skill

Medium level of scaffolding needed

Can demonstrate the skill on demand

Minimal teacher scaffolding required

Can teach others the skill

No teacher scaffolding required

ATL Skill Novice Learner Practitioner Expert

Watch Copy Do Teach

Watch Copy Practicing Getting

there

Got it! Teach

Could Johnny assess himself?Could you use this for parent feedback?

Have students self-assess for a particular ATL skill into

Novices, Learners, Practitioners and Experts

Ask the Experts if they could teach the rest

Provide learning opportunities across the class for:

Watchers

Copiers

Doers

Teachers

Should I give students ATL grades? No.

Does the MYP require schools to report on students ATL skills development? No

Do schools have to develop a detailed scope and sequence, or formal curriculum map

for teaching ATL skills? No

Is it necessary to plan for teaching, assessing and reporting on all 5 IB ATL skill

categories, all 10 MYP ATL skill clusters or all ~150 skills practices listed in the MYP

ATL framework? No

Do schools have to provide documentary evidence of horizontal articulation of ATL

skills? No, but schools must be able to identify resources for and commitment to

collaborative planning that includes opportunities for both horizontal and vertical

articulation of the curriculum.

Robust horizontal articulation (year-level planning across subject groups) will include

discussion about ATL skills that cross disciplinary boundaries.

decide on the ATL skills to focus on

make the skills clear description, examples

have students self-assess skill proficiency

analyse class results for general skill deficiencies

develop lessons to bring all students up to the same

skill level

build skill practice into subject lessons

encourage students to regularly self-assess

proficiency up to Mastery level

Skills of:

- Scientific literacy?

- Mathematical literacy?

- Creative literacy?

- Artistic literacy?

- Language literacy?

- Technological literacy?

- Physical literacy?

ATL skills statements are now a requirement that must be written in all

units.

At least one ATL skills statement should be written for each objective strand.

Potentially, many skills may be developed within the teaching and

learning in any unit, so it is important to be strategic by considering:

the Criterion command terms

the Objective Strands

the Summative Task

the nature of the Learning Experiences that build to the

summative task

Criterion command terms give clear pointers to the ATL Skills descriptors at increasing levels of complexity across the years

As a student moves through the MYP years, he or she needs to call upon the ATL skills to engage in tasks of increasing complexity. In Sciences, for instance, the complexity can be identified when we juxtapose Blooms taxonomy with our command terms.

Science Assessment Criteria Sciences Subject Guide 2014

Year 1 Year 3 Year 5

Criterion A:

Knowing and

Understanding

Interpret information Analyse information Analyse and evaluate

information

Criterion B:

Inquiring and Designing

Use scientific reasoning

Design Scientific

investigations

Use scientific reasoning

Design Scientific

investigations

Formulate a testable

hypothesis

Design scientific

investigations

From Science Assessment Criteria Sciences Subject Guide 2014


Criterion A:

Knowing and

Understanding

1.2.c Make inferences

and draw conclusions

6.g Collect and analyse

data to identify solutions

and make informed

decisions

6.g Collect and analyse

data to identify solutions

and make informed

decisions

Criterion B:

Inquiring and Designing

8.a Practice observing

carefully in order to

recognise problems

8.b Gather and organize

relevant information to

formulate an argument

8.e Interpret data

8.h Draw reasonable

conclusions and

generalizations



recognise problems




8.e Interpret data

8.h Draw reasonable

conclusions and

generalizations



recognise problems




8.e Interpret data

8.h Draw reasonable

conclusions and

generalizations

ATL example aligned with Criterion Command Terms:

Individuals and Societies Assessment Criteria I & S Subject Guide 2014


Criterion A:

Knowing and

Understanding

Use vocabulary Use terminology Use terminology

Criterion B:

Investigating

Formulate a research

question

Follow instructions

Collect information


question

Follow instructions

Collect information


question

Follow instructions

Research

Individuals and Societies Assessment Criteria I & S Subject Guide 2014

Year 1 Year 3 Year 5 Criterion A:

Knowing and Understanding1.2.d Use and interpret a

range of discipline

specific terms and

symbols

1.2.d Use and interpret a

range of discipline

specific terms and

symbols

1.2.d Use and interpret a

range of discipline

specific terms and

symbolsCriterion B:

Investigating8.l Formulate factual,

topical, conceptual and

debatable questions

1.1a Follow instructions

accurately




8.l Formulate factual,


debatable questions


accurately




8.l Formulate factual,


debatable questions


accurately




6.b Access information to

be informed and to

inform others

Objective Strand Individuals and Societies Guide:Criterion B: Investigating (Year 3): Formulate a research question

ATL Category: Thinking ATL Cluster: 8. Critical Thinking SkillsATL Skills Practice: 8.l Formulate factual, topical, conceptual and

debatable questions

In order for a student to (objective strand) formulate a research question, students must (ATL skill 8.l ) formulate factual, topical, conceptual and debatable questions

Unit- Chemical Reactions

Summative task: Collaborative scientific

investigation

ATL Category:

Communication

ATL Cluster:

1.1 Communication - Interactive

Skill Practice: 1.1.b Give and receive meaningful feedback

Application to the summative task: Students will practice giving and

receiving feedback on their chemical reaction investigation

MYP projects

criterion

Students are able to: relevant ATL skill clusters

A: Investigating demonstrate research skills information literacy skills

media literacy skills

B: Planning demonstrate self-management

skills

organization skills

affective skills

C: Taking action demonstrate thinking skills critical thinking skills

creative thinking skills

transfer skills

demonstrate communication and

social skills

communication (interaction and

language) skills

collaboration skills

ATL Skills developed through (Community or Personal) Projects

Personal Project

Achievement

levels for Criterion

A (Investigating)

Level descriptor :

The student is able to

demonstrate:

Task-specific clarification

Typical demonstrations of ATL skills:

7-8

Excellent research skills

Research is systematic and

effective to the project, with

insightful understanding of

perspectives.

Information is documented fully

and correctly.

6.g Collect and analyse data to identify solutions and make

informed decisions to further the project

6.m Create references and citations, use footnotes/ endnotes and

construct a bibliography according to recognized conventions

3.k Understand the benefits and limitations of personal sensory

learning preferences when accessing, processing and recalling

information

7.a Locate, organize, analyse, evaluate, synthesize and ethically

use information from a variety of sources and media (including

digital social media and online networks)

6.k Use critical-literacy skills to analyse and interpret information

7.d Understand the impact of media representations and modes of

presentation when analysing information

7.b Demonstrate awareness of media interpretations of events and

ideas (including digital social media)

The inquiry process itself is an opportunity to develops the skills of effective learning at the highest level that of self-regulation

For learning experiences that you plan to deliver within the unit, consider which ATL skills must be practiced in order to successfully achieve the objective and also any ATL skills you can emphasise to help develop independent thought, action and the self-regulation of learning

Many ATL skills remain the same throughout the MYP years but the

complexity in which the skill is practiced increases as defined by the

command terms, the learning experiences and the summative task(s).

ATL skills need to be defined in the ATL section of the Unit Planner by

Category, Cluster and specific skills Practices in order to specify the level

of complexity of use of each skill.

The Learning Process in the ACTION section must define how the ATL

skills will be practiced

An individuals proficiency in the use of the ATL skills specified will be

manifested in the successful completion of the summative task

Form subject specific groups of teachers, covering all year groups

Either

a) Pull out all the ATL skills present in all your unit plans OR

b) Identify, from the ATL skills framework, all the particular ATL skills

that are specific for your subject outside of the Core Generic Skills

Map out the development of these Subject Specific ATL skills vertically

across the years.

Look at the flow of development and identify any gaps

Decide when each skill will need to be taught, at what level of

complexity, in order for that student to cope with the subject at that level

Go back to your unit plans and determine if the Subject

Specific skills identified are being presently taught at the

appropriate times

If not make a plan to insert them within the subject before

the critical points where they will be needed for success

Define the parameters of the skill - characteristics,

examples of high and low proficiency

Describe best practice in the field how do the best

students do it?

Break each skill down into a straight-forward series of

steps, strategies and techniques

Teach them through practical examples from simple to

complex

Allow for personal difference

1) Buy or make a full year planner, put on it

- whole school year with all semester/term dates & holidays

- all test and exam dates

- all assignment due dates

2) Doing assignments break each one down into steps:

a) as soon as you get an assignment mark the due date in your

phone calendar and later transfer that date to your year

planner

b) timeline every assignment

What are the stages of completing an assignment?

i. Research - finding the information

25% of the time?

ii. Processing the information reading

25%?

iii. Planning the piece of work sequencing ideas

5%?

iv. Doing the writing

40%

v. Proof reading, making corrections and handing it in?

5%

c) Mark on your year planner when you need to

have each stage of each assignment completed

3) Overcome procrastination by treating each stage as a

deadline due in the next day

4) Create To Do lists each week

5) Update your To Do lists regularly cross off everything

done as soon as it is done

6) Make your year planner a living document

Define the parameters of the skill - characteristics,

examples of high and low proficiency

Remember a time when you were exhibiting this

skill

Describe your experience in detail focusing on

strategies and techniques

Practice using those techniques deliberately when

next you need to exercise that skill

What does courage mean?

.. doing something that you know is going to be hard

What is the hardest thing you have ever got

yourself to do?

How did you get yourself to do it?

That is your courage strategy write it out

Practice it

Then when you need it, do it on purpose

Setting up experiences for students that bring about the

development or use of Affective Skills like self-motivation,

resilience, perseverance, concentration, focus, leadership,

bouncing back after mistakes and failures

PE many aspects of Physical Education can be used to

highlight the development of affective skills

Outdoor Education taking students out of the classroom

can create opportunities for the development of affective

skills eg. Colombia

What gets the highest praise at your school?

Process or Outcomes?

What if high praise was meted out to process

courage, determination, perseverance, resilience,

self-motivation.

Who would be celebrated then?

How could that influence your school culture?

*What makes a learning experience inquiry based?

Think-Pair-Share

Teachers will:

Focus on developing the ATL skills needed to learn the subject matter

efficiently and effectively

Maintain a dual focus on what needs to be learned and how it is learned

Pose questions, outline problems, set challenges, give clear measurable

objectives

Enable students to connect with subject-based resources

Facilitate the students journeys

The rest of the afternoon is set aside for

you to put this ATL skills work into

practice within your IB units!

Lets start with Unit 1...

Locate your 1st Unit of Study.

Find the objective strand/or determine the objective strand

Identify one ATL skill to be developed through a learning experience that aligns with the objective strand

Design at least three inquiry-based learning experience that develops the identified ATL skill

Consider how the design of the learning experience(s) might help move a student towards becoming self-regulated with their own learning

Post the objective strand, the ATL skill and the learning experience on chart paper on the wall.

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article168.pdf