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www.taolearn.com
Email: [email protected]
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
Year 1 Year 3 Year 5
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
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
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
ATL example aligned with Criterion Command Terms:
Individuals and Societies Assessment Criteria I & S Subject Guide 2014
Year 1 Year 3 Year 5
Criterion A:
Knowing and
Understanding
Use vocabulary Use terminology Use terminology
Criterion B:
Investigating
Formulate a research
question
Follow instructions
Collect information
Formulate a research
question
Follow instructions
Collect information
Formulate a research
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.b Gather and organize
relevant information to
formulate an argument
8.l Formulate factual,
topical, conceptual and
debatable questions
1.1a Follow instructions
accurately
8.b Gather and organize
relevant information to
formulate an argument
8.l Formulate factual,
topical, conceptual and
debatable questions
1.1a Follow instructions
accurately
8.b Gather and organize
relevant information to
formulate an argument
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.