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ATL Skills in the IB Continuum

This document discusses approaches to learning (ATL) skills across the IB continuum from ages 3-19. It defines skills and provides examples of skill categories and clusters in the PYP, MYP, and DP/CP programs. Some key points: - ATL skills include thinking, research, social, self-management, and communication skills. - Teachers should consider which ATL skills to focus on based on learning outcomes, summative tasks, and formative experiences. - Schools are required to identify ATL skills in written curricula to meet IB program standards and practices. - Current planning processes vary between schools, but an effective process could help schools meet continuum requirements for developing skills

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MJab
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148 views31 pages

ATL Skills in the IB Continuum

This document discusses approaches to learning (ATL) skills across the IB continuum from ages 3-19. It defines skills and provides examples of skill categories and clusters in the PYP, MYP, and DP/CP programs. Some key points: - ATL skills include thinking, research, social, self-management, and communication skills. - Teachers should consider which ATL skills to focus on based on learning outcomes, summative tasks, and formative experiences. - Schools are required to identify ATL skills in written curricula to meet IB program standards and practices. - Current planning processes vary between schools, but an effective process could help schools meet continuum requirements for developing skills

Uploaded by

MJab
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
  • Introduction
  • The IB Continuum
  • Approaches to Learning: Ages 3-19
  • Measuring Success
  • Definition of a Skill
  • Key Skills of Lifelong Learner
  • Learning Skills and Discussion
  • Learning a Skill
  • Cost of Not Teaching Skills
  • Role of Teachers
  • Direct Teaching of Skills
  • Define!
  • Metacognition
  • Cognitive Skills
  • Affective Skills
  • Skills Overview
  • Learning Skills in the MYP
  • ATL Skills Development
  • Planning for ATL
  • Putting Ideas Together
  • Considerations for Planning
  • What to Consider in ATL Planning
  • ATL Example - Objective Strand
  • ATL Example - Summative Task
  • Developing ATL through Learning Experiences
  • Why Plan to Teach ATL Skills?
  • Current Planning Processes
  • Current Strategies and What's Next?
  • 3-2-1 Synthesis

IB-MA ATL Continuum

Presentation
February 10, 2014
The IB Continuum

Approaches to Learning Approaches to Learning Approaches to Learning Approaches to Learning


Research Skills

Communication Skills
Approaches to Social Skills
Learning: Ages Thinking Skills
3-19 Self-management Skills
Defintion of a Skill

the ability, coming from one's knowledge, practice, aptitude, etc., to do something
well:

[Link]
Are we teachers of skills or contents?
Skills PYP Skill Clusters
Speaking, Listening, reading, writing,
PYP-MYP-DP/CP Skill presenting, non-verbal communication
Categories Accepting responsibility, respecting others,
cooperating, resolving conflict, making
Communication group decision

Organization, time management, appropriate


Social behavior

Formulating questions, collecting, recording


Self-management organizing data, interpreting, and presenting
research findings
Research
Acquisition of knowledge, comprehension,
application, analysis, synthesis, evaluation
Thinking
Skills
MYP Skill Clusters
Communication
PYP-MYP-DP/CP Skill
Collaboration
Categories
Organization
Communication Affective(Mindfulness, emotional
management, self-motivation, perseverance,
Social resilience) Reflection

Information literacy and Academic Honesty


Self-management Media literacy and Academic Honesty

Critical and creative thinking


Research
Transfer
Thinking
Skills
Critical and creative thinking

Transfer

PYP-MYP-DP/CP Skill Metacognition

Categories Reflection

Thinking Communication

Collaboration
Communication
Affective (Mindfulness, emotional
management self-motivation, perseverance,
Social resilience)

Organization (Managing time and tasks)


Self-management
Media and information literacy
Research Academic honesty
What ATL Skills need to be explicitly developed

to Consider Almost any skill could be potentially explored in a


given unit so it is necessary to be strategic
in ATL regarding what skills to focus on
Planning? The learning outcomes/objectives (strands) that
are being taught and assessed by criteria

The summative task

The learning experience/formative tasks that build


to the summative tasks
Why Requirement from program standards and practices

Plan to Practice C2.4: Written curriculum

Teach ATL The written curriculum identifies the knowledge,


concepts, skills and attitudes to be developed over
Skills? time.

Requirement from continuum standard # 6

The school’s written curriculum identifies the


knowledge, concepts and skills to be developed
across the IB continuum.
What Planning Process Are
Schools Currently Using?

Share in your break out groups what planning process your schools are currently
using

Think of what planning process might be beneficial to schools meeting the


requirements of the program and continuum standard
What are Schools
Currently Doing?
and What’s Next?

•How do we presently ask our students to demonstrate their


proficiency with ATL skills in our school?

•How do we presently plan for increasing ATL skill complexity


in our school?

IB-MA ATL Continuum Presentation February 10, 2014
The IB Continuum Approaches to Learning Approaches to Learning Approaches to Learning Appro
Approaches to Learning: Ages 3-19 Research Skills Communication Skills Social Skills Thinking Skills Self-ma
Defintion of a Skill the ability, coming from one's knowledge, practice, aptitude, etc., to do something well: Diction
Are we teachers of skills or contents?

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