Approaches to Learning (ATL) Areas of Interaction: Approaches to Learning (ATL) Part Two

Self regulated learner Teaching ATL in mind Self regulated learner

The Key skills of the self regulated learner

ATL Skills Major Skills organisers ATL Skill area Skills Clusters Communication Social Collaboration Self Management Organisation Reflection Affective skills Research Information literacy Media Literacy Thinking Transfer Critical thinking Creativity / Creative Note: 1. Major skills are the PYP Transdiscplinary Skills 2. ATL skills area taken from MYP : Principles into Practice . 3. Skills clusters taken from Lance G. King ATL workshop

MYP ATL’s – 10 Clusters of Learning Skills Skill organisers Skills Clusters Descriptors Communication The skills of effectively exchanging thoughts, messages and information through interaction The skills of reading , writing and using language to communicate information Social Collaboration The skills of working cooperatively with others Self Management Organisation 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 , learning skills and learning strategy use Research 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 representative of information Affective skills – enabling students to gain some control over mood, motivation and attitude

Skill organisers Skills clusters Descriptors Thinking Critical thinking The skills of critique of text, media , ideas and issues Creativity and innovation (Creative thinking ) The skills of innovation – developing things and ideas that never existed before Transfer Utilizing skills and knowledge in multiple contexts Excerpts from : Lance G. King’s workshop

ATL’s Skills are mapped horizontally but not vertically: Each ATL Skills Cluster is significant at every level of the IB but skills examples will increase in complexity Individuals vary greatly in their age related skills proficiency Build continuity of skills across each level Design for total skills profile across all level

Estimated time: 15-20minutes Reflection Estimated time: 15-20minutes

The End