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

2. Self regulated learner
Teaching ATL in mind
Self regulated learner

3. The Key skills of the self regulated learner

4. 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
Skills clusters taken from Lance G. King ATL workshop

5. 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

6. 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

7. 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

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

9. The End