Introduction To The ATL Info Session.pptx

ATL Intro

1. App r oaches to Learnin g ( A TL) Ski l ls "A co n c e p t - driv e n c u rr i c u lum that u s es Ap p roa c h e s to Le a rning s kills effectiv e ly e n a b les all stud e nts to b e c o m e stron g e r , m ore s e l f - reg u lated le a rner s ."

2. A T L ’ s what a r e th e y? Th e y a r e tra n s - disc i pli n a r y ski l l s that a r e d e v elop e d i n stude n ts f r om PYP th r ough to the D P . Th e y a r e i n te n ded to d e v e l op stude n ts as l i f elong lea r ne r s and r ei n f o r ce that w e a r e teach e rs of lea r ne r s as w ell as teach e rs of su b ject s .

3. Ap p r oaches to lear n ing Wh at does i t do? Ap p r oaches to learni n g e n ables s tudents to d e v elop a va r iety of skills that h e l p them b e come b e tter learners. H o w do I l e a r n b e st? H o w do I k n o w? H o w do I com m u n icat e m y u n der s tanding? U n it p l ann i ng T eachers aim to e x plicit l y a d d r ess a n y a p p r opri a te A TLs: h o w doe s t e a c hin g th i s/ t hes e disc r e t e skil l s di r e c t l y conne c t to student succ e ss in the summa t ive as sessment t as k(s ) ?

4. These skills a r e g r ou p ed toget h er as f oll o ws: Com m u n ic a tion Social – (colla b or a tio n ) Self management - ( organisatio n , af f ecti v e , r eflect i o n ) Resea r ch - (in f ormation l i terac y , m edia l i teracy) Thi n ki n g - (crit i cal th i nk i ng, c r eati v e th i nk i ng, tra n s f er)

5. Communication H o w c a n stud e nt s com m u n i c at e th r oug h i n te r a c tio n ? Ex c h a n g i n g thoug h t s , messa g es a n d in f ormatio n ef f ect i vely th r ough i n te r a c tion G i v e and r ecei v e mean i ngful f eedback U s e i nte r cu l t u r al u n der s tandi n g to i n ter p r et com m u n i c a t ion U s e a v ariety of speaki n g tec h n i ques to com m u n ic a te wi t h a va r ie t y of audie n ces U s e a p p r opria t e f o r ms of writ i ng f or d i f f e r ent p u rpos e s and audiences U s e a v ariety of media to com m u n i ca t e wi t h a range of audie n ces I n ter p r et and use ef f ect i v e l y modes of no n - v erbal com m u n i ca t i o n Ne g ot i ate idea s and kn o wledg e wi t h peers and teachers Pa r t i ci p a t e i n , and c on t ribute t o , digi t al so c ia l media net w orks Colla b or at e wi t h peers and ex p e r ts us i ng a va r ie t y of d ig ital e n vi r onments and media

6. Co m mu n ic a tion H o w c a n stud e nt s demonst r at e com m u n i c at i o n th r oug h l a nguage ? Read i n g , w r it i n g a n d u s i n g l a n g u a g e to g a ther a n d c o m m u n i c ate i n f ormat i on Read crit ical l y and f or comp r ehension Read a va r ie t y of sou r ces f or i n f orma t i o n and f or p l ea s u r e M a k e i n f e r ences and dr a w c onclus i o n s U s e and i n terp r et a r a nge of discipl i n e - specific terms and s y mbols P a r a p h r a se a c curate l y and c o ncise l y P re vi e w a nd skim te x ts to b u i l d u n der s tandi n g T a k e ef f ect i v e no t es i n class M a k e ef f ect i v e sum m a r y no t es f or st u dying O r g a n i ze a n d de p ic t i n f ormation log i cal l y S tructu r e i n f o r ma t i o n i n summaries, es s a ys and r epo r ts

7. Social - Collabo r atio n sk i lls H o w c a n stud e nt s col l a b o r ate? W o r ki n g ef f ecti v e l y wit h others U s e so c ia l media net w orks a p p r opri a te l y to b u i l d and d ev elop r elat ions h i ps Delegate and sha r e r espo n si b i l i ty f or decisio n -maki n g He l p ot h ers to succeed T a k e r esponsib i l i t y f or o ne ’ s o wn a c t i ons M a nage and r esol v e conf l ic t and w ork collabora t i v e l y i n teams M a k e fair and equ i tab l e decisions L i sten acti v e l y to ot h er perspect i v es and ideas Ne g ot i ate ef f ect i v e l y E n c o ura g e others to c o n t rib ut e E x e r cise leadershi p and ta k e on a va r ie t y of r oles wi t h i n g r ou p s G i v e and r ecei v e mean i ngful f eedback A d v oc a te f or one ’ s o wn righ t s and needs

8. Social - Sel f-ma n agement Or g aniz at i o n skills H o w can st u de n ts dem o n s t r a t e org a n i zat i o n skil l s? P la n sho r t- and l o n g - term assign m ents; meet d eadlines C r eate plans to p r epa r e f or su mmati v e asses s m ents ( exam i nations and per f ormance s) Ma n aging time a nd tasks ef f ecti v e l y Set g oals that a r e chal l enging and r eali s tic P la n strategies and ta k e acti on to achi e v e personal and academic g oals B ring nec e ssa r y equip m ent and supplie s to cla s s K eep a n org a ni z ed and log i cal sys tem of info r mati on f ile s /notebooks Use a pp r opriate strategies f or organizi ng co mplex info r mati on Un d erstand and use sens o r y learnin g p r efe r enc es ( learnin g s tyles) Se l ect and use techno l o g y e f f ect i v e l y and p r oducti v e l y

9. Social - Af f ecti v e skills H o w can s t udents ma n age the i r o w n s t ate o f m in d ? Mi n d ful n e ss Pract i ce f o cus a n d c o ncentrati o n, to d e v elop me n tal f o cus, a n d to o v e r c o me dis t r a c t i o ns P e rs e v e ra n c e Dem o ns t r a te pe r si s tence a n d pe r s e v e r a n ce E m otio n al ma n a g e m en t Pract i ce s t r a tegies to o v e r c o me im p u lsi v e n ess a n d a n ge r , to p r e v e n t and elim in a te bu l l ying a n d to r ed u ce st r ess a n d a nx iety S e l f - m otiva tion Pract i ce a n a l y sin g a n d at t ri b ut i ng causes f o r failu r e , ma n ag in g sel f -talk a n d p o si t i v e think ing R e silienc e Pract i ce “ b o uncing back” after ad v e r si t y , mis t a k es a n d failu r es, dealing with dis a pp oint m e n t a n d unmet e x pectat io ns

10. Social - Reflecti v e skills H o w c a n s tu d e n ts b e r efl e c t ive? ( R e)consi d e r ing t h e p r oc e ss of le a rning; c ho osi n g a n d us ing A TL skills D e v el o p n e w skill s , te c hn iq u es and s t rategies f o r ef f ec t i v e lea rn ing Ide n t i fy s t r e n gths a n d w e a k n esses o f pe r s o nal lea r n in g s t r a tegies (sel f -assessment) Dem o ns t r a te flex ibilit y i n the select i o n a n d u se of lea r n in g s t r a tegies What did I lea r n a b o ut t o d a y? What don ’ t I y et understand? W h at ques ti o ns do I h a v e n o w? What can I al r e a dy do? H o w can I s ha r e m y skills to help peers w h o need m o r e pr a c t ice? What wil l I w o rk o n ne x t? What can I do to become a m o r e effi c ie n t a n d ef f ecti v e lea r ne r ? H o w can I bec o me mo r e f l ex ibl e i n m y ch o i c e o f lea rn in g s t rategies? What fac t o rs a r e im p o r tant f o r hel p in g me l earn w ell? C o nsider eth ical , cultu r al a n d e n vi r o nme n tal im p li c ati o ns

11. Resea r ch In f orm a ti o n li t e r a c y skills H o w can st u den t s demo n st r at e i n f orm a ti o n li t e r a c y? Fin d i n g, i n ter p r etin g , j u dg i n g a n d c r eati n g i n f orm a ti o n Collec t , r ec o r d and v erify d ata Ac c ess info r mati on to be info r me d and info r m others Ma k e co nnections bet w een various so u r ces of info r mati on P r es ent info r mati on i n a variety of f ormats and platfo r ms Collect and ana l yse d ata to id entify solutions and ma k e in f ormed d eci s ions P r ocess d ata and r epo r t r esu l ts Evaluate and select info r mati on so u r ces and d igita l tool s based on their a pp r opriatenes s to spe c i f i c tasks Un d erstand and i mple m ent inte l le c tual p r ope r ty r ights C r eate r e f e r ences and c itations , use f ootnote s /en d n o tes and construct a bibli ogr a p h y ac c o r d in g to r ec ogniz ed co n v enti o ns I d enti f y p r i m a r y and se c onda r y so u r ces

12. Resea r ch -Media lite r acy skills H o w can st u den t s demonstrate media l i teracy? I n tera c ting wit h media to use and c r eate idea s a nd i n f o r mat i on Locat e , or g an i z e , ana l ys e , e valuat e , synt h esize and eth i cal l y use i n f orma t i o n f r om a va r ie t y of sou r ces and media (i n cl u di n g digi t al so c ia l media and on l i n e net w ork s ) Demonstrate a wa r eness of media i n ter p r e t a t ion s of ev ents a nd idea s (incl u ding digital s o cial media) M a k e i n f ormed cho i ces about pers o nal vi e wi n g experie n ces Understand t h e i m pact of media r ep r esen t ati o ns and mo d es of p r esen t ati o n Seek a range of perspect i v es f r om m u l t i ple and va r ie d sou r ces C o m m u n i c at e i n f o r ma t io n and idea s e f f ecti v e l y to m u l t i ple audie n ces us i ng a va r ie t y of media and f ormats Compa r e , contra s t and d r a w con n ect i o n s among ( m u l t i )med i a r esou r ces

13. Thinki n g C r i t i c a l t h i n k i n g skill s H o w can s tu d e n ts t h ink c r iti c ally? A n alysi n g a n d e val u a t ing iss u es a n d id e as Pract i ce o bse r ving ca r efu l l y i n o r der to r ecognize p r o b le m s G ather a n d organ i z e r el e vant in f o r m ati o n to f o rmulate an arg u me n t Rec o g n i z e uns t ated assu m pt i o ns a n d b ias Interp r et data Evalu a te e vidence a n d ar g ume n ts Dr a w r eas o nab l e c o nc l us io ns and ge n erali z at io ns R e vi s e understa n ding b ased on n e w in f o r m ati o n a n d e vidence F o rmulate fac t ual, t o p ical , c o nceptual a n d d e bata b l e questi o ns C o nsider ide a s f r o m m u ltipl e pe r spec t i v es A n a l y s e c o mp le x c o ncepts a n d p r oject s int o the i r c o ns t it ue n t pa r ts a n d s y nthesi z e them to c r e a te n e w understa n ding P r o p o se and e valuate a variety o f s o luti o ns Ide n t i fy o bs t acles a n d challe n ges Ide n t i fy t r e n ds a n d f o r ecast p o s sibiliti es

14. Thinki n g - C r eati v e thinki n g skills H o w can stud e nt s be c r e ati v e ? G e ne r at i n g n o vel i d eas a n d cons i de r i n g n e w pe r sp e ctives Use br a ins torming and v isua l diagram s to generate n e w idea s and inquiries Consider m ultiple alternati v es, in c ludin g tho se that mi ght be unli k e l y or i m pos s ible Ma k e unexpected or u n usual connections bet w een objects an d /or id eas Des i gn i mp r o v em ents to exi s ting ma chine s , me d i a and technologies Ma k e gues s es, ask “what i f ” questions and generate testable h ypothes e s App l y existing kn o wl e d ge to generate n e w ideas , p r oducts or p r oces s es C r eate original w orks and ideas ; use existing w orks and idea s i n n e w w a ys P ractice f lex ible thinki n g — d e v elop m ultiple oppo s ing , contra d ic t o r y and co mplementa r y ar g ume nts

15. T ra n s f er skills H o w c a n stu d ents t r ansfer skil l s and kn o wledge a c r oss disci p l i nes and su b j e c t g r ou p s? Us i n g s k i l ls a n d k n o wle d g e in m u l tip l e co n te x ts U s e ef f ect i v e learn i ng strategies i n su b jec t g r ou p s and discip l i nes Ap p l y skil l s and kn o wledg e i n u n famil i ar situat i o ns I n q u i r e i n dif f e r ent contexts to g a i n a dif f e r ent perspect i v e C o mpa r e c o ncep t ual u n de r standing a c r o s s m u l t i pl e sub j ect g r oups and discip l i nes M a k e c on n ect i o n s bet w een su b jec t g r ou p s and discip l i nes Comb i ne kn o wledg e , u n der s tandi n g and skil l s to c r eate p r oducts or solu t io n s T r a ns f er cu r r ent kn o wled g e to learni n g of n e w tech n olo gi es Change t h e context of a n i n q u i r y to g a i n dif f e r ent perspect i v es

16. W h y? Th r ough a p p r oaches to lear n in g , stude n ts a r e p r o vided wit h the tools to enab l e them to ta k e r es p onsibil i ty f or the i r o wn lea r n i ng. Cent r al to th i s i s " lea r ning h o w to lear n " and d e v elop i ng i n i n div i duals an a wa r eness of h o w th e y lea r n be s t, of thoug h t p r ocesses and of lear n in g strateg i es.