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Crowd control?

To help students:

To develop:
self-motivated

gain good qualifications?

self-directed

get into a good university?

self-regulated

get a good job?

prepare for life?

develop into brilliant learners?

autonomous
independent

lifelong learners?

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.

Only 20% of teachers believe that teaching students

how to learn is a priority

Only 17% of students report that teachers actively

help them learn or improve their study skills

 setting learning goals

planning out their own study

asking good questions

generating motivation and perseverance
processing information effectively sifting, sorting, comparing,

verifying, trying out different ways to learn

working to deadlines
reflecting on their achievement both process and content
making changes to their learning processes where necessary

Meta-cognitive Knowledge students gaining awareness of the

thinking and learning preferences, strategies, techniques and
skills they use at present

Meta-cognitive Performance students using that knowledge to

improve performance, changing ineffective strategies, trying new
ones, learning new skills

Are a combination of:

cognitive
Affective

- 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

ATL - 5 Skill Categories

Communication

Social
Self Management

Research

Thinking

ATL - 10 Skill Clusters

Communication
Collaboration
Organisation
Affective Skills
Reflection
Information Literacy
Media Literacy
Critical Thinking
Creative Thinking
Transfer

Communication

The skills of effectively exchanging thoughts, messages and

information through interaction
The skills of reading, writing and using language to communicate
information

Collaboration
Organization

The skills of working cooperatively with others

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

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 ideas and things that never

existed before

Transfer

Utilising skills and knowledge in multiple contexts

In order to succeed in your classes, what are

the most important ATL skills your students
need?

Do you teach your students these skills?

Skills that every student needs start with the basics:

At what age do they need to have effective skills of:

- time management for classes, assignments, exam study

- listening

- concentrating

- note taking in class

- persevering

- collaborating, team work

- articulating ideas

- key point summarising

- essay & report writing

- reviewing information

- goal setting, planning

- independent learning

- resilience, dealing with failure

The skills of:

-

Scientific literacy?

Mathematical literacy?

Creative literacy?

Language literacy?

Technological literacy?

Physical literacy?

At the junior school level - Awareness:

raising awareness of the existence of learning skills

At the middle school level - Acquisition:

teaching specific skills, strategies and techniques

At the senior school level - Amalgamation:

many skills in operation in every subject

At the entry into the MYP?

Half-way through the MYP?

At the entry to the Diploma?

At the completion of the Diploma?

Discuss

In Languages reading, writing, note making, key

word summarising, paraphrasing

In Science creating questions, researching,

developing hypotheses, running experiments,
gathering data, analysing data, drawing conclusions,
reporting findings
In Maths?
In the Arts?
In IT?
In PE?
In History?

Level 1

Level 2

Level 3

Level 4

Novice

Learner

Practitioner

Expert

- observing

- copying

- demonstrating

- self-regulating

Observes others
performing tasks
and using the skill
High levels of
scaffolding from
teacher needed

Copies others
Can demonstrate
performance of the the skill on demand
skill
Minimal teacher
Medium level of
scaffolding
scaffolding needed required

Can teach others

the skill
No teacher
scaffolding
required

 The skill remains the SAME throughout the MYP years but
the complexity of the use of the skill increases as defined by
the learning experiences and the summative task

The skill is manifested through the successful completion of

the summative task
Once the skill is identified in the ATL section of the unit
planner and the complexity of the use of the skill is specified
in the ACTION section of the unit planner self-assessment
can then be used to measure proficiency

 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 140 skills 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.

Explicit Teaching means teaching an ATL Skill outside

the subject based lessons teaching a lesson on Time

Management, Note Making, Concentration etc. focused

on strategies, practices, techniques of skill
development.

Implicit Teaching means embedding the skill

development and practice within the subject focused

lesson.

 How, when, where and by whom could this be

taught at your school?
Could you reach agreement across subjects on a
consistent model of time management for classes,
assignments, tests and exams?
How could you get every teacher to reinforce the
same model of time management

 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 do it?
That is your courage strategy

6 billion cell phones in the world

85% of new phones are web enabled
2 billion broadband subscriptions
255 million websites
150 million blogs
8 trillion text messages sent in 2011
107 trillion emails 89% of which were spam
Youtube 72 hours uploaded every minute
3 billion videos viewed every day

every piece of subject matter was available to

your students on the internet, and

they all had access to internet linked devices,

and

they all had access to high speed broadband

all day....

What could teaching look like then?

The POSBGIL Revolution

Process Oriented Skills Based Guided

Inquiry Learning
To teach the skills of effective learning, practice
inquiry and develop self-regulated learners

A focus on the teaching of the skills of effective learning

in many countries and across the IB curricula

The proliferation of high quality school subject based

websites

The ubiquity of internet accessible devices

The availability of high speed broadband

The high level of comfort your students all have with the
digital world

How Real is Real?

1)

Work with the person next to you groups of 2-3 people with one
internet connected device per group

2)

Connect to www.topmarks.co.uk

3)

Select common interest subject and level click go

Early Years
Key Stage 1
Key Stage 2
Key Stage 3
Key Stage 4
Advanced
Higher Ed

4)

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< 5 yrs old

57
7 11
11 14
14 16
16 18
> 18

Check out as many websites as you can

Sugata Mitra

Focus on developing the ATL skills needed to learn the

subject matter effectively

Pose questions, outline problems, give clear measurable

learning objectives and time frames

Allow students to work collaboratively in small groups

Assign roles researcher, questioner, recorder, director

Enable them to connect to the best subject based internet

(and other) resources

Facilitate their journey

Udacity

TED-ED

BLOOMS REVISED TAXONOMY