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Through approaches to learning in IB programmes, students develop skills that have relevance across the
curriculum that help them learn how to learn. Approaches to learning skills can be learned and taught,
improved with practice and developed incrementally. They provide a solid foundation for learning independently
and with others. ATL skills help students prepare for, and demonstrate learning through, meaningful
assessment. They provide a common language that students and teachers can use to reflect on and articulate
on the process of learning.
Approaches to learning are most powerful when teachers plan and students engage with them in connection
with significant and relevant content knowledge in order to develop transferable understanding.
Over time, students should develop clear and sophisticated understandings of how they learn best and how they
can evaluate the effectiveness of their learning. This kind of self-regulated (independent and autonomous)
learning helps students:
share responsibility for creating productive, cooperative and safe learning environments
develop the confidence to try new strategies and explore new concepts and contexts for learning
prepare for further study and responsible participation in local and global communities.
cognitive- learner-initiated use and practice of active information-processing and retrieval strategies
affective (social and emotional)- self-management of mood, motivation, interpersonal relationships and
attitudes toward learning
ATL skills are informed by and support the development of the attributes of the IB learner profile.
Communication
I Communication
Social
II Collaboration
Self Management
III Organisation
IV Affective
V Reflection
Research
VI Information Literacy
VII Media Literacy
Thinking
What are my present skills in this area and what evidence do I have of my development?
When specific ATL skills become an explicit focus for teaching and learning, students can begin to take
responsibility for their own development. Over time, students can identify themselves and their competence in
any learning strategy using terms like these:
Novice/ beginning students are introduced to the skill and can watch others performing it (observation)
Learner/ developing students copy others who use the skill and use the skill with scaffolding and
guidance (emulation)
Practitioner/ using students employ the skill confidently and effectively (demonstration)
Expert/ sharing students can show others how to use the skill and accurately assess how effectively the
skill is used (self-regulation)
A concept-based curriculum that uses ATL skills effectively enables all students to become stronger, more selfregulated learners.
COMMUNICATION
I Communication skills
Inquiry focus:
SOCIAL
II Collaboration skills
SELF MANAGEMENT
III Organization skills
IV Affective skills
How can students
manage their own state
of mind?
Perseverance
Self-motivation
Resilience
V Reflection
(Re-)considering what has been learned; choosing and using ATL skills
RESEARCH
VI Information literacy
Locate, organize, analyse, evaluate, synthesize and ethically use information from
a variety of sources and media [including digital social media and online networks]
Demonstrate awareness of media interpretations of events and ideas [including
digital social media]
Make informed choices about personal viewing experiences
Understand the impact of media representations and modes of presentation
Seek a range of perspectives from multiple and varied sources
Communicate information and ideas effectively to multiple audiences using a
variety of media and formats
Compare, contrast and draw connections among (multi)media resources
THINKING
VIII Critical thinking
The skills of invention developing things and ideas that never existed
before
Use brainstorming and mind mapping to generate new ideas and inquiries
Consider multiple alternatives, including those that might be unlikely or impossible
Create novel solutions to complex problems
Use lateral thinking to make unexpected connections
Design improvements to existing machines, media and technologies
Design new machines, media and technologies
Make guesses and generate testable hypotheses
Apply existing knowledge to generate new ideas, products or processes
Create original works and ideas
Practice flexible thinking arguing both sides of an argument
Use visible thinking strategies and techniques
Propose metaphors and analogies
X Transfer