Documente Academic
Documente Profesional
Documente Cultură
with ATL
IN MIND
Lance G King
Managebac Conference
December 2014
www.taolearn.com
ATL tab - an opportunity to share ATL resources world-wide
taolearn@xtra.co.nz
@TAOLearn
ATL:
ATL Skills are not subject matter in themselves, they are a collection of the processes, skills,
techniques and strategies needed to learn any and every subject.
ATL Skills are not more content to be learned they are processes to be experienced and improved.
Cognitive skills - active information processing and retrieval strategies study skills
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
Affective skills - enabling the student to gain some control over mood, motivation and attitude
Persistence and perseverance
Focus and concentration
Self-motivation
Mindfulness
Emotional management
Resilience
Metacognition: a combination of
o Metacognitive Knowledge - students gaining awareness of the thinking and learning
strategies, techniques and skills they use at present
o Metacognitive Performance using that knowledge to improve performance, change
ineffective strategies, try new techniques, learn new skills
Are there Core Generic ATL skills?
universal
essential to the learning process
not age specific
they persist throughout the life of the learner as the most fundamental skills
they do not change in nature but may well increase in complexity with the age of the learner
ATL Core Generic Skills (numbers in brackets are from IB MYP ATL skill description framework) eg:
1. Time management classes, assignments, exam study (3a, 3b, 3c, 3d)
2. Listening accurate reception, following instructions (1.1a, 1.1b)
3. Note making - recording information accurately and personally (1.2i, 1.2j, 1.2k)
4. Concentration, focus, perseverance, persistence - staying on task (4.1a, 4.1b, 4.1c, 4.2a)
5. Group work and team work cooperation and communication (2d, 2f, 2g, 2h, 2i, 2j, 2k)
6. Goal setting and task management (3e, 3f, 3g, 3h)
7. Information search, retrieval, comparison, verification (6a, 6b, 6c, 6g, 6h, 6i, 6k, 7a)
8. Writing for different purposes essays, reports, creative writing (1.2e, 1.2n, 6f)
9. IT skills word processing, spread-sheeting, creating presentations (6j)
10. Gaining understanding - reflection, review, formulating questions (5e, 5f, 5g, 6e, 1.1c, 8d)
11. Learning from mistakes resilience, failing well (4.4a, 4.5a, 4.5b)
12. .
13. .
Are there key Core Generic ATL skill Step-ups across a students school life?
At the entry into the PYP?
At the entry into the MYP ?
Half-way through the MYP?
Entry into the DP?
At the completion of the DP?
Do students need to be taught those skills before they make the step-up or will they learn them after they
do?
Teaching Cognitive Skills explicitly through models, best practice - teaching strategies, techniques:
Define the parameters of the skill - characteristics, examples of high and low proficiency
Describe best practice in the field how do the best students do it?
Break each skill down into strategies and techniques
Teach them through practical examples
Allow for personal difference
Teaching Affective Skills:
1) Drawing out and transferring internalised strategies
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
2) Explicitly as with Cognitive skills or
3) Experientially
Setting up experiences for students that bring about the development or use of Affective Skills like selfmotivation, resilience, perseverance, concentration, focus, leadership, bouncing back after mistakes and
failures
PE many aspects of Physical Education can be used to highlight the development of affective skills
Outdoor Education taking students out of the classroom can create opportunities for the
development of affective skills
Influencing a School Culture through Skill Acquisition
What gets the highest praise at your school?
Process or Outcomes?
What if high praise was meted out to process courage, determination, perseverance, resilience,
self-motivation.
How could that influence your school culture?
Self-Assessment
Novice
Learner
Practitioner
Master
Watch
Copy
Do
Teach
Medium level of
High levels of scaffolding scaffolding needed
from teacher needed