ATL IB Workshop Report

February 10th – 11th 2018 at Aljabr Islamic School Workshop leader: Curtis Beaverford.

Day 1: Saturday, February 10th 2017

Creating Inclusive Classrooms

- Session 1
In education, identity governs learning

 Explore differentiation in the IB mission statement

 Reflect on our current understanding and practices of differentiation in our schools
 Identify key issues and challenges related to differentiation in our schools

1. This workshop applied IT approach in learning  https://cbworkshops.moodlecloud.com/login/index.php. Mendelay is an electronic

referencing system. It integrates with Word and is a great resource manager. We can set up a group that can be used share reading.
Mendeley on the Moodle site.
2. Goals of this workshop will compile the following key understandings that would be addressed:
a. Develop a deeper understanding of Approaches to Learning (ATL) as a way for students to acquire and use skills developed over
time in order to access learning.
b. Consider contemporary research in order to apply metacognitive strategies throughout the learning process, with an emphasis
on assessment as learning.
c. Design the curriculum to encourage students to build these skills.
d. Reflect on how developing cognitive, affective and meta-cognitive skills using a variety of strategies may increase the capacity of
learners to become self-regulated and intrinsically m
3. WSL statements:
a. In 2012, Japan’s government expected to have at least 200 school which will apply DP by 2018. They request (paid) IB to
translate the IB documents in Japanese.
b. Each school needs to develop their own curriculum, inspired by and to develop the PYP Scope and Sequences. The PP scope and
sequences is great, but school should clarify the standards based on their own national content and/or their cultures/missions.
 The SS are still general, so by make it specific by each school curriculum, schools may have their own standard. For example: For
grade 2, school must have references that G2 students must be able to do this, this, this and that, as part of the whole curriculum
and must be available for all grades; for all subjects. Reading for meaning in G12 and G2 must have different content, contexts
and applicable skills.  included in the SMART Plan.

4. Ideas generated from this session:

a. House keeping things: encourage people to independent (bring bottles to be refilled), informative (map displayed everywhere,
visual information), arrows
5. The accountability of teachers in teaching: How can we ensure what the teachers have taught if we cannot track it through the written
curriculum (planner), teaching and learning process (taught) and through students works/progress (assessed)? Australian curriculum are
familiar with numbers code, “C.2” oh yeah we did that!  Al Jabr can connect with numbers in KI and KD (national curriculum; K13).
6. ATL in MYP documents are using bullet, without numbers; which may start confusion for teachers to prioritize. School may develop
further.
7. The term in PYP, “trans-disciplinary is a kind of loose”. How to make it connected? Through the continuum of the knowledge and SKILLS.

REFLECTION

8. Issue Bin

Questions Congratulations

Concerns I got it now

9. Working Agreements
- Step up
- Make space
- Listen to learn
- Assume the best intent
- It’s all about the students
- Have fun!
10. The word “reflection” is used lot in IB workshops and class. When you ask students to reflect; do you give them expectation for that
reflection? Google (v) – Melinda Miller Reflection (should say e QUT Eprint). https://eprints.qut.edu.au/79260/1/Critical_Reflection_-
_Gowrie_Article.pdf
 11. How could this framework be used in a classroom? How can we develop the reflection skills into reality? What skills are needed to move
from reacting to reconstructing?

Level 1:Reacting Level 2: Elaborating Level 3: Reconstructing

 Commenting on one’s feelings related to  Comparing one’s reaction to other people’s  Drawing revised and new conclusions
an event responses and perspectives about your practices and the practices of
 Providing a straight description with no added  Analyzing an event by asking questions and others
observations or insights considering alternatives  Ongoing exploration of relationships
 Making an observation or judgment without  Seeking a deeper understanding of an event between practice, literature and theory
detailing reasons for the judgment by relating it to current literature and  Planning further learning on the basis of
 Developing a shallow understanding of what theories. your reflections
occurred and why
12. How or who is accountable in teaching the reflection skills? Which documents will we use to teach reflections? How can it be done if no
one is teaching it and take it for granted that every student must have known how to reflect?
A short story from Curtis: “A very smart scholarship student in G12 made reflection after doing his CAS in helping orphanage. His
reflection was “I hope there would be more orphans, so I can help more orphanage”  It is an inappropriate reflection because it means
this student “expect” there are more orphanage kids which must be suffering from the condition just because he wants to take actions.

CONSTRUCTIVISM

13. Group discussion: Find the meaning of Constructivism. Google the meaning individually, share and discuss it in table group. Result:
Constructivism is a learning theory. What pedagogical practices would be used in a workshop to support learning of constructivism is the
theory underpinning its design. It may take a special training to transfer the national curriculum into the IB framework that the school
imply and it is worth to do.  Include it into the smart plan.

COMPETENCY BASED EDUCATION vs SKILS BASED EDUCATION

14. What is the role of skills and knowledge? What is the difference? Each table group discuss about it.
15. Result: Skills are the tools to gain and use the knowledge. What happens is, it seems that knowledge is much easier to measure through
standardized test (in Indonesia, by UN) so the governments can easily check the standard achievements in national schools. Skills are not
that easy to measure, because every one may have different strength/weakness in applying skills, while skills refers to what we can do
with the knowledge, and not only what we know about specific subjects (knowledgeable versus skillful).

Session 2
- Explore different styles of teacher regulation and the impact on teaching and learning
- Inquire into how skills equip students to achieve goals
- Discuss the relationship between the IB Learner Profile and a skills equipped

1. MIX, WHISK, WHIRL: a class activity to share out what excites people about the ATL

Find a partner (someone you don’t know) and discuss MIX

Mix: What do you think you know about the ATL?

Find another partner, and discuss about Whisk

Whisk: what excites you about the ATL?

Find another partner, discuss about Whirl

Whirl: What concerns do you have about the ATL?

2. SKILL EQUIPPED
What concerns are there in the international world about teaching the skills? “Here is the lists. Now how can we make it happen? How
does it look like in our school?“  Some countries have governmental mandatory to teach the knowledge, content; and some others
have mandatory to teach the skills.
a. In Australia: Teach the national curriculum in the ATL ways
b. In Indonesia: doing curriculum revision to have competency based education
c. In US: common core, is it content based?
d. In Canada: using sample of competency list  Nvsd44curriculumhub.ca/competency-list/

3. Triangulated vision: STYLE OF TEACHER-REGULATION OF LEARNING

Strong Teachers Shared Teachers Loose Teachers

 Full control
 Regulates students processing
 Student thinking at a minimum, and
teacher as maximum support
 Provides access to resources
 Provides access to resources  Teacher’s only functions are supplying
 Skill training the learning objectives
 Problem solver  Student thinking at a maximum, teacher
 Student thinking engaged and teacher as not involved in student thinking or
guide and support learning
 Class reflection:
- Which type of teacher are you? Which one is best to support the skills equipped for students and (also) teachers?

Session 3

Sub tittle for this session focus:

- Investigate the difference between guidance and requirement

- Explore program requirement
1. ATL as the Learning Tool
a. Teachers must make clear TSC, but students must be able to do self-assessment, by applying the ATL
b. ATL should be the tools to have the academic achievements. As teachers, parents, students must be aware of which and how ATL
applied.
c. Students must have ownership of their work

2. Ideas:
a. School must develop the further continuum of ATL from PYP to MYP (for Al Jabr, until HS)
b. ATL should be clearly embedded into the assessments and curriculum that school has developed.
c. Why PYP has trans-disciplinary skills; and the requirements are not that “must” because it is not really the rule but it is what to
be done
3. Individual Activity: Is it Guidance or Requirement?
a. There are criteria in ATL that can include as guidance and/or requirement which will be different based on the needs of
students. The term “should” and “must” can be categorized as guidance and/or requirement
b. Explore the PYP/MYP documents
Document Rule/Regulation Guidance/Suggestion Consequences for
(Name and page (Usually has the words (Something schools Implementation
number) crucial or must) should do but don’t (Documentary /
have to do) Professional
Development/Resources

Options of Resources:
 a. Programme specific guide to Authorization
b. Self-Study Questionnaire
c. PYP - Making it Happen (Consider the sections related to the trans-disciplinary skills)
d. PYP - Review updates
e. Coordinator’s notes
f. MYP From Principles into Practice
g. MYP Further Guidance Documents
h. DP From Principles into Practice
i. DP ATL Resource
j. Programme Planner

4. Class Activity: Explore the MDG UN

a. As a focus: which MD goals that we want to focus on
b. Determine what skills needed towards that specific goals

Session 4

- Using ATL in the classroom

- Identifying skills that are aligned with learning targets
- Inquire into the explicit nature of teaching a skill

1. Skills may not representing the performance by having the planning chart.
2. Evaluation hint
a. Types of IB feedback:
i. Met: school gives enough evidences in fulfilling the IB standards and practices
ii. Recommended: school shows progress but needs more evidences
iii. Matters to be addressed: if school doesn’t reply to show evidence of progress, the IB permit and logo will be dismissed.
b. If the PE teachers do not know what the other subjects are teaching and assessment, the SnP C4 will be zero!
c. If the collaborative planning doesn’t take place, every teacher does not recognize other teachers are teaching.

3. How do students know what tools they have and don’t have?
a. By modelling, asking, introducing about what strategies and skills that you used for doing and completing such activities.
b. Controlled failure
 c. Encourage independent
d. Inventory checklist
e. Explicit tool box (metacognition)
f. Giving name for each student so they have the same language
g. Provide reference like anchor chart (graphic organizer) and ask which strategies that you choose and why you would choose
that.
4. How can teachers help students learn to use their tools properly?
a. Model, Practice
b. Provide reinforcing and corrective feedback
c. Structured reflection
d. Grades means when assessment, the students are encouraged to use the skills.
e. Choosing appropriate tool for doing such activity.
f. Clear learning objective
g. Explicit Fact
5. Teacher can explicitly teach the skills so the students can maximize their learning. How to know if you are explicitly teaching a skill: You
have chosen a specific skill and purposefully taught the skill outside of the regular curriculum in order to help students eventually be
able to achieve the learning objective(s).
6. ACTIVE LISTENING SKILLS
Resources: https://www.psychologytoday.com/blog/beyondwords/201311/active-listening-techniqueshostage-crisis-negotiators
Class Activity: focus on one skill and determine each of grade level to create the ATL continuum.
Sample of a table discussion’s result:
Skills K-G2 G3-5 G6-8 G9-10 G11-12
Paraphrase Use simple Use both daily and Apply the active and Refer to texts and Interpret different
command words to formal statements to passive statements various resources to paraphrase to
help young learners introduce the to paraphrase self paraphrase elaborate the
understand their common interactive and others’ meaning.
own needs and communications statements
wants. 8WH questions
8WH questions

Day 2, Saturday, September 30th 2017

Session 5 08.00-10.00

Sub tittle for this session focus:

- Better understand the elements of the ATL category of self-management skills

- Explore how self-management skills are explicitly developed in the classroom
- Determine what mastery might look like for the skill learning engagement
1. Quick recap of yesterday workshop.
2. Teach ATL as a subject, in manabac
3. PYP revised doc will be in this Oct 2017
4. Stories from different countries: Ecuador there are increasing numbers of DP School. Maaysia has pilot project in applying MYP.
5. Table discussion:

How do students know what tools they have and don’t have?

- Controlled failure  encourage independendende

- Explicit tool box  metaphors
- Named tools, same language
- Checklist  inventory
6. THIS COULD BE ME!
7. Some reading lists from Mendeley (take it from the Moodle/Googledoc)

http://infed.org/mobi/what-iscompetence-and-competency/

edglossary.org/competency-based-learning/

www.australiancurriculum.edu.au/generalcapabilities/overview/introduction

curriculum.gov.bc.ca/competencies

8. Growth and fixed mindset

a. There are two core mindsets, or beliefs, about one’s own traits that shape how people approach challenges: fixed mindset, the
belief that one’s abilities were carved in stone and predetermined at birth, and growth mindset, the belief that one’s skills
and qualities could be cultivated through effort and perseverance.
b. Everyone is a mixture of fixed and growth mindsets. You could have a predominant growth mindset in an area but there can still
be things that trigger you into a fixed mindset trait.
Session 6 10.00-12.00

- Inquire into the ATL categories of social and communication skills

- Explore how social and communication skills are developed explicitly in the classroom
- Consider what mastery might look like for the skill learning engagement

1 Reading articles https://www.theatlantic.com/education/archive/2016/12/how-praise-became-a-consolation-

prize/510845/
2 I can, I can’t Which types of person that they can find which one is easier?
- Developing the affective Can  growth
skills: Practice Cannot  fixed
Managing Self Talk. But it might use different approach, such as “I cannot speak Japanese YET”
- Individually make a list
of 20 things that you Individually make list of 20 things that you can and cannot do. Some people can be easier to
feel you can do complete list that they can do which can be assumed as growth mind set. While some people are
- easier to list things that they cannot do which can be assumed as the fixed mind set

What can I do? Think, talk, hear, Listen, Travel, Write, Read, Teach, Motivate, Inspire, Watch,
Manage, Lead, Help, Pray, Play, Walk, Plan, Whisper, Summarize

What is the component of
“sharing talk”
Why is growth minded
essential?
Growth to focus on the process
What cannot I do? lie, drive, sleep late, eat late, sew clothes, dive, hold my breath too long, come
late…..
Thinking before, relatable, making connections,
When students had more of a growth mindset, they held the view that talents and abilities could
be developed and that challenges were the way to do it. Learning something new, something hard,
sticking to things – that’s how you get smarter. Setbacks and feedback weren’t about your abilities,
they were information you can use to help yourself learn – Carol Dweck 2016.

- Class discussion:
Compenents of Think aloud
- Aware of self-talks
- Age appropriates
- Cultural appropriates
- Strategies

Activity: Be an explorer
When looking at ATL skills, PYP
teachers should do “Keep, Drop
and Merge” of all lists. School
can
- Feedback
- Process
- Skills
Feedback/honest
Each group decide a cultural habits in greeting, goodbye and personal space.
Then each group decide to have 2 members to be the explorers; to visit another group. Observe
about how the differences and similarities.
My group decide to have Hawaiian styles. Result: some culture have some close personal space;
while the other have distance. Hawaiian is very close until share the same air to breath; while
Islamic for example take care the distance between people. How to do research to apply
international minded.
build the ATL based on the needs and age appropriateness of the students
o Example: Communication skills: Share ideas with multiple audiences using a variety of digital
environment and media
http://www.huffingtonpost.com/dr-robert-mendenhall/competency-based-learning-
_b_1855374.html

Session 7 13.00-15.00

http://iteslj.org/Lessons/Kajiura-
Intercultural.html

Social SILLSATL Randomly of weird stuffs.

Should we add cyber safety in the social Take it from Ausralian curriculum. We think
skills? ou are clever enough to figure it out.
Focus in this sessions:

- Better understand the elements of the ATL category of research skills

- Explore how research skills are explicitly developed in the classroom
- Consider what mastery might look like for the skill learning engagement.
1. Determining the best: Skill: Collect, Record, Verify
In group of 5, collect information about your category, record information using multiple sources, based on your data; select the best for
your category and verify your choice with collected evidence. We look for hotel with best location and price
 a. Shin-Yokohama Kokusai Hotel 7400 Yen, 20 minutes (14km) 3.5
b. Hotel Jal Kannai Yokohama, 8000 Yen , 8 minutes, 3.8 km
c. Yokohama Sakuragicho Washington Hotel 6900, 10mis 7.3km
So we choose c: best location and price
Resources: Trip Advisor, Google maps, Google translate
2. Class Activity: Research skills continuum for PYP-MYP-HS
Grade 1-5: School will have an Islamic concert about a Prophet Ibrahim. Students start to prepare for the concert by comparing, contrasting
and drawing connections among (multi)media resources from Al Quran, prophet Ibrahim movie, storybook of prophet. With the goal of
understanding the big picture of prophet Ibrahim.
Grade 6-12: Student will collect data about prophet story from Al Quran, story book, history book. Make connection between various
sources and select specific part that is interesting and meaningful. Access information to know about the story and inform teachers about
what they’re doing. Process data and report their best plot concert.

Session 8 15.00-16.00

Focus of this session

- Better understand the elements of the ATL category of thinking skills

- Explore how thinking skills are explicitly developed in the classroom
- Consider what mastery might look like for the skill learning engagement

1. How we difference the practice empathy between K-G2, K-2 (personal, peers, state commonality, experiences) G12: wider relationship,
social, ACTION  We can refer to ACTION LADDER
2. Research skills
a. How to decide the teaching strategies by having the skills taught explicitly.
b. What The use of books? Ideas of internet is
3. Thinking skills
a. How to differentiate between explicit and implicit teaching of skills. When teachers teach the skills
explicitly so it is like all students are introduced about the names and also explained how to do it.
Most IB profiles were taught implicitly but for PYP there are some explicitly taught to students.
b. Thinking skill is a key feature of the constructivist approach that influences all programs. Let’s take a look at each cluster (read
the MYP Principled into Practice, ATL p.100)
i. We may use Ladder feedback by asking question, valuing from the work, and also concerning that they think.
 ii. Critical thinking skills: Some that can be merged and also redundant
iii. Creative thinking skills: Some are too specific, which can be used as learning engagement.
iv. Transfer skills: All are essential.
v. In short, that skills can be adjusted, merged, dropped, or even manipulated to meet the needs of
your school.
o Example: transfer skills can be explicitly taught by using mind mapping

Session 9 08.30-10.00

Focus of this session: Investigating the Resources

1. Moodle is having problem today, so we use the googledoc.

https://docs.google.com/document/d/1dPr63r1zSsY9Kt68ZJxRwNmcy1Hvxm3bKWD7nkN5pxE/edit?usp=sharing
2. Explicitly we can use COMMAND TERM in teaching the thinking skills and also other ATL.
3. We start the day saying we will learn about this and this. In order be able to learn about it, we extremely need to apply this skills of that
and that. That  how we explicitly teach how to use the skills to learn as tools. These skills are the focus, written in the planners and
taught explicitly. BUT, in order to apply that skills, we might need supports from the other ATL skills (this is called implicitly .
4. THINKING SKILLS: Creating METAPHORS
a. A metaphor is a figure of speech which makes implicit, implied or hidden comparisons between two things that are unrelated
but share some common characteristic.
b. Examples:
i. My brother is boiling mad
ii. it is like a bumping road
c. My group metaphor: batten down the hatches which means we are holding on to the ship in the storm, close everything and go
down to the deck. A bit rocky and uncertain. So many things to do, we need to get ready and come out to the other side.
5. Developing thinking skills is a key feature of the constructivist approach that so heavily be the foundation for learning. We have to keep
the ATL broad, otherwise it will be like the learning engagement. British National Curriculum is a sample that it is going to be directed by
the book.
6. Thinking Skill Category
a. Add thinking skills to the existing list of skills that you flee are program or age appropriate
b. Modify any thinking skills from the
c. Delete that we think is irrelevant.
7. Class activity: to think of a skill and learning engagement.
 a. My group result: a learning engagement for First Grade students, every child has a table of water, and try different things to be
put in the water. Firstly, a feather and we see how it react on the water. Second, a dirty leave, how is the reaction? Third, a
shampoo, used cooking oil, etc. The learning outcomes: for students to get ideas that what we throw to the water can affect the
level of cleanliness of the environment and how modern mass chemical production can destroy the environment.
8. Australian Curriculum covers K-10. It is relatively new document that has already gone through several revisions. If IB says that every IB
teacher is language teacher then Australian teacher should be able to teach all competences in different subjects.

Session 10 10.00-12.00

Topic: RESOURCES

1. School may use various resources for developing expectations of the ATL skills. It is NOT to copy and paste. It is for school to apply ATL
skills ourselves; to compare and contrast; to inspire which we can add, modify or delete based on the school’s mission and cultures.
2. In a table group, we read The Australian Curriculum. It is a relatively new document that has already gone through several revisions.
3. It Covers K-10 and they are developing expectations for 11 and 12 with general capabilities overview:
i. Literacy
ii. Numeracy
iii. Information and communication technology (ICT) capability
iv. Critical and creative thinking
v. Personal and social capability
vi. Ethical understanding
vii. Intercultural understanding
4. All Australian teachers are accountable to deliver all these disciplines by having the teachers’ certificates.
5. The general capabilities are organized slightly differently than the ATL but generally almost everythong included in the ATL
6. Summarize your group finding on the Australian Curriculum
a. How could you use them?
b. Strengths/weaknesses
c. What are the conditions of its copyright license?

7. How to include those sub elements into each trans-disciplinary themes or global contexts.
8. Australia curriculum do not have standardized test for those curriculum, the governments accommodates the
9. Compare with the British Columbia curriculum  https://curriculum.gov.bc.ca/competencies
 a. 3 core competencies: communicating, thinking and also persona social competencies.
i. Communication: The communication competency encompasses the set of abilities that students
use to impart and exchange information, experiences and ideas, to explore the world around
them, and to understand and effectively engage in the use of digital media.
ii. Thinking: The thinking competency encompasses the knowledge, skills and processes we
associate with intellectual development. It is through their competency as thinkers that students
take subject-specific concepts and content and transform them into a new understanding.
Thinking competence includes specific thinking skills as well as habits of mind, and metacognitive
awareness.
iii. Personal and Social - Personal and social competency is the set of abilities that relate to
students' identity in the world, both as individuals and as members of their community and
society. Personal and social competency encompasses the abilities students need to thrive as
individuals, to understand and care about themselves and others, and to find and achieve their
purposes in the world.
b. Strengths: Personal and social were explained in details and provided with sample of learning
engagement that school can use or modify. Weaknesses: No research skills that ATL has.

10. What is the main idea of this workshop activities  conclusion by Curtis  In order to apply ATL, you have to do more what IB say and
provides  develop each school curriculum, including the ATL!

Session 11 13.00-15.00

1. SELF MANAGAMENET SKILLS AND ATL

Do research from other curriculum

Research Skills Scope and Sequences Research Skills ATL

For Elementary and Middle School Teachers MYP – IB
EISLA (Elementary Middle School Library Association)
1. Define Task 1. Information literacy skills
2. Locate and Access Information 14 sub clusters
3. Understand Information 2. Media literacy skills
4. Organize Information 7 sub clusters
5. Synthesize and Create
 6. Reflect, Assess and Evaluate
Each has clear criteria for Beginner, Intermediate and
Advanced

Resources: eisla.wikispaces.com

2. Class Activity: What “Shapes” defines you?

a. Rectangular : stable, efficient, fixed to help
b. Triangle: strong, focus
c. Spiral: flexible, creative
d. Circle: keep on moving, dynamic, never ending journey
3. ATL and self-assessment
a. For students to be successful
i. The role of the teachers: explicit teaching of skills, plan well
ii. The role of the parents: support the students, facilitates the learning
iii. The role of the students: learn and comprehend the ATL
iv. The role of the school: well inform the parents, well equipped the teachers, facilitate the students
4. ATL and Self -Assessment Strategies: Students often readily accept the usage of self-assessment as part of a formative learning process.
It will fulfill their age-need for formal self-reflection on their progress, and support them agency when they are planning and reflecting
their learning. It enable to provide valuable experiences for self-assessment that contributes to their grade later in the course.
5. ATL and Self-Assessment Challenges
a. Lower performing and less experienced students have risks to overestimate their achievement. With peer assessment, students’
ability to self-assess accurately must be developed step by step, over time, and with substantial guidance  this is why we need
continuum. It is not about time consuming for teachers to observe, but time worth to spend for all parties (students to reflect,
parents to support and teachers to plan and facilitate learning)
b. Students may face obstacle or resist in having self-assessment. Some thinks that perceiving assessment and grading are the
teachers’ jobs and no confidence in their ability to assess themselves  Some might think “Am I doing the right thing in
assessing myself?” Some thinks “How can I improve my score by assessing myself?”
6. What information do students need to self-assess?
a. At your table group discuss what information students’ need to self-assess?
b. What criteria/scale could they use?
7. WSL’ statements
 a. He has been NEVER MARKING in the LAST 10 YEARS
b. WHY? Because it is important to teach honesty  being PRINCIPLED  Academic Honesty Policies  started from early years
to be honest in self-assessing; not to get scores, but to improve by not making the same mistakes UNTIL upper grade not to
cheat or change mistakes to avoid low scores.
c. No kids may bring home papers/works that without being marked  crucial as part of reporting policy  students self-
reflections  it might be time consuming for teachers, especially to filtered through, but it is worth to do.

Session 12 08.00-10.00

Planning for ATL implementation

Sample of continuum in the Research Skills (Literacy skills: sub cluster “Collect, record and verity data”
Research Research Research Research Research Research Research Research Research Research
Typically by Typically by Typically by Typically by Typically by Typically by Typically by Typically by Typically by Typically by
the end of the end of the end of the end of the end of the end of the end of the end of the end of the end of
Preschool, Foundation Year 2, Year 3, Year 4, 5th grade Year 6, Year 8, Year 10, Year 12,
students: Year, students: students: students: students: students: students: students:
students:

Collect, record and verify data

Able to Able to Able to Able to collects Able to collects Able to collects Able to collects Able to collects some Begin to master to Master in
collect and collect by collects some some data in some data from some data from some data from data from different collects some data from collecting,
record data using simple data in one one durable different different different research research and different research and recording and
in simple questions durable research research and research independently , resources resources verifying data
way and record research periods and record the data independently record the data in independently , independently , record from various
(gender) data in periods and record the data in flowing charts and record the flowing charts and record the data in the data in flowing resources with
simple way record the independently data in flowing verify from flowing charts and charts and written different
data with with some help charts different resources written reports and reports and verify from strategies to
supports verify from different different resources vary audiences
resources

Class reflection and feedback.