The school develops subject group overviews and an approaches to learning planning chart in accordance with programme documentation.” Schools can choose to document the progression of skills in any chart that makes sense to the context of the school and students. The IB’s Programme Standards and Practices states: “The school plans and implements a coherent curriculum that organizes learning and teaching within and across the years of its IB programme. Question: Is there a specific chart we should use to document the ATL skills in use?Īnswer: MYP schools can plan their delivery of approaches to learning skills in different ways. This makes the planning and implementation of ATL easier for everyone. This will allow the teaching of the ATL skills to be distributed among the teachers and documented in a way to help teachers identify who is teaching the skills explicitly. The guidance given in ATL workshops is to map the skills per subject objective. If a teacher is choosing two ATL skills, then this adds up to four to six learning experiences per unit and so on. So, to properly teach one ATL skill, you will need two to three learning experiences per unit. For each new skill to be taught, it needs to be taught explicitly (without content from the subject teacher), this is usually through a learning experience, then practiced implicitly once or twice before it appears in a summative task. ![]() ![]() However, if the unit is covering two objectives, it would make sense that the corresponding approaches to learning skills tied to those objectives are taught whether explicitly or implicitly. Question: Do we need to teach only one ATL skill per unit?Īnswer: There are no rules regarding the number of ATL skills in each unit. The long-term purpose of ATL in the MYP is to help students develop agency and grow in their ability to monitor their own learning and manage themselves (alone and in a community of practice). Meaningful formative feedback can bring about lasting change. Students learn best in a trusting environment in which they receive detailed, ongoing feedback about what they are doing well and what they need to practice in order to improve. Some schools encourage their students to self-evaluate their growth in ATL skill development with an opportunity for teachers to comment on the student’s reflection. The ATL skills are a useful organizing tool, but you are not required to use them in plans for teaching, assessing and reporting. ![]() ![]() Within each individual subject guide there is a section on ATL skills, which includes suggestions of some of the indicators that can be important for the different subjects. It is not a requirement to apply all these skills, as schools need to choose any skills relevant to their contexts that support students’ learning. A school might choose to select those that are relevant to their school, or they might write their own. Question: Do all the ATL skills have to be covered multiple times?Īnswer: The skills that are included in the ATL Framework in the appendices of MYP: From Principles into Practice are suggested examples. This blog is a continuation of the series looking at the diversity of implementation and the flexibility of the Middle Years Programme (MYP). They are important in helping students learn how to learn, as well as developing young people into the future global citizens and leaders that are needed to thrive in an increasingly complex world. We call these approaches to learning (ATL) skills. All IB programmes support students to develop into lifelong learners by promoting the development of a broad set of skills, including:
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |