Approaches to Learning (ATL)
Approaches to Learning (ATL): Summary
Approaches to Learning (ATL) skills are deliberate strategies, skills and attitudes that permeate the IB teaching and learning environment.
ATL skills supports the IB belief that a large influence on a student’s education is not only what you learn but also how you learn
ATLs consist of Five categories of interrelated skills and associated sub-skills that support students of all ages to become self-regulated learners.
Teachers collaboratively plan for implicit and explicit opportunities using a variety of strategies to develop ATL both inside and outside the programme of inquiry.
Source: D Y Patil International School | ibo.org
Detailed Explanation of ATL Skills in Eight PodcastsClick/Tap to Listen to the Podcasts
These episodes by IB Matters are part of a series on the IB Approaches to Learning Skills known as the ATL’s that are at the core of all four International Baccalaureate Programmes. John Harvey and the host will, in these eight episodes, try to give you a coherent, sustainable, values aligned strategy to implement ATL Skills in your school. They want to help you build your team of coordinators, teachers, librarians, and support staff.
In this podcast, John described how he moved some of the skills around to optimize teaching 'States of Mind' in the different IB Programmes. Here is a link to his spreadsheet so you can see how he did it: John Harvey's States of Mind Continuum Framework
Here are the 11 models John suggested. Take a look and pick one or two (or more) that fit you and your school. Links to each model can be found in the Continuum Framework document.
In the podcast, John described how he prefers the Gibb's Reflective Cycle. You can learn more using this link.
John also mentioned the 'Thinking Skills Across the Continuum' document he has compiled. Here is a link to that document. Be sure to check out all the tabs in the spreadsheet to access Critical thinking, Creative thinking, Information transfer, and Reflection & Metacognition.
In the podcast, John referred to the Big 6 and Super 3 models for building research skills. Here is a link to explore more.
In the podcast, John referred Belbin Team Roles model for developing social skills Here is a link to learn more.
Here is the list of the nine Belbin Team Roles:
The Social roles: Resource Investigator, Teamworker and Co-ordinator
The Thinking roles: Plant, Monitor Evaluator and Specialist
The Action or Task roles: Shaper, Implementer and Completer Finisher
In the podcast, John Harvey described how he moved some of the Self-management Skills around to optimize teaching 'States of Mind' in the different IB Programmes. Here is a link to his award-winning spreadsheet so you can see how he did it: John Harvey's States of Mind Continuum Framework
This episode is a sort of panel discussion looking at the big idea of using approaches to learning as a framework within IB to deliver the promise of an IB education as captured in the IB mission. The panel guests are Adrian von Wrede-Jervis, Nigel Gardner and John Harvey who has developed and led this series. With this episode the panel takes time to look at what might be missing, what might be done better, and what each of you in an IB school can do to make the Approches to Learning more useful to your teachers and students.
From Nigel: Integrating ATLs with concepts - here is the link to the framework that I was referring to: https://www.repurposedlearning.com/post/the-my-place-in-the-story-model
Linking with CASEL - 5 areas of social and emotional competency https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/. Also see SEL Page and CASEL Section
This set of five ATL skills playbooks, produced by Toddle, is designed to help you target specific skill indicators in your teaching and learning processes. The playbooks collate exciting ideas for skill-based activities that can be aligned with subjects or used independently for homeroom and other learning spaces.
How to Use the Playbooks
Each playbook contains printable strategy or activity cards aligned with 50+ skill indicators within the five ATL skill clusters
Cards are written in student-facing language and also link to templates, worksheets, and graphic organisers students can readily use
Each card also indicates a learner profile attribute that can potentially be developed through the activity; educators may encourage students to reflect upon the same.
ATL Skills Continuum
Student Personal ATL Learning Plan Example
Approaches to Learning (ATL) Resource Toolkit
Here are some strategies that can help to build ATL skills curated by Alison Yang. While the Toolkit is targeted for MYP teachers, you will find that many of the resources are very applicable to the PYP, especially upper elementary. Select each ATL by selecting a tab at the top of the spread sheet. It's truly a bountiful resource!
Note: The skill indicators are merely suggestions by the IB. These skills are not the definitive or exhaustive list of ATL skills. Schools are not required to cover them all. Instead, the important point is for schools to consider their own contexts, reflect on their school missions and develop their own continuum of approaches to learning skills that can prepare students for the future.
Strategies must be used intentionally and practice deliberately. When choosing the strategy to explicitly teach specific skills, we need to consider our subject-specific objectives, the complexity of summative assessment, desired learning outcomes, and age appropriateness.
Podcast: Interview Sonya Terborg About the Approaches to Learning (ATLs)
Angeline Aow interviews Sonya Terborg about the Approaches to Learning (ATLs). Sonya has been a PYP educator since 2003 when she began working with 2nd Grade students at Bonn International School and has since worked as an art teacher, homeroom teacher, and technology integrator. Sonya is currently teaching MYP Design at Nanjing International School. Sonya is a PYP workshop leader and has worked with the IB on developing the PYP Blog and on several projects in relation to the PYP Enhancements. Her interest lies in challenging ideas and seeking understanding in how we can best “do school”. To find out more about Sonya and her work, you can follow her on Twitter or check out her website.