ATL Resourcrs 

WEF Education 4.0 Taxonomy & IB ATL

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Source: Christine Orkisz Lang & World Economic Forum
The above document (WEF) demonstrates how the World Economic Forum  4.0 Taxonomy and ATL skills align – almost perfectly. 
The Education 4.0 learning taxonomy presents a comprehensive set of skills, attitudes, and values to prepare young learners for well-being in the economies of the future. View/download (Direct Download) the WEF Education 4.0: A Taxonomy for the Future of Learning document.

Approaches to Learning Place Mat

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Source: Unknown 

Podcast: Interview Sonya Terborg About the Approaches to Learning (ATLs)

Podcast - Approaches to Learning - Sonya Terborg.m4a
Created by RACHEL FRENCH FRENCHSource: Professional Learning International - 58:45 - Jan 8, 2019

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.

PYP Early Years ATL Learning Card Example

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Created by Sonya Terborg - View her blog post

Five Ways to Deepen Student Comprehension

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For the most part, students aren’t good at picking the best learning strategies—in study after study, they opt for the path of least resistance, selecting the strategies that provide an immediate sense of accomplishment.  Check out these simple, in-class activities—drawn from recent research.

ATL Thinking Sub-Skills Check List

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Source: Suzanne Kitto 

Importance of Teaching Empathy as an ATL

Prior to the Enhanced PYP empathy was an "PYP Attitude" attribute. In the Enhanced PYP, it has been subsumed into the Learner Profile under "Caring".  Since empathy needs to be explicitly taught, I encourage PYP teachers to consider teaching empathy as an ATL skill under "Social Skills" (as it is in the MYP). Learn more about the importance of teaching Empathy.

Developing and Implementing High-Quality Success Criteria

Run Time: 53:00 - Mar 9, 2021
How would your students respond to the question, “How will I know if I have learned something?” When both you and your students have clarity about learning through high-quality success criteria, there is a greater likelihood that learning will happen and that all students will experience success in their learning. Success criteria can be used as a teaching/learning strategy to help students understand and use ATL skills, assessment as feedback, inquiry and developing UOIs. Whether face-to-face, hybrid, or at a distance, this webinar will introduce how best to support the development and implementation of high-quality success criteria.

The Importance of Differentiating Instruction & Assessment 

It is critical to incorporate differentiation and assessment strategies during collaborative planning and teaching for implicit and explicit opportunities for all students to develop ATL skills both inside and outside the programme of inquiry. Learn more about Differentiating Instruction and Assessment.

What Is The 3-2-1 Strategy And How Can It Be Used For Critical Thinking?

What’s the 3-2-1 strategy? The 3-2-1 strategy is simply a format that can frame–well, really anything. Great for stimulating critical thinking and ATL understanding.

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Click/Tap on Image to view/download 1-page document. Source: TeachThought Website

Examples Of The 3-2-1 Strategy

It doesn’t even have to be about about teaching and learning. You might ask someone to name…

3-2-1 is a tried-and-true way to frame anything from a pair-share or journal entry (e.g., ask students to write 3 things they think they know, 2 things they know they don’t know, and one thing they’re certain of about a topic) pre-assessment to a post-assessment (e.g., list three ways your project or learned skill reflected mastery of skill X, two ways skill Y still needs improving, and one way you can make your presentation stronger in the next five minutes) to a reflection of the post-assessment.”

The most common use of 3-2-1 is in response to a reading or lesson–usually 3 things you learned, 2 things that made you curious or confused, and 1 most important thing you learned or should do with what you’ve learned.

Using The 3-2-1 Learning Strategy For Critical Thinking

Note that these are just rough examples of using the 3-2-1 for learning. Feel free to take any of these and improve them or create your own based on an idea you get reading them.

Also note, the use of vague or imprecise words like ‘thing’ and ‘name’ and ‘could have’ and ‘might have.’ This is done to make it general enough to be plainly useful to a range of grade levels of content areas. The ‘thing’ can be anything from fractions or the water cycle to a discussion about Shakespearean sonnets. 


You could also have asked students to name 3 strengths of democracy, 2 forms of democracy, and 1 way it might have to evolve to maintain relevance in a changing world (misinformation, deep fakes, propaganda, partisanship, etc.)




Reading Response Prompt Examples

Using 3-2-1 To Guide Inquiry Examples


Lesson Planning

Curriculum Planning

Source: TeachThought Website

Characteristics of Critical Thinking Classroom

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Source: TeachThought Website
How do you know if your students are ‘thinking critically’? Of course, the answer depends on a scores and scores of factors, from the grade level and content area you teach to your relationships with students and the nature of your curriculum, units, lessons, and activities. But the graphic above lists  some examples that, if witnessed with any consistency at all, might be a good sign that your students are thinking.

Critical Thinking Strategy for Note-Taking

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OECD Future of Education and Skills 2030 Project

The OECD Learning Compass 2030, a product of the Organization for Economic Cooperation and Development (OECD) Future of Education and Skills 2030 project, is an evolving learning framework that sets out an aspirational vision for the future of education with a focus on individual and collective well-being. The compass framework connects well to IB PYP standards and practices through its offering of a broad vision of the types of competencies students will need to thrive in 2030 and beyond. 

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These include core foundations, knowledge, skills, attitudes and values, transformative competencies, well-being and a cycle of anticipation, action and reflection (AAR). The concept of learner agency and co-agency are also central to the Learning Compass.

For example, The OECD Learning Compass 2030 distinguishes between three different types of skills: cognitive and metacognitive skills which include critical thinking, creative thinking, learning-to-learn and self-regulation (PYP ATL Thinking & Research Skills); social and emotional skills – which include empathy, self-efficacy, responsibility and collaboration and the ability to communicate, (PYP ATL Social & Communication Skills); and physical and practical (PYP ATL Self-Management Skills) –which include using new information and communication technology devices, daily manual tasks, such as feeding and clothing oneself, but also with the arts.

Helpful Links

The Future of Jobs Report 2020

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The Future of Jobs Report provides timely insights into the skills that will be/are required to orient labour markets and workers towards opportunity today and in the future of work.
Source: World Economic Forum Website

The Sciences of Teaching

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This ASCD article explores four examples of how the pairing of knowledge from psychology and neuroscience gives us insight into popular education approaches, discussing specific findings from each area that can and have guided teaching. The examples include Growth Mindset, Linking New Knowledge to Prior Knowledge, The Importance of Social-Emotional Skills, and Neuroscience and Diversity. 

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