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Approaches to learning (ATL) across the IB continuum

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Ahmed Abu siniyeh

on 19 December 2014

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Transcript of Approaches to learning (ATL) across the IB continuum

Self Management
Research
Communications
Social
How can students collaborate?

Use social media networks appropriately to build and develop relationships

Practice empathy

Delegate and share responsibility for decision-making

Help others to succeed

Take responsibility for one’s own actions

Manage and resolve conflict and work collaboratively in teams

Build consensus

Make fair and equitable decisions

Listen actively to other perspectives and ideas

Negotiate effectively

Encourage others to contribute

Exercise leadership and take on a variety of roles within groups

Give and receive meaningful feedback

Advocate for your own rights and needs
Approaches to learning (ATL)
across the IB continuum
CHS
Hussam Abu Al Hasan
Dec 2014

What skills are required to be developed?
Who is responsible to develop these skills ?
How these skills can be developed through out teaching different subjects?
IB ATL skill categories
Skill clusters
Communications
Self Management
Social
Research
Thinking
Communications
Collarboration
Organization
Affective
Reflection
Information Literacy
Media Litacy
Critical Thinking
Creativity and Innovation
Transfer
How can students demonstrate communication through language?

Reading, writing and using language to gather and communicate information

Read critically and for comprehension

Read a variety of sources for information and for pleasure

Make inferences and draw conclusions

Use and interpret a range of discipline-specific terms and symbols

Write and for different purposes

Understand and use mathematical notation

Paraphrase accurately and concisely

Preview and skim texts to build understanding

Take effective notes in class

Make effective summary notes for studying

Use a variety of organizers for academic writing tasks

Find information for disciplinary and interdisciplinary inquiries, using a variety of media

Organize and depict information logically

Structure information in summaries, essays and reports

Understand and implement intellectual property

Create references and citations, use footnotes/endnotes and construct a bibliography
according to recognized conventions

Identify primary and secondary sources
Collaboration skills

Communication skills
Organizational skills
How can students demonstrate organisation skills?

Plan short and long term assignments; meet deadlines

Create plans to prepare for summative assessments (examinations and performances)

Keep and use a weekly planner for assignments

Set goals that challenging and realistic

Plan strategies and take action to achieve personal and academic goals

Bring necessary equipment and supplies to class

Keep an organized and logical system of information files/notebooks

Use appropriate strategies for organizing complex information

Understand and use sensory learning preferences (learning styles)

Select and use technology effectively and productively
Affective skills
Mindfulness
Practice focus and concentration

Practice strategies to develop mental quiet

Practice strategies to overcome distractions
Perseverance
Demonstrate persistence and perseverance

Practice delaying gratification
Emotional management
Practice strategies to overcome impulsiveness and anger

Practice strategies to prevent and eliminate bullying

Practice strategies to reduce anxiety

Practice being aware of body-mind connections
Self-motivation
Practice analyzing and attributing causes for failure

Practice managing self-talk

Practice positive thinking
Resilience
Practice ‘bouncing back’ after adversity, mistakes and failures

Practice ‘failing well’

Practice dealing with disappointment and unmet expectations

Practice dealing with change
Reflection
How can students be reflective?

Develop new skills, techniques and strategies for effective learning

Identify strengths and weaknesses of personal learning strategies (self-assessment)

Demonstrate flexibility in the selection and use of learning strategies

Try new approaches to learning and evaluate their effectiveness

Consider content (What did I learn about today? What don’t I yet understand? What questions do I have now?)

Consider ATL skills development (What can already do? How can I share my skills to help peers who need more practice? What will I work on next?)

Consider personal learning strategies (How efficiently and effectively am I learning? What can I do to become a more efficient and effective learner?
How can my understanding of personal strengths and weaknesses help me develop my own strategies for learning?)

Consider ethical, cultural and environmental implications

Keep a journal to record reflections
Information literacy
How can students demonstrate information literacy?

Collect, record and verify data

Access information to be informed and inform others

Make connections between various sources of information

Understand the benefits and limitations of personal sensory learning preferences when accessing, processing and recalling information

Use memory techniques to develop long term memory

Present information in a variety of formats and platforms

Collect and analyse data to identify solutions and/or make informed decisions

Process data and report results

Evaluate and select information sources and digital tools based on their appropriateness to specific tasks

Understand and use technology systems

Use critical literacy skills to analyze and interpret media communications
Media literacy
How can students demonstrate media literacy?

Locate, organize, analyse, evaluate, synthesize and ethically use information from a variety of sources and media [including digital social media and online networks]

Demonstrate awareness of media interpretations of events and ideas [including digital social media]

Make informed choices about personal viewing experiences

Understand the impact of media representations and modes of presentation

Seek a range of perspectives from multiple and varied sources

Communicate information and ideas effectively to multiple audiences using a variety of media and formats

Compare, contrast and draw connections among (multi)media resources
Critical thinking
How can students think critically?

Practice observing carefully in order to recognize problems

Gather and organize relevant information to formulate an argument

Recognize unstated assumptions and bias

Interpret data

Evaluate evidence and arguments

Recognize and evaluate propositions

Draw reasonable conclusions and generalizations

Test generalizations and conclusions

Revise understanding based on new information and evidence

<Evaluate and manage risk>

Formulate factual, topical, conceptual and debateable questions

Consider ideas from multiple perspectives

Develop contrary or opposing arguments

Analyse complex concepts and projects into their constituent parts and synthesize them to create new understanding

Propose and evaluate a variety of solutions

Identify obstacles and challenges

Use models and simulations to explore complex systems and issues

Identify trends and forecast possibilities

Troubleshoot systems and applications
Creativity and innovation
How can students be creative?

Use brainstorming and mind mapping to generate new ideas and inquiries

Consider multiple alternatives, including those that might be unlikely or impossible

Create novel solutions to complex problems

Use lateral thinking to make unexpected connections

Design improvements to existing machines, media and technologies

Design new machines, media and technologies

Make guesses and generate testable hypotheses

Apply existing knowledge to generate new ideas, products or processes

Create original works and ideas

Practice flexible thinking – arguing both sides of an argument

Use visible thinking strategies and techniques

Propose metaphors and analogies
Transfer
How can students transfer skills and knowledge among disciplines and subject groups?

Utilize effective learning strategies in subject groups and disciplines

Apply skills and knowledge in unfamiliar situations

Inquire in different contexts to gain a different perspective

Compare conceptual understanding across multiple subject groups and disciplines

Make connections between subject groups and disciplines

Combine knowledge, understanding and skills to create products or solutions

Transfer current knowledge to learning of new technologies (6d)

Change the context of an inquiry to gain different perspectives
How can students communicate through interaction

Give and receive meaningful feedback

Use intercultural understanding to interpret communication

Use a variety of speaking techniques to communicate with a variety of audiences

Use appropriate forms of writing for different purposes and audiences

Use a variety of media to communicate with a range of audiences

Interpret and use effectively modes of non-verbal communication

Negotiate ideas and knowledge with peers and teachers

Participate in, and contribute to, digital social media networks

Collaborate with peers and experts using a variety of digital environments and media

Share ideas with multiple audiences using a variety of digital environments and medi
a
Do you think that middle years students are required to develop their learning skills?
How can this process developed within organized and planned framework that can be followed-up and improved?
Thinking
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