All Slides in Resources For Teachers'

www.taolearn.
com
All slides in Resources for Teachers
Crowd control?
To help students:
To develop:
self-motivated
gain good qualifications?
self-directed
get into a good university?
self-regulated
get a good job?
prepare for life?
develop into brilliant learners?
autonomous
independent
lifelong learners?
up to 73% of university students report difficulties preparing

for an exam
most tertiary students have been found to have weak or

ineffective strategies for processing information both in the
classroom and in their own study
when making notes from lectures or from text most students

miss 60 - 70% of the key points
-
good note making is positively correlated with

academic achievement
material omitted from notes has only a 5 - 15%

chance of being recalled
Even when they have good notes many students

still have great difficulty organising the
information they have collected.
52% admit that their notes are disorganised
61% report having trouble sequencing the ideas to

make coherent sense
At the secondary level, even given well organised, well

structured notes with summaries provided:
two thirds of students study for tests purely by

rereading their notes
more than half of them do that reading the day before

the test or exam
around 12% of students do nothing more than recopy

their notes verbatim
50% use passive repetition of key points as their single

study technique.
Only 20% of teachers believe that teaching students

how to learn is a priority
Only 17% of students report that teachers actively

help them learn or improve their study skills
setting learning goals

planning out their own study
asking good questions

generating motivation and perseverance
processing information effectively sifting, sorting, comparing,
verifying, trying out different ways to learn

working to deadlines
reflecting on their achievement both process and content
making changes to their learning processes where necessary
Meta-cognitive Knowledge students gaining awareness of the

thinking and learning preferences, strategies, techniques and
skills they use at present
Meta-cognitive Performance students using that knowledge to

improve performance, changing ineffective strategies, trying new
ones, learning new skills
Are a combination of:
cognitive
Affective
- processes, skills, techniques and strategies
Organising and transforming information
Asking good questions
Taking good classroom notes
Using memory techniques
Goal setting
Reviewing information regularly
Time management
Organising the study environment
Persistence and perseverance
Focus and concentration, overcoming distractions
Self-motivation
Mindfulness
Reducing anxiety
Delaying gratification
Managing impulsiveness and anger
Developing resilience
ATL - 5 Skill Categories

Communication
Social
Self Management
Research
Thinking
ATL - 10 Skill Clusters

Communication
Collaboration
Organisation
Affective Skills
Reflection
Information Literacy
Media Literacy
Critical Thinking
Creative Thinking
Transfer
Communication
The skills of effectively exchanging thoughts, messages and

information through interaction
The skills of reading, writing and using language to communicate
information
Collaboration
Organization
The skills of working cooperatively with others

The skills of effectively managing time and tasks
Affective skills
The skills of managing state of mind
Reflection
The metacognitive skills of re-considering what has been taught

and learned by reflection on content, learning skills and learning
strategy use
Information
literacy
The skills of finding, interpreting, judging and creating information
Media literacy
The skills of interacting with different media to compare and

contrast different representations of information
Critical thinking
The skills of critique of text, media, ideas and issues
Creative thinking
The skills of invention developing ideas and things that never

existed before
Transfer
Utilising skills and knowledge in multiple contexts
In order to succeed in your classes, what are

the most important ATL skills your students
need?
Do you teach your students these skills?
Skills that every student needs start with the basics:

At what age do they need to have effective skills of:
- time management for classes, assignments, exam study

- listening
- concentrating
- note taking in class
- persevering
- collaborating, team work
- articulating ideas
- key point summarising
- essay & report writing
- reviewing information
- goal setting, planning
- independent learning
- resilience, dealing with failure
The skills of:

-
Scientific literacy?
Mathematical literacy?
Creative literacy?
Language literacy?
Technological literacy?
Physical literacy?
At the junior school level - Awareness:

raising awareness of the existence of learning skills
At the middle school level - Acquisition:

teaching specific skills, strategies and techniques
At the senior school level - Amalgamation:

many skills in operation in every subject
At the entry into the MYP?
Half-way through the MYP?
At the entry to the Diploma?
At the completion of the Diploma?
Discuss
In Languages reading, writing, note making, key

word summarising, paraphrasing
In Science creating questions, researching,

developing hypotheses, running experiments,
gathering data, analysing data, drawing conclusions,
reporting findings
In Maths?
In the Arts?
In IT?
In PE?
In History?
Level 1
Level 2
Level 3
Level 4
Novice
Learner
Practitioner
Expert
- observing
- copying
- demonstrating
- self-regulating
Observes others
performing tasks
and using the skill
High levels of
scaffolding from
teacher needed
Copies others
Can demonstrate
performance of the the skill on demand
skill
Minimal teacher
Medium level of
scaffolding
scaffolding needed required
Can teach others

the skill
No teacher
scaffolding
required
The skill remains the SAME throughout the MYP years but
the complexity of the use of the skill increases as defined by
the learning experiences and the summative task
The skill is manifested through the successful completion of

the summative task
Once the skill is identified in the ATL section of the unit
planner and the complexity of the use of the skill is specified
in the ACTION section of the unit planner self-assessment
can then be used to measure proficiency
Should I give students ATL grades? No.

Does the MYP require schools to report on students ATL skills development? No
Do schools have to develop a detailed scope and sequence, or formal curriculum map
for teaching ATL skills? No
Is it necessary to plan for teaching, assessing and reporting on all 5 IB ATL skill
categories, all 10 MYP ATL skill clusters or all 140 skills listed in the MYP ATL
framework? No
Do schools have to provide documentary evidence of horizontal articulation of ATL
skills? No, but schools must be able to identify resources for and commitment to
collaborative planning that includes opportunities for both horizontal and vertical
articulation of the curriculum.

Robust horizontal articulation (year-level planning across subject groups) will include
discussion about ATL skills that cross disciplinary boundaries.
Explicit Teaching means teaching an ATL Skill outside

the subject based lessons teaching a lesson on Time
Management, Note Making, Concentration etc. focused

on strategies, practices, techniques of skill
development.
Implicit Teaching means embedding the skill
development and practice within the subject focused

lesson.
How, when, where and by whom could this be

taught at your school?
Could you reach agreement across subjects on a
consistent model of time management for classes,
assignments, tests and exams?
How could you get every teacher to reinforce the
same model of time management
Define the parameters of the skill - characteristics,

examples of high and low proficiency
Remember a time when you were exhibiting this
skill
Describe your experience in detail focusing on

strategies and techniques
Practice using those techniques deliberately when

next you need to exercise that skill
What does courage mean?
.. doing something that you know is going to be hard

What is the hardest thing you have ever got
yourself to do?
How did you do it?
That is your courage strategy
6 billion cell phones in the world

85% of new phones are web enabled
2 billion broadband subscriptions
255 million websites
150 million blogs
8 trillion text messages sent in 2011
107 trillion emails 89% of which were spam
Youtube 72 hours uploaded every minute
3 billion videos viewed every day
every piece of subject matter was available to

your students on the internet, and
they all had access to internet linked devices,

and
they all had access to high speed broadband

all day....
What could teaching look like then?
The POSBGIL Revolution
Process Oriented Skills Based Guided
Inquiry Learning
To teach the skills of effective learning, practice
inquiry and develop self-regulated learners
A focus on the teaching of the skills of effective learning

in many countries and across the IB curricula
The proliferation of high quality school subject based

websites
The ubiquity of internet accessible devices
The availability of high speed broadband
The high level of comfort your students all have with the
digital world
How Real is Real?
1)
Work with the person next to you groups of 2-3 people with one
internet connected device per group
2)
Connect to www.topmarks.co.uk
3)
Select common interest subject and level click go

Early Years
Key Stage 1
Key Stage 2
Key Stage 3
Key Stage 4
Advanced
Higher Ed
4)
=
=
=
=
=
=
=
< 5 yrs old

57
7 11
11 14
14 16
16 18
> 18
Check out as many websites as you can
Sugata Mitra
Focus on developing the ATL skills needed to learn the

subject matter effectively
Pose questions, outline problems, give clear measurable

learning objectives and time frames
Allow students to work collaboratively in small groups
Assign roles researcher, questioner, recorder, director
Enable them to connect to the best subject based internet

(and other) resources
Facilitate their journey
Udacity
TED-ED
BLOOMS REVISED TAXONOMY

All Slides in Resources For Teachers'

Uploaded by

Copyright:

Available Formats

All Slides in Resources For Teachers'

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

All Slides in Resources For Teachers'

Uploaded by

Copyright:

Available Formats

www.taolearn.

All slides in Resources for Teachers

gain good qualifications?

get into a good university?

get a good job?

prepare for life?

develop into brilliant learners?

up to 73% of university students report difficulties preparing

most tertiary students have been found to have weak or

when making notes from lectures or from text most students

good note making is positively correlated with

material omitted from notes has only a 5 - 15%

Even when they have good notes many students

52% admit that their notes are disorganised

61% report having trouble sequencing the ideas to

At the secondary level, even given well organised, well

two thirds of students study for tests purely by

more than half of them do that reading the day before

around 12% of students do nothing more than recopy

50% use passive repetition of key points as their single

Only 20% of teachers believe that teaching students

Only 17% of students report that teachers actively

setting learning goals

asking good questions

verifying, trying out different ways to learn

Meta-cognitive Knowledge students gaining awareness of the

Meta-cognitive Performance students using that knowledge to

Are a combination of:

- processes, skills, techniques and strategies

Organising and transforming information

Asking good questions

Taking good classroom notes

Using memory techniques

Reviewing information regularly

Organising the study environment

Persistence and perseverance

Focus and concentration, overcoming distractions

Managing impulsiveness and anger

ATL - 5 Skill Categories

ATL - 10 Skill Clusters

The skills of effectively exchanging thoughts, messages and

The skills of working cooperatively with others

The skills of managing state of mind

The metacognitive skills of re-considering what has been taught

The skills of finding, interpreting, judging and creating information

The skills of interacting with different media to compare and

The skills of critique of text, media, ideas and issues

The skills of invention developing ideas and things that never

Utilising skills and knowledge in multiple contexts

In order to succeed in your classes, what are

Do you teach your students these skills?

Skills that every student needs start with the basics:

- time management for classes, assignments, exam study

- note taking in class

- collaborating, team work

- key point summarising

- essay & report writing

- goal setting, planning

- resilience, dealing with failure