Ulfah Report Atl Workshop February 2018
Ulfah Report Atl Workshop February 2018
Ulfah Report Atl Workshop February 2018
February 10th – 11th 2018 at Aljabr Islamic School Workshop leader: Curtis Beaverford.
REFLECTION
8. Issue Bin
Questions Congratulations
9. Working Agreements
- Step up
- Make space
- Listen to learn
- Assume the best intent
- It’s all about the students
- Have fun!
10. The word “reflection” is used lot in IB workshops and class. When you ask students to reflect; do you give them expectation for that
reflection? Google (v) – Melinda Miller Reflection (should say e QUT Eprint). https://eprints.qut.edu.au/79260/1/Critical_Reflection_-
_Gowrie_Article.pdf
11. How could this framework be used in a classroom? How can we develop the reflection skills into reality? What skills are needed to move
from reacting to reconstructing?
CONSTRUCTIVISM
13. Group discussion: Find the meaning of Constructivism. Google the meaning individually, share and discuss it in table group. Result:
Constructivism is a learning theory. What pedagogical practices would be used in a workshop to support learning of constructivism is the
theory underpinning its design. It may take a special training to transfer the national curriculum into the IB framework that the school
imply and it is worth to do. Include it into the smart plan.
14. What is the role of skills and knowledge? What is the difference? Each table group discuss about it.
15. Result: Skills are the tools to gain and use the knowledge. What happens is, it seems that knowledge is much easier to measure through
standardized test (in Indonesia, by UN) so the governments can easily check the standard achievements in national schools. Skills are not
that easy to measure, because every one may have different strength/weakness in applying skills, while skills refers to what we can do
with the knowledge, and not only what we know about specific subjects (knowledgeable versus skillful).
Session 2
- Explore different styles of teacher regulation and the impact on teaching and learning
- Inquire into how skills equip students to achieve goals
- Discuss the relationship between the IB Learner Profile and a skills equipped
1. MIX, WHISK, WHIRL: a class activity to share out what excites people about the ATL
2. SKILL EQUIPPED
What concerns are there in the international world about teaching the skills? “Here is the lists. Now how can we make it happen? How
does it look like in our school?“ Some countries have governmental mandatory to teach the knowledge, content; and some others
have mandatory to teach the skills.
a. In Australia: Teach the national curriculum in the ATL ways
b. In Indonesia: doing curriculum revision to have competency based education
c. In US: common core, is it content based?
d. In Canada: using sample of competency list Nvsd44curriculumhub.ca/competency-list/
Session 3
2. Ideas:
a. School must develop the further continuum of ATL from PYP to MYP (for Al Jabr, until HS)
b. ATL should be clearly embedded into the assessments and curriculum that school has developed.
c. Why PYP has trans-disciplinary skills; and the requirements are not that “must” because it is not really the rule but it is what to
be done
3. Individual Activity: Is it Guidance or Requirement?
a. There are criteria in ATL that can include as guidance and/or requirement which will be different based on the needs of
students. The term “should” and “must” can be categorized as guidance and/or requirement
b. Explore the PYP/MYP documents
Document Rule/Regulation Guidance/Suggestion Consequences for
(Name and page (Usually has the words (Something schools Implementation
number) crucial or must) should do but don’t (Documentary /
have to do) Professional
Development/Resources
Options of Resources:
a. Programme specific guide to Authorization
b. Self-Study Questionnaire
c. PYP - Making it Happen (Consider the sections related to the trans-disciplinary skills)
d. PYP - Review updates
e. Coordinator’s notes
f. MYP From Principles into Practice
g. MYP Further Guidance Documents
h. DP From Principles into Practice
i. DP ATL Resource
j. Programme Planner
Session 4
1. Skills may not representing the performance by having the planning chart.
2. Evaluation hint
a. Types of IB feedback:
i. Met: school gives enough evidences in fulfilling the IB standards and practices
ii. Recommended: school shows progress but needs more evidences
iii. Matters to be addressed: if school doesn’t reply to show evidence of progress, the IB permit and logo will be dismissed.
b. If the PE teachers do not know what the other subjects are teaching and assessment, the SnP C4 will be zero!
c. If the collaborative planning doesn’t take place, every teacher does not recognize other teachers are teaching.
3. How do students know what tools they have and don’t have?
a. By modelling, asking, introducing about what strategies and skills that you used for doing and completing such activities.
b. Controlled failure
c. Encourage independent
d. Inventory checklist
e. Explicit tool box (metacognition)
f. Giving name for each student so they have the same language
g. Provide reference like anchor chart (graphic organizer) and ask which strategies that you choose and why you would choose
that.
4. How can teachers help students learn to use their tools properly?
a. Model, Practice
b. Provide reinforcing and corrective feedback
c. Structured reflection
d. Grades means when assessment, the students are encouraged to use the skills.
e. Choosing appropriate tool for doing such activity.
f. Clear learning objective
g. Explicit Fact
5. Teacher can explicitly teach the skills so the students can maximize their learning. How to know if you are explicitly teaching a skill: You
have chosen a specific skill and purposefully taught the skill outside of the regular curriculum in order to help students eventually be
able to achieve the learning objective(s).
6. ACTIVE LISTENING SKILLS
Resources: https://www.psychologytoday.com/blog/beyondwords/201311/active-listening-techniqueshostage-crisis-negotiators
Class Activity: focus on one skill and determine each of grade level to create the ATL continuum.
Sample of a table discussion’s result:
Skills K-G2 G3-5 G6-8 G9-10 G11-12
Paraphrase Use simple Use both daily and Apply the active and Refer to texts and Interpret different
command words to formal statements to passive statements various resources to paraphrase to
help young learners introduce the to paraphrase self paraphrase elaborate the
understand their common interactive and others’ meaning.
own needs and communications statements
wants. 8WH questions
8WH questions
How do students know what tools they have and don’t have?
http://infed.org/mobi/what-iscompetence-and-competency/
edglossary.org/competency-based-learning/
www.australiancurriculum.edu.au/generalcapabilities/overview/introduction
curriculum.gov.bc.ca/competencies
What can I do? Think, talk, hear, Listen, Travel, Write, Read, Teach, Motivate, Inspire, Watch,
Manage, Lead, Help, Pray, Play, Walk, Plan, Whisper, Summarize
What cannot I do? lie, drive, sleep late, eat late, sew clothes, dive, hold my breath too long, come
late…..
What is the component of Thinking before, relatable, making connections,
“sharing talk”
Why is growth minded When students had more of a growth mindset, they held the view that talents and abilities could
essential? be developed and that challenges were the way to do it. Learning something new, something hard,
sticking to things – that’s how you get smarter. Setbacks and feedback weren’t about your abilities,
Growth to focus on the process they were information you can use to help yourself learn – Carol Dweck 2016.
- Class discussion:
Compenents of Think aloud
- Aware of self-talks
- Age appropriates
- Cultural appropriates
- Strategies
- Feedback
- Process
- Skills
Feedback/honest
Activity: Be an explorer Each group decide a cultural habits in greeting, goodbye and personal space.
Then each group decide to have 2 members to be the explorers; to visit another group. Observe
about how the differences and similarities.
My group decide to have Hawaiian styles. Result: some culture have some close personal space;
while the other have distance. Hawaiian is very close until share the same air to breath; while
Islamic for example take care the distance between people. How to do research to apply
international minded.
When looking at ATL skills, PYP build the ATL based on the needs and age appropriateness of the students
teachers should do “Keep, Drop o Example: Communication skills: Share ideas with multiple audiences using a variety of digital
and Merge” of all lists. School environment and media
can
http://www.huffingtonpost.com/dr-robert-mendenhall/competency-based-learning-
_b_1855374.html
Session 7 13.00-15.00
http://iteslj.org/Lessons/Kajiura-
Intercultural.html
Session 8 15.00-16.00
1. How we difference the practice empathy between K-G2, K-2 (personal, peers, state commonality, experiences) G12: wider relationship,
social, ACTION We can refer to ACTION LADDER
2. Research skills
a. How to decide the teaching strategies by having the skills taught explicitly.
b. What The use of books? Ideas of internet is
3. Thinking skills
a. How to differentiate between explicit and implicit teaching of skills. When teachers teach the skills
explicitly so it is like all students are introduced about the names and also explained how to do it.
Most IB profiles were taught implicitly but for PYP there are some explicitly taught to students.
b. Thinking skill is a key feature of the constructivist approach that influences all programs. Let’s take a look at each cluster (read
the MYP Principled into Practice, ATL p.100)
i. We may use Ladder feedback by asking question, valuing from the work, and also concerning that they think.
ii. Critical thinking skills: Some that can be merged and also redundant
iii. Creative thinking skills: Some are too specific, which can be used as learning engagement.
iv. Transfer skills: All are essential.
v. In short, that skills can be adjusted, merged, dropped, or even manipulated to meet the needs of
your school.
o Example: transfer skills can be explicitly taught by using mind mapping
Session 9 08.30-10.00
Session 10 10.00-12.00
Topic: RESOURCES
1. School may use various resources for developing expectations of the ATL skills. It is NOT to copy and paste. It is for school to apply ATL
skills ourselves; to compare and contrast; to inspire which we can add, modify or delete based on the school’s mission and cultures.
2. In a table group, we read The Australian Curriculum. It is a relatively new document that has already gone through several revisions.
3. It Covers K-10 and they are developing expectations for 11 and 12 with general capabilities overview:
i. Literacy
ii. Numeracy
iii. Information and communication technology (ICT) capability
iv. Critical and creative thinking
v. Personal and social capability
vi. Ethical understanding
vii. Intercultural understanding
4. All Australian teachers are accountable to deliver all these disciplines by having the teachers’ certificates.
5. The general capabilities are organized slightly differently than the ATL but generally almost everythong included in the ATL
6. Summarize your group finding on the Australian Curriculum
a. How could you use them?
b. Strengths/weaknesses
c. What are the conditions of its copyright license?
7. How to include those sub elements into each trans-disciplinary themes or global contexts.
8. Australia curriculum do not have standardized test for those curriculum, the governments accommodates the
9. Compare with the British Columbia curriculum https://curriculum.gov.bc.ca/competencies
a. 3 core competencies: communicating, thinking and also persona social competencies.
i. Communication: The communication competency encompasses the set of abilities that students
use to impart and exchange information, experiences and ideas, to explore the world around
them, and to understand and effectively engage in the use of digital media.
ii. Thinking: The thinking competency encompasses the knowledge, skills and processes we
associate with intellectual development. It is through their competency as thinkers that students
take subject-specific concepts and content and transform them into a new understanding.
Thinking competence includes specific thinking skills as well as habits of mind, and metacognitive
awareness.
iii. Personal and Social - Personal and social competency is the set of abilities that relate to
students' identity in the world, both as individuals and as members of their community and
society. Personal and social competency encompasses the abilities students need to thrive as
individuals, to understand and care about themselves and others, and to find and achieve their
purposes in the world.
b. Strengths: Personal and social were explained in details and provided with sample of learning
engagement that school can use or modify. Weaknesses: No research skills that ATL has.
10. What is the main idea of this workshop activities conclusion by Curtis In order to apply ATL, you have to do more what IB say and
provides develop each school curriculum, including the ATL!
Session 11 13.00-15.00
Resources: eisla.wikispaces.com
Session 12 08.00-10.00
Sample of continuum in the Research Skills (Literacy skills: sub cluster “Collect, record and verity data”
Research Research Research Research Research Research Research Research Research Research
Typically by Typically by Typically by Typically by Typically by Typically by Typically by Typically by Typically by Typically by
the end of the end of the end of the end of the end of the end of the end of the end of the end of the end of
Preschool, Foundation Year 2, Year 3, Year 4, 5th grade Year 6, Year 8, Year 10, Year 12,
students: Year, students: students: students: students: students: students: students:
students: