APPROACHES TO LEARNING- (ATL SKILLS)

COMMUNICATION - I. COMMUNICATION SKILLS

Exchanging thoughts, messages and information effectively through interaction
communicate through

• Give and receive meaningful feedback.

How can students

• Use intercultural understanding to interpret communication.

interaction?

• 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 media.
Reading, writing and using language to gather and communicate information
communication through language?

• Read critically and for comprehension.

How can students demonstrate

• 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 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.
SOCIAL – II COLLABORATION SKILLS
Working effectively with others

• Use social media networks appropriately to build and develop relationships.

How can students collaborate?

• Practise 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 one’s own rights and needs.
 APPROACHES TO LEARNING- (ATL SKILLS)

SELF-MANAGEMENT
III. ORGANIZATION SKILLS
Managing time and tasks effectively
How can students demonstrate

• Plan short- and long-term assignments; meet deadlines.

organization skills?

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

• Keep and use a weekly planner for assignments.
• Set goals that are 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.
IV. AFFECTIVE SKILLS
Managing state of mind
How can students manage their own state of mind?

• Mindfulness
–Practise focus and concentration.
–Practise strategies to develop mental focus.
–Practise strategies to overcome distractions.
– Practise being aware of body–mind connections.
• Perseverence
–Demonstrate persistence and perseverance.
–Practise delaying gratification.
• Emotional management
–Practise strategies to overcome impulsiveness and anger.
–Practise strategies to prevent and eliminate bullying.
–Practise strategies to reduce stress and anxiety.
• Self-motivation
–Practise analysing and attributing causes for failure.
–Practise managing self-talk.
–Practise positive thinking.
• Resilience
–Practise “bouncing back” after adversity, mistakes and failures.
–Practise “failing well”.
– Practise dealing with disappointment and unmet expectations.
–Practise dealing with change
V. REFLECTION SKILLS
(Re)considering the process of learning; choosing and using ATL skills
How can students be

• Develop new skills, techniques and strategies for effective learning.

reflective?

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

• Demonstrate flexibility in the selection and use of learning strategies.
• Try new ATL skills and evaluate their effectiveness.
• Consider content:
– What did I learn about today?
 APPROACHES TO LEARNING- (ATL SKILLS)

– What don’t I yet understand?

– What questions do I have now?
• Consider ATL skills development:
– What can I 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:
– What can I do to become a more efficient and effective learner?
– How can I become more flexible in my choice of learning strategies?
– What factors are important for helping me learn well?
• Focus on the process of creating by imitating the work of others
• Consider ethical, cultural and environmental implications
• Keep a journal to record reflections.
RESEARCH
VI. INFORMATION LITERACY SKILLS
Finding, interpreting, judging and creating information
How can students demonstrate information literacty?

• 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 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 analyse and interpret media communications.
• Understand and implement intellectual property rights.
• Create references and citations, use footnotes/endnotes and construct a bibliography according to recognized
conventions.
• Identify primary and secondary sources.

VII. MEDIA LITERACY SKILLS

Interacting with media to use and create ideas and information
How can students demonstrate media

• 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.
literacty?

• 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
 APPROACHES TO LEARNING- (ATL SKILLS)

THINKING
VIII. CRITICAL THINKING SKILLS
Analysing and evaluating issues and ideas

• Practise observing carefully in order to recognize problems.

• Gather and organize relevant information to formulate an argument
How can students think critically?

• 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 debatable 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.
IX. CREATIVE THINKING SKILLS
Generating novel ideas and considering new perspectives
How can students be creative?

• Use brainstorming and visual diagrams to generate new ideas and inquiries.
• Consider multiple alternatives, including those that might be unlikely or impossible.
• Create novel solutions to authentic problems.
• Make unexpected or unusual connections between objects and/or ideas.
• Design improvements to existing machines, media and technologies.
• Design new machines, media and technologies.
• Make guesses, ask “what if” questions and generate testable hypotheses.
• Apply existing knowledge to generate new ideas, products or processes.
• Create original works and ideas; use existing works and ideas in new ways.
• Practise flexible thinking—develop multiple opposing, contradictory and complementary arguments.
• Practise visible thinking strategies and techniques.
• Generate metaphors and analogies.
X. TRANSFER SKILLS
Using skills and knowledge in multiple contexts
skills and knowledge across
How can students transfer

• Use effective learning strategies in subject groups and disciplines.

disciplines and subject

• 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.
groups?

• Transfer current knowledge to learning of new technologies.

• Change the context of an inquiry to gain different perspectives.