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Faria Education Group is the trusted partner of over 10,000 schools and 4 million students in 155 countries worldwide. A leader in international education systems and services, Faria offers integrated support across a wide range of key processes and activities. With rigorous standards for data protection and security, first-class training and support, and an unwavering commitment to innovation, Faria's technology suite is built for the modern international school.
This AtL guide was written for you by Lenny Dutton
Lenny Dutton has worked as a school librarian, Middle Years Programme (MYP) design teacher, personal project coordinator, approaches to learning (ATL) coordinator and is now the MYP coordinator at the International School of Stuttgart. She is originally from London, in the United Kingdom, but has also lived in Atlanta, in the United States and now in Stuttgart in Germany.
'As a teacher I care about being kind, putting in effort and play! I value thinking over knowing and I am keen to always explore other peoples' perspectives.' Lenny Dutton
Lenny shares her work often through her blog . In 2021 she has two MYP design books being published by Hodder Education. She has also presented at many in-person and virtual conferences, for Project Zero, BETT, International Society for Technology in Education (ISTE), amongst others. She has been involved in a number of development projects with the International Baccalaureate (IB) and also works as an IB school visitor. Lenny’s focus in education is on kindness, play and empathy. She is interested in bringing global issues into the classroom, often through the focus of the United Nations’ Sustainable Development Goals, (sometimes called Global Goals). She values thinking over knowing and uses Project Zero Thinking Routines and slow looking activities to engage her students in the classroom. As an MYP design teacher, she is focused on problem-based design and design thinking. Outside of school, she is interested in travel, museums and galleries, food and spending time with her husband, greyhound Ru and new baby Ben!
Table of Contents
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This is not an official IB guide. Please consult for the most up-to-date information (password protected).
The Approaches to Learning (ATLs) are key in all four IB programmes. These are the skills we want students to have to be successful learners. The IB says these skills help students 'learn to learn' and so are closely tied to the IB's mission to create lifelong learners. The ATLs in the MYP also help prepare students for the rigorous academic CP (Career-related Programme) and DP (Diploma Programme), as well as university courses.
They provide a solid foundation for learning independently and with others. ATL skills help students prepare for, and demonstrate learning through, meaningful assessment. They provide a common language that students and teachers can use to reflect on, and articulate on, the process of learning. From Principles into Practice.
The ATLs are broken down into five main categories: communication, social, self-management, research and thinking skills. Within those main categories, there are ten MYP ATL skill clusters:
The IB then breaks those skills down even further into many sub-skills. Teachers/schools often worry that they must teach all these skills to students, but they are in fact just suggested skills. Teachers pick the skills that are most relevant to their context. What is important is that students get a chance to practice these skills and that they are taught explicitly.
All teachers in MYP schools are responsible for integrating and explicitly teaching ATL skills. From Principled into Practice
The IB suggests the following questions to help students reflect:
What are my present skills in this area and what evidence do I have of my development?
What skills can I improve?
What new skills can I learn?
Students can use the following indicators to reflect on their skill development
Novice/beginning - students are introduced to the skill, and can watch others performing it (observation)
Learner/developing - students copy others who use the skill and use the skill with scaffolding and guidance (emulation)
Practitioner/using - students employ the skill confidently and effectively (demonstration)
Expert/sharing - students can show others how to use the skill and accurately assess how effectively the skill is used (self-regulation)
There are many ways a school may choose to create their ATL planning chart.
An ATL planning chart is part of the documentation of the written curriculum required for programme evaluation. (For programme authorization, schools must demonstrate that they have begun ATL planning.) A chart is a tabular presentation of information, and it may take many forms. This chart’s purpose is to provide evidence for the vertical articulation of ATL skills across the years of the programme. Along the course of a school’s MYP journey, the ATL chart may be developed in many ways. Over time, the chart may become more detailed and comprehensive. The chart may instead reflect the school’s current emphasis and work plans in terms of ATL skills development.
To learn about different examples, visit the IB's "Further guidance for developing ATL in the MYP".
Common approaches include organising your chart:
by skill cluster
by subject
by grade level
to see skills taught in units, as well as skills taught elsewhere, (for example, through advisory/homeroom)
ATL Skill Category
MYP ATL Skill Clusters
Communication
Communication
Social
Collaboration
Self-Management
Organisation
Affective
Reflective
Research
Information literacy
Media literacy
Thinking Skills
Critical thinking
Creative thinking
Transfer
Possible ways students might practice to develop their communication skills. All skills shown are suggested only - schools may select the skills they want to teach or they can write their own.
Exchanging thoughts, messages and information effectively 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 media
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 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
ATLs might all be addressed through:
homeroom activities/curriculum
learning support guidance
mentorship programmes
extra-curricular clubs
assemblies
student reflections and goal setting
for transition between PYP and MYP, and MYP and CP/DP
The ATLs are also the focus of the MYP Personal Project.
When unit planning it can be tempting to tick off a long list of the ATLs you think your students demonstrate in a unit. However, doing this will not be useful for you, the students or your colleagues. Most of the ATL skills are used throughout every unit, but not explicitly taught. Can you remember the last time your students had a lesson where they didn't 'give and receive meaningful feedback' or 'listen actively to other perspectives and ideas'?
There are two rules to help you with this
Am I preparing a learning experience that explicitly gives students an opportunity to practice the ATL? Example - If you have selected 'give and receive meaningful feedback' are you giving them a new strategy, like using the '?
Take a look at the for examples of how you might explicitly teach the ATLs. The toolkit includes videos, worksheets, activities and more!
Does the selected ATL link to the subject objectives? A good way to test this is to try the following formula: 'In order to [objective/strand] students must [ATL skill]' Here is an example for individuals and societies, 'In order to "document sources of information using a recognized convention" (Ciii) students must "create references and citations, use footnotes/endnotes and construct a bibliography according to recognized conventions" (Research: Information Literacy Skills)'.
We have been proud to serve the international school community for 15+ years - streamlining all aspects of teaching, learning, assessment and reporting for thousands of schools worldwide.
With 1,000+ schools trusting ManageBac to scaffold their IB Middle Years Programme, we’re proud to count support for Approaches to Learning as one of the many features built into our all-in-one platform.
✔ Foster ATL development in every unit with pre-built guidance
✔ Use ready-made worksheets to weave ATLs into projects
✔ Encourage regular reflection throughout the academic year
✔ Explore and evidence ATL coverage via in-depth curriculum analytics
We would love to learn more about your school’s specific context and needs, and discuss how ManageBac can support your IB Diploma Programme
Working effectively with others
Use social media networks appropriately to build and develop relationships
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
Possible ways students might practice to develop their research skills. All skills shown are suggested only - schools may select the skills they want to teach or they can write their own.
Finding, interpreting, judging and creating information
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
How can students demonstrate media literacy?
Interacting with media to use and create ideas and information
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
Possible ways students might practice to develop their self-management skills. All skills shown are suggested only - schools may select the skills they want to teach or they can write their own.
Managing time and tasks effectively
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 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
Managing state of mind
Mindfulness awareness
Practise focus and concentration
Practise strategies to develop mental focus
Practise strategies to overcome distractions
Practise being aware of body–mind connections
Perseverance
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
(Re)considering the process of learning; choosing and using ATL skills
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 ATL skills 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 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
Take a look at the ATL Toolkit for examples of how you might explicitly teach the ATLs. The toolkit includes videos, worksheets, activities and more!
Documents available on 'My IB - Programme resource centre' include:
From principles into practice
Further guidance for developing ATL in the MYP
Further guidance for developing MYP written curriculum
Resources available on ibo.org include:
Standard: Students as lifelong learners
Lifelong learners 1: Students actively develop thinking, research, communication, social and self-management skills.
Lifelong learners 1.1: The school implements and reviews the development of the IB’s approaches to learning.
Standard: Designing a coherent curriculum
Coherent curriculum 1.5: The school articulates its schedule and curriculum to make it possible for students to make connections across their learning.
MYP 1: The school develops subject group overviews and an approaches to learning planning chart in accordance with programme documentation.
Standard: Leadership and governance
Leadership 5: The school funds and allocates resources that sustain and further develop its IB programme(s).Leadership 5.1: The school funds adequate resources to implement the programme(s) and meet programme requirements.
MYP 1: The school allocates adequate resources for the provision of leadership for developing the curriculum in subject groups, planning approaches to learning, supporting student involvement in service as action, and implementing the personal or community project.
Possible ways students might practice to develop their thinking skills. All skills shown are suggested only - schools may select the skills they want to teach or they can write their own.
Analysing and evaluating issues and ideas
Practise 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 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
Generating novel ideas and considering new perspectives
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
Using skills and knowledge in multiple contexts
Use 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
Change the context of an inquiry to gain different perspectives
