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
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
Possible ways students might practice to develop their social skills. All skills shown are suggested only - schools may select the skills they want to teach or they can write their own.
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
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:
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
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
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
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
