Developing ATL holistically
Approaches to Learning Skills are transferable across different disciplines. For example, when students are taught the key tenets of research such as identifying the relevant information using skimming and scanning through the text or identifying keywords, students could use the same strategy in a social studies lesson as well as during a literacy session when they are reading a nonfiction text. In addition, digital literacy skills that can be an invaluable resource for information gathering or processing, as well as for critical and creative thinking, communication, and collaboration are embedded within the ATL.
Through collaborative planning, teachers also consider the learner profile attributes and identify a connection to the ATL. For example, thinking skills are necessary to become an effective thinker or an inquirer. Further sample links between the Approaches to Learning and Learner Profile attributes can be found here:
Skill Category
Early Years
Primary
Thinking Skills
Creative Thinking - Make unexpected or unusual connections between objects and/or ideas. (Risk-Taker)
Creative thinking - Consider alternative solutions, including those that might be unlikely or impossible, in play and other situations. (Open-minded)
Critical Thinking - Recognize unstated assumptions and biases. (Principled)
Critical Thinking - Revise understandings based on new information and evidence. (Open-minded)
Research Skills
Information Literacy - Acknowledge sources, for example, from a book, movie or peer. (Principled)
Media Literacy - See a range of perspectives from multiple and varied media sources. (Open-minded)
Communication Skills
Listen actively and respectfully to others’ ideas. (Caring)
Literacy - Responsibly participate in, and contribute to, digital social media networks. (Principled)
Social Skills
Play cooperatively in a group; sharing, taking turns. (Principled)
Social and Emotional Intelligence - Practise empathy and care for others. (Caring)
Social and Emotional Intelligence - Take on a variety of roles in group learning. (Risk-taker)
Self-Management Skills
States of Mind - Be aware of body-mind connections. (Balanced)
States of Mind - Demonstrate persistence in tasks. (Risk-taker)
States of Mind - Manage anger and resolve conflict. (Balanced)
Self-regulated learners are agents of their own learning. They know how to:
set learning goals
ask open-ended questions
generate motivation and perseverance
reflect on achievement
try out different learning processes
self-assess as they learn
adjust their learning processes where necessary
Embedding the ATL implicitly in the classroom culture: Teachers may consider:
using the language of the ATL
modelling the ATL
giving feedback about ATL
highlighting the use of ATL in children’s literature and in the learning spaces
setting up essential agreements and routines around the ATL.
Establishing the ATL explicitly through an inquiry: Together with students, teachers may consider:
co-constructing ATL goals
identifying specific ATL for development in a unit of inquiry
reflecting on specific ATL from the unit
personalizing ATL for further support
designing specific learning engagements to support the development of an ATL
monitoring the development of ATL.
(PYP Learning and teaching, 2018)
Last updated