Supporting student reflection on the ATL skills

Develop reflection routines by regularly using the same reflection questions:

Which ATL skills have you enhanced throughout the unit of inquiry?
Which skills have you struggled with and why?
Which skills are you going to improve for the next unit of inquiry?
How can you improve these skills?

Use a display area to create an ATL Learning Wall, where students and teachers can add examples of specific ATL skills in evidence.

Consider the progression of one of the related skill indicators (Social skills: Respecting others) across the PYP (and beyond):

4–5 year-olds Respecting others:

Listens to others.
Is beginning to respect differences and viewpoints.
Is beginning to take turns with teacher guidance.

5–6 year-olds Respecting others:

Listens to others respectfully and spontaneously.
Shows respect to other people’s turns, points of view and different opinions.

6–7 year-olds Respecting others:

Consistently shows respect by listening to others, valuing points of view and different opinions. Is beginning to state own opinions and request things considering the needs and perspectives of others.

7–8 year-olds Respecting others:

Consistently shows respect by listening to others, valuing and accepting points of view and different opinions. States own opinions. With teacher guidance, is able to identify fairness and equality in situations.

8–9 year-olds Respecting others:

Consistently shows respect by listening to others, valuing and accepting points of view and different opinions. Is aware of the need to listen to others. Is beginning to identify fairness and equality in situations independently. Recognizes that there are differences in belief, points of view, and ideas.

9–10 year-olds Respecting others:

Consistently shows respect by listening to others, valuing and accepting points of view and different opinions. Listens to the needs of others. Identifies fairness and equality in situations. Knows and accepts that there are differences in belief, points of view, and ideas.

10–11 year-olds Respecting others:

Consistently shows respect by listening to others, valuing and accepting points of view and different opinions. Listens to the need of others and acts upon them. Makes decisions based on fairness and equality. Knows that there are differences in belief, points of view, and ideas, and is able to state own opinion without hurting others’ feelings.

PYP Teacher Support Material

An example of a co-constructed rubric based on some of the Approaches to Learning can be found in the PYP Guide on page 28.

Use Developmentally-appropriate ‘I can statements’ to create a shared understanding among colleagues and students as to expectations regarding skill progress.

Early Years - Grade 1 SELF-MANAGEMENT SKILLS

Grades 2-3

SELF-MANAGEMENT SKILLS

Grades 4-5

SELF-MANAGEMENT SKILLS

ORGANIZATION

I can make choices.

I can plan my learning

I can plan short- and long-term tasks.

I can finish my work.

I can set goals that are challenging and realistic.

I can set goals that are challenging and decide on next steps.

I can follow classroom routines.

I can use my time effectively and appropriately.

I can complete tasks in a given time frame.

I can help make decisions.

I make decisions about my learning.

I can share responsibility for decision-making and prepare what is needed for different tasks.

STATES OF MIND

Mindfulness

I can keep myself happy.

I can do my best to focus on one task at a time.

I can concentrate on my work.

I can talk about my body and my feelings.

I understand ways in which my body and mind are connected.

I am aware of how my body affects my mind.

Perseverance

I can keep trying hard.

I keep trying even when challenged.

I can show persistence when faced with some challenges.

I can solve different problems.

I can solve problems in different ways.

I use strategies to keep going.

Emotional Management

I can stay calm.

I can manage my emotions and use words to describe how I am feeling.

I am aware of some of my emotions and can use strategies to reduce stress and anxiety.

I am kind and caring.

I can take responsibility for my own actions.

I can be open-minded when thinking about how my actions affect others and make principled decisions.

Resilience

I am kind to others and help my friends to be kind, too.

I can use strategies to prevent and stop bullying.

It's OK if I make mistakes.

I use strategies to get along well with others.

II can react reasonably to challenging situations and resolve conflict.

I can wait for my turn.

Self-motivation

I like to try new things.

I think positively about myself and my learning.

I can practice positive thinking and use language to keep me motivated.

Resilience

I can keep going even after I make mistakes

I can reflect on and manage setbacks.

I can keep going even if things are challenging.

I use adversity as a catalyst to reflect and reevaluate my plans.

I can keep going even if I am disappointed.

I use disappointment as a catalyst to reflect and reevaluate my plans.

I can keep going even if things change.

I can reflect on and adapt to change.

Refer to page 16 in the PYP Guide for ideas on incorporating students’ prior learning in the reflection of the ATL skills and pages 30-31 for reflective prompts to support in the facilitation of further teacher and student reflections.

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Last updated 2 years ago

Develop reflection routines by regularly using the same reflection questions:

Which ATL skills have you enhanced throughout the unit of inquiry?
Which skills have you struggled with and why?
Which skills are you going to improve for the next unit of inquiry?
How can you improve these skills?

Use a display area to create an ATL Learning Wall, where students and teachers can add examples of specific ATL skills in evidence.

Consider the progression of one of the related skill indicators (Social skills: Respecting others) across the PYP (and beyond):

4–5 year-olds Respecting others:

Listens to others.
Is beginning to respect differences and viewpoints.
Is beginning to take turns with teacher guidance.

5–6 year-olds Respecting others:

Listens to others respectfully and spontaneously.
Shows respect to other people’s turns, points of view and different opinions.

6–7 year-olds Respecting others:

Consistently shows respect by listening to others, valuing points of view and different opinions. Is beginning to state own opinions and request things considering the needs and perspectives of others.

7–8 year-olds Respecting others:

Consistently shows respect by listening to others, valuing and accepting points of view and different opinions. States own opinions. With teacher guidance, is able to identify fairness and equality in situations.

8–9 year-olds Respecting others:

Consistently shows respect by listening to others, valuing and accepting points of view and different opinions. Is aware of the need to listen to others. Is beginning to identify fairness and equality in situations independently. Recognizes that there are differences in belief, points of view, and ideas.

9–10 year-olds Respecting others:

Consistently shows respect by listening to others, valuing and accepting points of view and different opinions. Listens to the needs of others. Identifies fairness and equality in situations. Knows and accepts that there are differences in belief, points of view, and ideas.

10–11 year-olds Respecting others:

Consistently shows respect by listening to others, valuing and accepting points of view and different opinions. Listens to the need of others and acts upon them. Makes decisions based on fairness and equality. Knows that there are differences in belief, points of view, and ideas, and is able to state own opinion without hurting others’ feelings.

PYP Teacher Support Material

An example of a co-constructed rubric based on some of the Approaches to Learning can be found in the PYP Guide on page 28.

Use Developmentally-appropriate ‘I can statements’ to create a shared understanding among colleagues and students as to expectations regarding skill progress.

Early Years - Grade 1 SELF-MANAGEMENT SKILLS

Grades 2-3

SELF-MANAGEMENT SKILLS

Grades 4-5

SELF-MANAGEMENT SKILLS

ORGANIZATION

I can make choices.

I can plan my learning

I can plan short- and long-term tasks.

I can finish my work.

I can set goals that are challenging and realistic.

I can set goals that are challenging and decide on next steps.

I can follow classroom routines.

I can use my time effectively and appropriately.

I can complete tasks in a given time frame.

I can help make decisions.

I make decisions about my learning.

I can share responsibility for decision-making and prepare what is needed for different tasks.

STATES OF MIND

Mindfulness

I can keep myself happy.

I can do my best to focus on one task at a time.

I can concentrate on my work.

I can talk about my body and my feelings.

I understand ways in which my body and mind are connected.

I am aware of how my body affects my mind.

Perseverance

I can keep trying hard.

I keep trying even when challenged.

I can show persistence when faced with some challenges.

I can solve different problems.

I can solve problems in different ways.

I use strategies to keep going.

Emotional Management

I can stay calm.

I can manage my emotions and use words to describe how I am feeling.

I am aware of some of my emotions and can use strategies to reduce stress and anxiety.

I am kind and caring.

I can take responsibility for my own actions.

I can be open-minded when thinking about how my actions affect others and make principled decisions.

Resilience

I am kind to others and help my friends to be kind, too.

I can use strategies to prevent and stop bullying.

It's OK if I make mistakes.

I use strategies to get along well with others.

II can react reasonably to challenging situations and resolve conflict.

I can wait for my turn.

Self-motivation

I like to try new things.

I think positively about myself and my learning.

I can practice positive thinking and use language to keep me motivated.

Resilience

I can keep going even after I make mistakes

I can reflect on and manage setbacks.

I can keep going even if things are challenging.

I use adversity as a catalyst to reflect and reevaluate my plans.

I can keep going even if I am disappointed.

I use disappointment as a catalyst to reflect and reevaluate my plans.

I can keep going even if things change.

I can reflect on and adapt to change.

To further explore practices to support effective assessment of the Approaches to Learning, you can access the

Refer to page 16 in the PYP Guide for ideas on incorporating students’ prior learning in the reflection of the ATL skills and pages 30-31 for reflective prompts to support in the facilitation of further teacher and student reflections.