Over the academic year, September 2018-September 2019, IAG as a learning organisation will be developing systems which will enable all learners to recognise and develop their Cognitive and Affective Skills; collectively referred to as Approaches to Learning within both the MYP and IAG Curriculum.
We are working to develop a single framework combining ATL Cognitive and Affective skills alongside the applied attributes of the IB Learner Profile into what we recognises as Global Competencies. It is these Competencies alongside general academic and subject specific skills that will empower our IAG learners to become Active Global Citizens.
Our rational for explicitly recognising and developing the skills and attributes of a Global Competency is fundamental to our Vision; ‘Shaping our world through active global citizenship’.
Using the vocabulary of learning theory, ATL skills can be described as
- cognitive- learner-initiated use and practice of active information-processing and retrieval strategies
- affective (social and emotional)- self-management of mood, motivation, interpersonal relationships and attitudes toward learning
- metacognitive- awareness, understanding and control of personal learning processes.
Such skills clusters are vital for the development of the holistic, self-directed and Global learner.
To systematise and enhance current practises across IAG, the following is in development:
- an academy wide horizontal and vertical map of all ATL Skill Categories and Clusters
- subject specific maps of ATL Skills Indicators
- an explicit reference in Unit planners to ATL’s
- an approach to assessment design which explicitly recognises ATL Skills – Statement of Inquiry + Identified Criterion (A,B, C, D) + Identified ATL = Assessment Statement
- an explicit reference in learning sessions/experiences to ATL Skills Indicators articulated as Outcomes
- reporting of ATL’s through Student Led Conferences
- reporting of ATL’s through end of year/phase report cards
- a focus on ATL development as part of the 1:1 discussions within Advisory
- ongoing learner self assessment of ATL development as part of learning sessions, at the mid point of the IAG Inquiry Cycle (Review Learning) and at the end of the IAG Inquiry Cycle (Inquiry ‘Showcase’)
Approach To Learning Organisation
ATL Cognitive and Affective Skills Categories:
- Thinking Skills
- Social Skills
- Communication Skills
- Self-management Skills
- Research Skills
ATL Cognitive and Affective Skills Clusters (see the diagram below)
ATL Cognitive and Affective Skills Indicators (see here for a detailed list of the Skills Indicators developed to enable self, peer and teacher assessment of skills development)
Developing student responsibility for ATL
Some of the key questions to be answered by students with respect to ATL skills include:
- 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 learn?
When specific ATL skills become an explicit focus for teaching and learning, students can begin to take responsibility for their own development. Over time, students can identify the progress they are making across their Cognitive and Affective Skills.
ATL Skills Categories & Clusters
ATL Planning Resources for IAG Educators
The following link will take you to a data base, created by the IB, of teacher support materials designed to accompany all the Middle Years Programme (MYP) guides. It contains examples of teacher and student work related to approaches to learning (ATL). It is intended to give practical help to support teachers’ understanding and implementation of the theory presented in MYP guides.
The TSM is divided into three sections.
A:Philosophy, school culture, research
B:Policies, learning stories
This TSM exemplifies aspects of the MYP that are at the heart of the programme model.
- Approaches to learning—demonstrating a commitment to ATL as a key component of the MYP for developing skills for learning.
- Approaches to teaching—emphasizing MYP pedagogy, including collaborative, authentic learning through inquiry.
Another key component of the model is action, which may result from inquiry-based learning. This may be demonstrated by students in the form of service in the community.
Please note that this TSM is produced in three languages (English, French and Spanish). If teachers are familiar with more than one of these languages, it may be worthwhile for them to look at the other language versions, as examples are different for each language.
The following link will take you to a data base created by the IB MYP teaching community
The following link will take you to an online blog ‘ The Art of Learning’ associated with the IB lead for ATL’s and their application – Lance King
ATL Planning Resources for IAG Parents
ATL Tips for parents http://www.taolearn.com/resources-parents/
ATL Planning Resources for IAG Students
ATL Tips for students http://www.taolearn.com/resources-students/
International Academy of Greenwich is a candidate school* for the Middle Years Programme. This school is pursuing authorization as an IB World School. These are schools that share a common philosophy—a commitment to high quality, challenging, international education that International Academy of Greenwich believes is important for our students.
*Only schools authorized by the IB Organization can offer any of its three academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), or the Diploma Programme (and in addition the IB Career-related Certificate). Candidate status gives no guarantee that authorization will be granted.
For further information about the IB and its programmes, visit http://www.ibo.org