The ATL hunter

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If we, teachers, want students to demonstrate the skills they have acquired in our subjects; if we want to find out which they are developing; if we need to figure out which they are mastering; and if we want them to exemplify the extent to which they can employ competencies developed in other subjects, it is clear that we need to generate the environment where these experiences can happen. We are all Approaches to Learning (ATL) teachers, and it is important that when learning involvements are presented, students are informed of the strategies they will experience, of the skills that will be required and the goal that is to be attained.

Explicitly addressing ATL will help us develop a learning/teaching environment in which we welcome a variety of approaches to learning; in which, by default and by design, we are required to choose from our skill / strengths repertoire and design the best way to fulfill a task. Painters know which brush allows them to produce a certain kind of stroke and effect; mechanics know the use of each tool; and those of use who utilize Apps to support our work are fully aware of the right App for the right task. Thus, making sure students know they are being provided with tools for future use, and creating opportunities for them to use them should be a natural practice in our praxis.

What would happen if we asked students to identify significant ATL that they have mastered and to mention in which subject(s) they have had the opportunity to meaningfully put them into practice? Would there be an inclination towards specific subject or would there be a balance among all subject groups? Would students know what they are to find? Would they know what each ATL skill look like? Clearly, if students have been involved and informed about the situations in which critical thinking, creative thinking and design thinking have been required, explored and experienced, they will remember. If students have been given standards on what is considered effective oral and written communication in each subject, they will know what is needed to make that happen. If they have been a part of self-management practices that allows them to build their way towards self-regulation, they will have evidence to assess their own performance and experience.

This year we decided to run a series of ATL workshops for students, in which we would refer to an ATL website that was generated for students to know what each ATL category meant, implied, and why it was relevant for their learning. Having this tool available for students would allow them to stay informed and to have the opportunity to look at how their own learning is being shaped thanks to the diverse approaches to learning that they were exposed to. On the other hand, as teachers would know about the sensitization process students underwent, they could approach ATL exploration in their subject groups in a more natural way for they would focus on actual properly contextualized engagements, and allow for the learning ground to get ready for harvesting.

atl gallery              communication skills

The goal of this process was to add a new nuance to our Student-Led Conferences (SLC), whose focus would be on the skills students were acquiring, developing and consolidating in every subject group. Students were asked to identify salient skills, the task/learning scenario where they felt they mastered them, as well as other contexts in which they have been able to utilize such tool/skill. Not only did we want students to claim ownership of the skills that they have personalized and internalized, but also to become aware of the array of tools they possessed and, after observing how they described their learning experience it was clear that this first step had been a good one.

Below is the tool that students were given to identify salient ATL.

We became aware of how important it is to state the targets and standards that are to fulfill in each learning experience, for this how students activate their ‘tool choosing devise’ and can strategize on their learning. It was observed that if teachers continued presenting learning scenarios without helping students see the components of its architecture, students were not fully able to look at it as an opportunity to choose the right skill to fulfill the task, and they only regarded it as ‘another task’.

Clearly, this is the target for us to fulfill in our next attempt.

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Cycles and Opportunities

A few months ago, in my entry called Transformation witness, I mentioned that effective teaching inspires real learning, and that stimulating and meaningful teaching-learning environments/processes must equally yield effective reflection. Thus, every time culminating projects come to life, another opportunity to observe, understand, visualize possibilities, and reflect emerges.

The reflection teachers and students should undergo in the light of the Personal Project is a critical one, for this is the last brick on the bridge that connects the land where concepts, contexts and skills were scaffolded and sequenced in spirals (MYP), and the land where prescribed content and standards might not encourage them to explore their creativity, and design thinking skills as much – although they should.

For those teachers that accompanied students in their journey, experiences like this represent the moment where they become aware of how the environment that their interaction generated and embraced, favored the development of critical thinking and real learning. For those that will soon welcome and guide these students who are unwrapping ideas they have devised and engineered, this is the chance to become aware of the baggage of skills, idea cocoons, dreams they are bringing along with them, so that proper follow up to their development is given, for there is nothing more disappointing that not having or being able to generate a scenario where creative and stimulating learning can occur.

Transition moments (PYP exhibition, MYP Personal Project Presentation, Extended Essay in DP) are instrumental when a school wants to visualize how the curriculum flows and expands. Thus, recognizing the value of these turns in the cycles, and using them as an opportunity for reflection and strategy-development is how learning in a community becomes sustainable: when every stake holder becomes aware of how the environment and understandings are causing them to evolve, when every new skill acquired is given an instrumental role in the community, when we are all opportunity detectives: always trying to find out the key element that will allow us to continue using our school, our habitat, our lab, as a space for experimentation and discovery. Since nothing is better than living the ideas we age co-generating, and the ideals we are co-constructing, we must appreciate, and learn from what is happening around us, because our story, our efforts, and our ideas are a big deal, as I also shared in Another Brick on the Bridge.

Curious, creative minds are able to give so much time and thoughts to a subject, so let’s continue embracing opportunities like this to witness how small ideas can give change to our community. We never know, some of these seeds might become trees or even forests.

Here, a quick glimpse of the Personal Project Presentations 2015 at Ecole Mondiale:

“That world was an endless expanse that began at the door between the kitchen and the rest of the house, whereas everything on the kitchen side of that door, on through the door leading to the patio and the kitchen and herb gardens was completely hers-it was Tita’s realm.”
— Laura Esquivel, Like Water for Chocolate.

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How do young foreign language learners inquire?

(This post was originally posted on Inquire Within)

The foreign language-learning environment will always be a formidable space for provocations and explorations. Acquiring a language is not solely limited to learning a new set of vocabulary and grammatical structures, but a great opportunity to incorporate a new value system and a new conception of what is true or false into our lives.

A new language, as its finding a way to belong in a learner’s mind, will collide and have frictions with ideas and ways of thinking that already exist. It will also shake hands with similarities and commonalities that will make it feel like it’s at home; and it will also contribute to the architecture of ideas- just because it’s a good friend. In the words of a fourth grader: ‘ [Spanish] is making my brain grow more tentacles’.

Some teachers might experience frustration when they do not get the questions or responses they expected from students, but whose questions are these, the teacher’s or students’? Students will most definitely have a response for all stimuli they are presented with, except that we will need to look close and learn to ‘read’ their kind of reactions. While teenagers could take the inquiry to a different level by asking profound and thoughtful questions, by contributing sharp points to the discussion or by challenging the ideas being debated, young learners will do their job as well, but in their own way, in their own language, in a manner that corresponds to their biological age. We might hear sounds like ‘mmmm’; tiny (yet gigantic) expressions like ‘aaaah’; we might witness how a smile is drawn on their face; we might notice how they start scratching their head; or a set of hands might invade the air asking for a chance to give sound to a few thoughts.

Thus, I wonder what are some essential features of inquiry detectives? What are the signals that will activate our inquiry-opportunity radar? How to recognize those instants that will trigger attention to a good inquiry? Undoubtedly, being an active listener and observer and embracing such attitude ‘a flor de piel’ (passionately – literally on the flower of your skin) is important, but a willingness to take that journey with students and to welcome anyone who wants to be a part of it is equally important. It might be difficult to see, at first, but students’ wonderings and wanderings might just be able to take us to the destination we wanted to arrive at through different paths.

A pleasant dialogue with 4th graders this week made my day. We were discussing gender in Spanish, and how the ‘a’ at the end of most words is the sign that a vocabulary item is feminine. Right after a few examples were presented, along came the sounds, and the sights, and the hands in the air: “So, do Spanish speaking people feel confused when they see male names like Abdullah or Aditya, which are male but look female?” “So what do people understand when we cannot ‘boy things’ (meaning vocabulary items of masculine gender) with girl words (meaning vocabulary items of feminine gender)?” And this is where I sat and let them discuss. My task while I served as a moderator of the inquiry was to take notes, for some of them could be turned into meaningful and powerful examples that will help them see beyond vocabulary and embrace the universe that inhabits in every word.

This experience felt like a déjà vu for I had already experienced how PYP / primary students are also able to philosophize. Here is an excerpt of that experience on September 21, 2006

It is quite interesting to see how they understand the process of ‘making meaning’, and how quickly they associate sounds to representations in order to understand the difference between 西 and 四 (west and 4) in terms of meaning, sounds and stroke order. As the teacher mentioned that by combining characters we got new meanings as, for example we can use XI (西) to write Mexico. The A ha! moment came when a student asked: “when we want to write ‘Mexico‘  [墨西哥] in Mandarin, does it matter which character we write first?” and another student replied: “Well, when you write Mexico in English you do not start from right to left with O, C, I, X, E, M, do you? So the order does matter.” While for us, adults, this can be a very obvious conclusions, what would we think if I said that the student making this point was in grade 3?

While this observation and realization could have only stayed within my department, I felt it was important to share with my colleagues, for the WOW! Moments in a learning experience can certainly help teachers of other subjects to see how ready students are, how they see things, and how they are able to relate new understanding to new ones. Thus, as I said at the beginning, we are truly lucky at our school, for this kind of moments when we see how one child’s idea have an impact on the whole class (teacher included) is quite unique, and they must definitely be taken into account when designing learning experiences for which we might think students are not ready when they actually are!

We nurture stage artists with applause; and teachers and learners at heart are nurtured with moments like this.

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To MUN or not to MUN?

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It’s the beginning of a new semester and as students ponder what creative activity they should join, because of its popularity, the question ‘why should I join MUN?’ emerges again.

While it is necessary to point out that choosing to take part in this activity implies hard work, the learning that accompanies the experience meets no measure. Moreover, if justifications are sought, and one wants to reaffirm the competencies and skills MUN allows learners to develop, every student who becomes genuinely involved and engaged in MUN practices will realize that the experience actually transcends the emulation of the United Nation.

Let us look at the Approaches to Learning MYP and DP students need to develop, enhance and master:

Involvement in MUN, if done properly, guarantees the development of thinking, communication, collaboration, and research skills. Delivering a successful opening speech requires very specific oral communication skills in order for it to be solid and infallible; writing and developing a concrete and optimal resolution requires the execution of the finest writing communication skills. Moreover, being efficacious when lobbing, includes the ability to listen, deliver messages in a concise and meaningful manner, as well as to negotiate, build teams, alliances and achieve consensus with like-minded people. And if that is not convincing enough, after learning to speak the ‘MUN lingo’, language teachers will certainly notice skills in subordinating ideas, in using sophisticated vocabulary and will most certainly appreciate the competencies (ability to analyze, summarize, evaluate, compare and contrast, among others) participants will possess if they are able to transfer the way they perform in MUN to the classroom.

Learning in the present is an experience where individuals need to be motivated as they choose, focus, define, assess and consolidate the understandings they develop; hence, people must be in constant search of opportunities where they can test the information learned in the classroom, where they iterate and learn by challenging different points of view. Maybe Tony Wagner can further support these points as he points out the 7 essential skills of the present.

Thus, in brief, 3 simple, good reasons to join MUN are:
1. It’s a fun way of learning about the world. In this era of globalization, being globally aware is more important than ever. Also, having fun makes it easier to learn something and more likely to stick.
2. It develops leadership skills. MUN is an exercise in research, public speaking, and teamwork. These are skills need throughout everyone’s career, and MUN gives a chance to practice them while being a student.
3. MUNNERS will also develop a network of from within the MUN club and people they’ve met at conferences, which means that they will automatically be a part of decisions being made, and will have the chance to demonstrate what they are capable of doing with what they know in collaboration with individuals that might as well help to triplicate their potential.

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What is the unit to measure the joy of learning?

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Many of us have quoted the Chinese proverb: ‘Tell me, I’ll forget; show me, I’ll remember; involve me, and I’ll understand’ when addressing the human aspect of teaching and learning. For this season, I want to revamp it in order to summarize my Social and Emotional Learning (SEL) and Teaching experience during the last couple of years, particularly 2014:

Tell me where to cultivate my curiosity, and I will share my findings;
Show me how I can transform what I know, and I will contribute to improvements;
Involve me in learning through feelings, and I’ll understand how to be a purposeful lifelong learner.

Exchanging ideas and spending quality time with family in this Christmas season has somewhat made reflect about schools’ journeys in the pursuit of new understandings, as well as the necessary efforts to establish and maintain positive relationships, and to make responsible decisions. For this reason, I thought of 3 questions that could help me summarise how I feel I (and my students), within my learning community, have learned to appreciate the value in to managing our emotions while setting ways to achieve our goals and showing empathy for one another. Thus, considering that the best learning scenarios are generated when everyone involved understands his/her responsibility and acknowledges the efforts made by others, here are 3 key questions in my reflection of Social and Emotional Learning in 2014:

Are we utilizing and involving our learning community (schools and parents) as we aim to generate new understandings?

It is only logical to think that new knowledge acquired and novel ideas to be developed will have an impact not only on each of us as individuals, but also on our community. Have we informed our community about the findings of our research projects? Have we engaged them in discussing them and sharing what they think? Have we allowed them to share their inquiries and wonderings with us? Practicing and experiencing communication and empathy requires at least two people; thus, if we make an effort to share learning as part of our everyday social skills, not only will we become sensitized about the ways in which everyone is experiencing the learning process, but we will also witness how the intersection of thoughts and the connections different minds connects enhance our environment.

Are we aware of all the projects taking place in different subjects across programs in the school?

In order to achieve a sustained level of interdependence, learners and teachers need to be a part of a collaborative process that encourages them to look at their potential and devise ways to contribute to a diverse range of projects. If the school community is not used as an idea/skill development laboratory we will be ignoring great opportunities to iterate and refine competencies that can inspire sophistication of craftsmanship. Learners (teachers included) need to be acquainted with all the happenings in their community in order to express willingness to collaborate, in order to be invited to be part of a project and to truly develop the sense of belonging that will make them be conscious and conscientious community members and contributors.

Are we aware of the reflections fellow teachers and students are undergoing?

Being aware of how learning is shaping views of those around us will help us understand why they are displaying a certain set of attitudes that might not have been evident before, and will also enable us to observe how knowledge and new understandings are being handled, managed and shared through everyday interactions. As one (if not the most) valuable constituent in the learning process and inquiry cycle, reflection is a deep and internalized process that awakes one’s keenness and fervor to further our learning, to utilize our passion, and to innovate. Thus, by being aware of how certain experiences have had a positive impact on those around us, we will witness how motivation and enthusiasm flow in our environment, becoming a contagious attitude that inspires everyone. Why would one reflect if there wasn’t an opportunity to bring our newly polished, refined and redefined self so that, collectively, the level of efficacy and resourcefulness is elevated.

Reflecting on these three questions helps me illustrate what Weare (2004) states about emotional literacy as our ability to makes sense of and apply knowledge about our own and others’ emotional states with skill and competence. Moreover, if it is understood that achieving this plateau involves self –awareness, building a sense of connectedness and trust, communication and conflict resolution skills, building healthy relationships, empathy and celebrating success at all levels, one can clearly see how innovative learning and new understandings in the school belong to everyone and each individual needs to be a part of this universe of connectivity.

How did this happen in my environment?

  1. FullSizeRenderEngagement was not negotiated; it was a permanent state of mind that allowed us all to be a part of every task and experience. I encouraged students to include questions that they would like me to respond after every piece of written or spoken production, in order to establish dialogue. I myself went ahead and inquired about their thoughts, and they all became involved in an exchange of ideas that easily transformed into an anecdotal account of views that became exceptional companions of their performance.

FullSizeRender-22. Reflection was not regarded as the last tick in the box, but as a process that involved us
all, that informed us of how we were experiencing learning. Moreover, reflections were used as instruments to further learning and as resources that everyone involved could utilize to deepen appreciation of the ideas shared.

3. We did not simply hope for social and emotional skills emerge, develop and consolidate; we addressed real life situations that allowed us to think of solutions, and evaluate initiatives with our and someone else’s heart in mind. Likewise a strong emphasis was placed on managing one’s behaviors in order to favor the construction of learning environments in which our mental abilities responded to the emotions generated, hence making everyone feel proud and accomplished.

4. And most importantly, we had fun. We utilized humor as a way to practice complex structures and to live the language.

These 4 aspects are most significant part of the invisible curriculum, of that series of moments that are the result of the ideas and expectations that we planned. It was this way how our learning acquired a soul acquire a soul- when ideas were exchanged, listened, appreciated, valued, treasured and readied for future use. In a few words, there was no soulless teaching and learning at all.

I am, I care, I want to, I can and I will were fragments that were utilized on many occasions when new ideas were being formulated; we were flexible, providers and receivers of trust, accountable, motivated, and interested; and if we were to look back, we would see how every piece of the architecture of our learning experience matters and has a deep meaning when trying to define the person we are as we learning and share among others.

And, since the order of factors does not alter the product: we learned because we were happy = we were happy because we learned.

Source of image:


In the IB programs, Social and emotional learning and teaching is fostered through various attributes of the Learner Profile and further supported by the ATL via the affective skills cluster of the self-management category. What is more, its essence is presence is found a specific criterion in subjects such as Mathematics, and Physical and Health Education. In Mathematics, criterion D encourages learners to apply mathematics in real-life contexts, by justifying whether a solution makes sense in the context of the authentic real-life situation, which implicitly should urge them to consider their community in their decisions. In Physical and Health Education, criterion D also motivates learners to explain and demonstrate strategies that enhance interpersonal skills. In Language Acquisition, on the other hand, strand 3 of most criteria clearly demands students to identify ideas, opinions and attitudes to make connections with own experiences, attitudes and points of view. These 3 cases visibly exemplify how the forum/space to allow for quality SEL to occur is part of the IB DNA.

Some interesting resources on the topic:

Hargreaves, A.(2003) Teaching in the Knowledge Society. New York: Teachers College Press.
Weare, K. (2004) Developing the Emotionally Literate School. London: Sage Publications.
Zins, E. J., Weissberg, M.C., Wang, M.C. & Walberg, H.J. (2004) Building Academic Success on Social and Emotional Learning. New York: Teachers College Press.

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Sharing the chair and the platform

What are teachers doing to stay enthused and motivated these days? Hopefully they are generating learning experiences that allow students to engage with them- their teachers. Witnessing how students handle new understandings and skills and what they are able to do with they what they have learned is as revitalizing as applause for actors on stage. That moment when learners perform and demonstrate the artisans of ideas they have become compares to very few things in the teaching learning-process.

In an inquiry-based environment we encourage students to welcome the attitude of reflecting why it’s important to learn what they are learning. I wonder if many teachers embrace the same approach and wonder why it’s important to teach what they are teaching, but most importantly, if they ever consider the idea of ‘learning from what they teach and learning from what their students learn’.

If it is genuinely true that learners are the center of the learning process, this stance should be more than just a statement to describe an environment where the focus is not the teacher: students’ ideas, performance, wonderings, inquiries and understandings should inform (us) how learning is emerging, how knowledge and skills are flowing around the personal development spiral, upwardly and with a sense of endlessness. If we truly believe learners are the heart of what we do (especially if we, teachers, know why we’re doing it), then it means we are to embrace what they are able to bring to the learning plateau; it also means we are to acknowledge the fact that their presence, potential and passions need to be involved in the design and development of our curriculum; and that, most importantly, that we are to truly make the time to observe and contemplate what is happening with their learning.

Paraphrasing and adding to what Edna Sackson beautifully wrote in her blog whatedsaid, both teachers and students should devise and enjoy a system for them to participate in a demonstration of learning as a process, with facility for reflection for both, with an attitude filled by empathy that allows each one to see how they are seeing/living/experiencing the process through each other’s eyes.

Thus, recalling the learning that I have witnessed this week, I was touched by the alchemy in students’ efforts: they were fully aware of the ideas we were working with, they used it at will and moved from what they already knew to where they wanted to be. Their movement was personal, and they made me part of it; they made me part of the unfamiliar explorations they were undergoing, of their challenges and of their connections. I, on the other hand, was happy to be providing feedback that was not targeting improvement but enhancing the nature of their success so that they could take it to a different level.

Slide by: Ximena Bonilla

In MYP3, as we discussed how artists use their personal experiences in the art they produce, we asked: How do questions sound when someone displays a specific attribute of the learner profile?
And some of the students’ most interesting ideas were the following:
Knowledgeable people don’t ask questions- they question ideas.
Communicators ask questions which are difficult to respond because they address big ideas.
Inquirers want to know more and the questions start with personal interest.
Caring individuals are bigger doers than interrogators.
Principled people always want everyone’s voice to be heard before a decision is made.

2014-05-22 14.36.13In MYP2, we are using the theme of trends, their beginnings and how they inspire new ones, in order to enhance the understanding of the past tense framework. Being this a research-based unit, students have amazed me with their abilities to decode the meaning of this collection of tenses in Spanish, which they have come to understand by going back in time in their searches, always aiming at finding the source and the genesis of things. This has allowed me to see how uncertainty makes them curious, how highly selective they were in what interested them, and in how eager to find a way to communicate their ideas to one another (including me) they were.

In MYP5, as we explore the different forms of education and the variety of ways in which we can learn and use the information we acquire, students have prepared speeches in order to share their convictions, to use their voice in the foreign language they are learning and to share with me the fact that they get it, that they know that part of learning includes sharing with others.

After these experiences, I wonder whether some teachers/experts become insensitive to the learning that students experience, to the achievement that can be breathed in the air in the classroom, and the manifestations of difficulty, opportunities, readiness and thirst for wanting more. For this reason, I am just wondering whether the blind spot that exists when driving also exists when teaching; and if it does, what causes it: the angles, the speed, the lack of attention, not knowing our way; or do we not even know it could exist.

I, once again, feel happy about being my students’ listener and fan No. 1.

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Skills lie in the eyes of the beholder and in the hands of the doer

Discussing the skills students require to be successful in this century is like eating tortillas for Mexicans, quite common (and please note that I am Mexican). Yet, as Tracy Immel states, it would be worth thinking about the skills that educators of the present need to deal with students who have an incredible amount of resources that allow them to easily showcase these skills. For this post, though, I am driven by a question: how to avoid becoming (or creating) students that heard a lot about highly valuable skills to develop and all the related jargon, but never got the opportunity to experience what it felt like to work in an environment that promotes them?
One of my teachers once told me that when one is a student one is basically a mechanic who is always looking for the best tools to fix things; and for this reason, not only did we need to be interested in finding and collecting new tools, but also to learn which tool to employ in each situation, as well as the reasons why. Hence, taking advantage of an idea a student mentioned, sometimes I like to present learning experiences as if they were video game stages with different levels of difficulty where students need to make choices, plan strategies, and understand why they make the decisions they make, considering the tools they have at hand.

Witnessing the development of their work and hearing why they opt to do it the way they decided to, as well as the reason why they preferred a particular strategy or process, helps to provide students with more accurate feedback and even help them further their inquiries. Thus, observation and dialogue on what has been observed, has been my tool as a teacher-mechanic: observing how students do things, so that I can collaborate with each one in their own way; so that they can develop skills that amplify their talents; and so that they pursue the enrichment of their personalized toolkit.

In the IB programs we have continuum documents that allow us, teachers, to plan, strategize and scaffold the skills students need to develop in each subject group. Yet, I wonder if we often wonder to what extent students are aware of that (scope and) sequence and to what extent they know what is expected of them. As teachers, the skills students are to develop might be very clear, but what if students do not know what these skills and competencies look, feel or are like because they have not become aware of the tools they can employ? What if they are not able to properly label the ‘tool’ so that they can reuse it whenever they want again? Ultimately, that is the goal of transfer: to use what they have learned in a different scenario.

At the beginning of the year, I presented my plan to students alongside the Approaches to Learning categories and skills. We had a brief conversation on what a task would look like when the teacher asked them to use their thinking skills, and how they will know that they are successfully and purposefully demonstrating those skills. Undoubtedly, this helped them become more sensitized on the learning processes they would undergo in the classroom.

Motivated by the quality of engagements I am having with my students as a result of discussing how they perceive what is expected of them and how they will know they are demonstrating such skills, I conducted a survey of students in grade 10, 11 and 12. I took some of the essential components of the MYP and DP for students to tell me how they would knew they’d be demonstrating ATL skills (thinking, social, communication, self-management and research skills) in Service & Action, Personal Project, CAS, TOK Essay and Extended Essay. (S&A, and PP were mentioned in the survey for MYP, while CAS, TOK and EE were mentioned in the survey for DP).

After looking at the answers students produced, here is how they know they will know they will be demonstrating those skills. Evidently, this information should help us, teachers, devise learning scenarios where such experiences can happen.

As a reflection for the ideas stated at the beginning of this post, I feel that teachers will discover what skills they need to develop to collaborate with students of the present by observing how students work, and how they interact with information, and how they make their choices on the strategies they choose to work, and by generating dialogue when asking them why they decide to do it that way. A learning attitude where skill expectations are clear, and where participants witness that they are demonstrate them will empower teachers and students gather a wide variety of ‘tools’, and will allow them to generate an environment where a variety of skills will be at hand for them to choose when solving a problem, when collaborating or when creating new understandings.

Possibly the easiest way to say it is that everyone in the classroom should be a student-mechanic, and that we should exchange our tools in order to see how possibilities can be limitless if we know what each one of us brings into the classroom.

I would like to cordially invite you to join us on November 13, 2014 in an informal chat in the #MYPChat about Communication Skills in our many MYP relationships.


The consolidated ATL Skills document shown above (in 3 parts) can be downloaded (1 single document) here.

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