APPROACHES TO LEARNING (ATL)

Updated: Extracted from the Official IB-PYP Document
(1) COMMUNICATION SKILLS
SUBSKILLS: 
EXCHANGING INFORMATION (Listening, interpreting, and speaking)
Listening

• Listen to, and follow the information and directions of others.

• Listen actively to other perspectives and ideas. 

• Ask for clarifications. 

• Listen actively and respectfully while others speak.

• Interpret visual, audio and oral communication: recognizing and creating signs, interpreting and using symbols and sounds. 

• Understand the ways in which images and language interact to convey ideas. 

• Recognize the meaning of kinaesthetic communication (body language).  

• Be aware of cultural differences when providing and interpreting communication.

• Speak and express ideas clearly and logically in small and large groups.

Interpreting
Speaking

• Give and receive meaningful feedback and feedforward.

• State opinions clearly, logically and respectfully.

• Discuss and negotiate ideas and knowledge with peers and teachers.

• Communicate with peers, experts and members of the learning community using a variety of digital environments and media.

SUBSKILLS: 
LITERACY (Reading, writing and using language to gather and communicate information)
Reading

• Read a variety of sources for information and for pleasure.

• Read critically and for comprehension.

• Make inferences and draw conclusions.

• Use and interpret a range of terms and symbols.

Writing

• Use appropriate forms of writing for different purposes and audiences.

• Paraphrase accurately and concisely.

• Record information and observations by hand and through digital technologies.

• Use a variety of scaffolding for writing tasks.

• Organize information logically.

• Make summary notes.

• Communicate using a range of technologies and media.

• Understand and use mathematical notation and other symbols.

• Responsibly participate in, and contribute to, digital social media networks.

SUBSKILLS: ICT (Communicating using technology to gather, investigate and share information)

• Understand the impact of media representations and modes of presentation.

• Make informed choices about modes of communication based on audience.

• Communicate information and ideas effectively to multiple audiences using a variety of media and modalities.

(2) SOCIAL SKILLS
SUBSKILLS: 
INTERPERSONAL RELATIONSHIPS, SOCIAL AND EMOTIONAL INTELLIGENCE (Developing positive interpersonal relationships and collaboration)
Interpersonal Relationships

• Practice empathy and care for others.

• Listen closely to others’ perspectives and to instructions.

• Be respectful to others.

• Learn cooperatively in a group: being courteous, sharing, taking turns.

• Help others to succeed.

• Build consensus and negotiate effectively.

• Make fair and equitable decisions.

• Encourage others to contribute.

• Take on a variety of roles in group learning.

• Advocate for one’s own rights and needs, and those of others.

Social and Emotional Intelligence

• Be aware of own and others’ emotions.

• Manage anger and resolve conflict.

• Be self and socially aware.

• Be aware of own and others’ impact as a member of a learning group.

(3) SELF-MANAGEMENT SKILLS
SUBSKILLS: 
ORGANIZATION (Managing time and tasks effectively)

• Plan short- and long-term tasks.

• Set goals that are challenging and realistic.

• Use time effectively and appropriately.

• Bring necessary equipment and supplies to class.

• Keep an organized and logical system to document learning.

• Understand and use learning preferences.

• Use technology effectively and productively.

• Take on and complete tasks as agreed.

• Delegate and share responsibility for decision-making.

SUBSKILLS: 
STATES OF MIND (Using strategies that manage state of mind)
Mindfulness

• Use strategies to support concentration and overcome distractions.

• Be aware of body–mind connections.

Perseverance

• Demonstrate persistence.

• Use strategies to remove barriers.

Emotional Management

• Take responsibility for one’s own actions.

• Use strategies to prevent and eliminate bullying.

• Use strategies to reduce stress and anxiety.

• Manage anger and resolve conflict.

Self-motivation

• Practice positive thinking and language that reinforces self-motivation.

Resilience

• Manage setbacks.

• Work through adversity.

• Work through disappointment.

• Work through change.

(4) THINKING SKILLS
SUBSKILLS: 
CRITICAL THINKING (Analyzing and evaluating issues and ideas, and forming decisions)
Analyzing

• Observe carefully in order to recognize problems.

• Consider meaning of materials.

• Take knowledge or ideas apart by separating them into component parts.

• Use models and simulations to explore complex systems and issues.

Evaluating

• Organize relevant information to formulate an argument.

• Evaluate evidence and arguments, and associated decisions.

• Recognize unstated assumptions and biases.

• Consider ideas from multiple perspectives.

• Synthesize new understandings by finding unique characteristics; seeing relationships and connections.

• Test generalizations and conclusions.

• Identify obstacles and challenges.

Forming Decisions

• Develop contrary or opposing arguments.

• Propose and evaluate a variety of solutions.

• Revise understandings based on new information and evidence.

• Draw conclusions and generalizations.

SUBSKILLS: 
CREATIVE THINKING (Generating novel ideas and considering new perspectives)
Generating Novel Ideas

• Use discussions and diagrams to generate new ideas and inquiries.

• Practice “visible thinking” strategies and techniques.

• Make unexpected or unusual connections between objects and/or ideas.

• Design improvements to existing products, processes, media and technologies.

Considering New Perspectives

• Ask “what if” questions and generate testable hypotheses.

• Apply existing knowledge to design new products processes, media and technologies.
• Consider multiple alternatives, including those that might be unlikely or impossible.
• Practice flexible thinking—develop multiple opposing, contradictory and complementary arguments.
• Practice “visible thinking” strategies and techniques.
• Generate metaphors and analogies.

SUBSKILLS: 

INFORMATION TRANSFER (Using skills and knowledge in multiple contexts)

• Use memory techniques to develop long-term memory.
• Inquire in different contexts to gain different perspectives.
• Make connections between units of inquiry and between subjects.
• Transfer conceptual understandings across transdisciplinary themes and subjects.
• Combine knowledge, conceptual understandings and skills to create products or solutions.
• Apply skills and knowledge in unfamiliar situations or outside of school.
• Help others develop conceptual understandings and skills.

SUBSKILLS: 

REFLECTION AND METACOGNITION (Using thinking skills to reflect on the process of learning)

• Identify strengths and areas for improvement.
• Consider new skills, techniques and strategies for effective learning.
• Record thinking and reflection processes.
• Reflect on their learning by asking questions such as: What did I learn today?  What don’t I yet understand? What questions do I have now? What can I already do? What will I work on next?  What can I do to become a more effective learner? What factors are important for helping me learn well? Have I been a principled and balanced thinker? (for example, considering ethical, cultural and environmental implications).

(5) RESEARCH SKILLS

SUBSKILLS: 
INFORMATION LITERACY (Formulating and planning, data gathering and recording, synthesizing and interpreting, evaluating and communicating)

Formulating and Planning

• Ask or design relevant questions of interest that can be researched.
• Outline a plan for finding necessary information.
• Evaluate and select appropriate information sources and/or digital tools based on the task.

Data Gathering and Recording

• Gather information from a variety of primary and secondary sources.
• Use all senses to find and notice relevant details.
• Record observations by drawing, note taking, charting, tallying, writing statements, annotating images.

Synthesizing and Interpreting

• Sort and categorize information: arrange information into understandable forms such
• as narratives, explanatory and procedural writing, tables, timelines, graphs and
• diagrams.
• Use critical literacy skills to analyze and interpret information.

Evaluating and Communicating

• Draw conclusions from relationships and patterns that emerge from data.
• Present information in a variety of formats and platforms.
• Understand the significance of academic integrity and intellectual property rights.
• Create references and citations, use footnotes/endnotes and construct a
• bibliography according to recognized conventions.

SUBSKILLS: 

MEDIA LITERACY (Interacting with media to use and create ideas and information)

• Locate, organize, analyze, evaluate and synthesize information from a variety of trusted sources, social media and online networks.
• Compare, contrast and draw connections among (multi)media resources.
• Seek a range of perspectives from multiple and varied media sources.
• Demonstrate awareness of media interpretations of events and ideas.
• Communicate information and ideas effectively to multiple audiences using a variety of media and modalities.

SUBSKILLS: 

ETHICAL USE OF MEDIA/INFORMATION (Understanding and applying social and ethical technology)

• Use media ethically to communicate, share and connect with others.
• Differentiate reliable from unreliable resources.
• Understand the impact of media representations and modes of presentation.