Why are ATL and ATT skills so darn important for....?

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Why are ATL and ATT skills so darn important for....? by Mind Map: Why are ATL and ATT skills so darn important for....?

1. Teachers

1.1. support efforts to connect the curriculum and how to learn it across the courses

1.1.1. students can select their areas of focus for themselves or make it a class or school-wide initiative

1.2. provide access points for all students and teachers to build relationships around needs and goals

1.2.1. ATL/ATL skills come in all shapes and sizes - what will YOU need that's different from the person next to you? How can you help someone whose strengths are different from your own?

1.3. create transparency around what student strengths and areas for growth are - recognize growth and successes, as well as further needs

1.4. continuously grow in the profession for teacher-and-student sakes

1.4.1. find/develop/participate in various PD sessions and share with colleagues

2. Pedagogical Leadership

2.1. model the uses of the skills to yield preparedness for next steps in life

2.1.1. explicitly talk about the types of skills used in daily work (to teachers, families, students)

2.2. develop PD and schedule check-ins/reflection opportunities for faculty to ensure school's vision is executed properly

2.2.1. individual discussions around school and non-school related situations!

2.3. develop strategies to track and monitor individual student progress

3. Assessment Practices

3.1. inform teachers of learning done by students

3.1.1. decodes what students understand and on what they require more practice

3.2. focus on local and global contexts

3.2.1. develops all 5 clusters of ATL skills in students for use across the curriculum and throughout life

3.3. support differentiation efforts for all students

3.3.1. expands student abilities in all ATL clusters based on individual needs

3.3.2. challenges students at every level in ways that are within reach, but

3.4. promote intentionality in planning and implementation for and in instruction

4. Students

4.1. learn to balance the in-school and out-of-school demands of the IB program (and beyond)

4.1.1. important to develop skills to learn to balance not only for accomplishing goals, but for reflecting on the process to that end

4.2. apply skills to interpersonal relationships to "combat" miscommunication/drama between one another

4.2.1. friends, family, coaches, faculty, co-workers

4.3. gain the understanding of oneself and how to interact with others based on the knowledge of themselves

4.4. work on in all areas of learning

4.4.1. anything in school, but also in activities after school, jobs, internships, college applications, interviews, etc

4.5. emphasize qualities of CAS, but not only during the time spent "doing" CAS, but also to relate those experiences to greater outcomes and reflections

4.5.1. make this personal and regularly applicable in daily practice to develop the relationships and ability to reflect

4.6. reflect on successes and failures; make changes in oneself and the community based on this reflection practice

4.7. emphasize voice and choice for student preparation, and application of these

5. IB Families

5.1. facilitate Parent University face-to-face and online in short ways (Apple Clips, Twitter, etc) - use markers and numbers" to identify different levels of courses (ex: IBATL 101 for new families, IBATL 202 for reinforcement of supports and concepts)

5.1.1. support students outside of school during CAS-esque types of experiences (and others)

5.1.2. encourage students to communicate effectively using ATL skills clear communication = more effective interpersonal skills = higher probability of getting to where /what you aim to reach

5.1.3. build relationships with parents as PLT, especially DPC/CPC involvement on this end is crucial to student development and buy-in; when families are in support of what we do, students are often more on board, as well

6. Curriculum Development

6.1. keep the conversation about inquiry and and emphasizes effective teamwork and collaboration (with students, colleagues, local IB groups and beyond

6.2. focus directly on instruction and differentiated needs for all learners, themselves included

6.2.1. how do your students learn? How do they participate in their interpersonal relationships? in their working relationships with those who are and are not close with them? are they able to identify their own needs?

6.3. provides rich opportunities to challenge one another to draw explicit connections when planning across the curriculum and when interacting with others in PD/workshops/personal lives