1. N: What else do you need to know or find out about this idea or proposition? What additional information would help you to evaluate things? 1. Strategies for teachers to interpret the ATLs in reference to their early years/primary learners. - What do ATLs look like at different stages of development? 2. Effective practices to help students set learning goals in reference to the ATLs. 3. What might a Programme of Inquiry look like when it has a vertical and horizontal balance of ATLs? 4. Strategies for explicit teaching of ATLs 5. How will classroom culture be different when ATLs are embedded?
2. S: What is your current stance or opinion on the idea or proposition? How might you move forward in your evaluation of this idea or proposition? 1. Using collaborative planning sessions/professional development opportunities to share classroom practices that develop aspects of the ATLs. 2. Discussions with teachers and students regarding the relationship and parallels of the LP and ATLs, and linking these to the IB Mission Statement 3. Reflecting on the programme in reference to balancing the development of the ATLs as well as Literacy and Numeracy which are essential tools for inquiry 4. Cross articulation of the ATLs across the school’s curriculum. 5. Identifying how students might demonstrate ATLs at different stages of their journey through the PYP (linked to assessment)
3. W: What do you find worrisome about this idea or proposition? What’s the downside? 1. Assessing the ATLs with regard to individual learners and documentation. 2. Effective grouping/regrouping strategies to balance students’ acquisition and experience with the ATLs. 3. Ensuring that the school has made sound decisions about subskills for ATLs 4. Prioritising collaboration in planning, teaching and assessing ATLs, including specialist and generalist teachers
4. E: What excites you about this idea or proposition? What’s the upside? 1. Developing and sharing rich learning environments, holistically representing the ATLs. 2. Goal setting in reference to the ATLs. 3. Establishing the skills explicitly through inquiry. 4. Identifying a continuum of development in ATLs for our students 5. Building understanding of learners at different stages in relation to the ATLs 6. Building learners’ capacity to identify and reflect on how they are using ATLs 7. Link between ATLs and identified 21st Century skills that will support lifelong learning
