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Approaches to Learning Framework.In the Key Stage 3 and 4 age group (the equivalent age of the International Baccalaureate’s Middle Years Programme) the Approaches to learning skills categories of communication, social, research, self-management and thinking are extended into 10 developmentally appropriate clusters:Approaches to Learning SkillsApproaches to Learning Skills ClustersCommunicationI. CommunicationSocialII. CollaborationSelf-ManagementIII. OrganizationIV. Affective V. ReflectionResearchVI. Information literacyVII. Media literacyThinkingVIII. Critical thinkingIX. Creative thinkingX. TransferThe Approaches to Learning clusters will be taught through the discreet classes in year 7. These can be supported by teachers giving students the chance to apply the skills across the curriculum. Student self- assessment can be given against each skill and cluster using the following criteria set out by The International Baccalaureate: Novice/beginning: students are introduced to the skill, and can watch others performing it (observation) Learner/developing: students copy others who use the skill and use the skill with scaffolding and guidance (emulation) Practitioner/using: students employ the skill confidently and effectively (demonstration)Expert/sharing: students can show others how to use the skill and accurately assess how effectively the skill is used (self-regulation) Approaches to Learning skills are often interconnected. The Individual skills and skills clusters in the table above frequently overlap and may be relevant to more than one skill category. Opportunities for students to practice these skills can be built in each subject’s curriculum framework, unit and lesson plans. When specific ATL skills become an explicit focus for teaching and learning, students can begin to take responsibility for their own development. The tables below are frameworks for each Approach to Learning and the skills clusters within them. Each framework can be used by teachers and departments help them plan activities, and units which allow students to apply the skills needed to become an ‘expert’ in each approach. A concept-driven curriculum that uses ATL skills effectively enables all students to become stronger, more self-regulated learners.The following framework has come from the International Baccalaureate’s ‘MYP From Principles into Practice’ guide CommunicationI. Communication skillsHow can students communicate through interaction?Exchanging thoughts, messages and information effectively through interaction Give and receive meaningful feedbackUse intercultural understanding to interpret communicationUse a variety of speaking techniques to communicate with a variety of audiencesUse appropriate forms of writing for different purposes and audiencesUse a variety of media to communicate with a range of audiencesInterpret and use effectively modes of non-verbal communicationNegotiate ideas and knowledge with peers and teachersParticipate in, and contribute to, digital social media networksCollaborate with peers and experts using a variety of digital environments and mediaShare ideas with multiple audiences using a variety of digital environments and mediaHow can students demonstrate communication through language?Reading, writing and using language to gather and communicate information Read critically and for comprehensionRead a variety of sources for information and for pleasureMake inferences and draw conclusionsUse and interpret a range of discipline-specific terms and symbolsWrite for different purposesUnderstand and use mathematical notationParaphrase accurately and conciselyPreview and skim texts to build understandingTake effective notes in classMake effective summary notes for studyingUse a variety of organizers for academic writing tasksFind information for disciplinary and interdisciplinary inquiries, using a variety of mediaOrganize and depict information logicallyStructure information in summaries, essays and reportsSocialII. Collaboration SkillsHow can students collaborate?Working effectively with others Use social media networks appropriately to build and develop relationshipsPractise empathyDelegate and share responsibility for decision-makingHelp others to succeedTake responsibility for one’s own actionsManage and resolve conflict, and work collaboratively in teamsBuild consensusMake fair and equitable decisionsListen actively to other perspectives and ideasNegotiate effectivelyEncourage others to contributeExercise leadership and take on a variety of roles within groupsGive and receive meaningful feedbackAdvocate for one’s own rights and needsSelf-ManagementIII. Organization skillsHow can students demonstrate organization skills?Managing time and tasks effectively Plan short- and long-term assignments; meet deadlinesCreate plans to prepare for summative assessments (examinations and performances)Keep and use a weekly planner for assignmentsSet goals that are challenging and realisticPlan strategies and take action to achieve personal and academic goalsBring necessary equipment and supplies to classKeep an organized and logical system of information files/notebooksUse appropriate strategies for organizing complex informationUnderstand and use sensory learning preferences (learning styles)Select and use technology effectively and productivelyIV. Affective skillsHow can students manage their own state of mind?Managing state of mind Mindful awarenessPractise focus and concentrationPractise strategies to develop mental focusPractise strategies to overcome distractionsPractise being aware of body–mind connectionsPerseveranceDemonstrate persistence and perseverancePractise delaying gratificationEmotional managementPractise strategies to overcome impulsiveness and angerPractise strategies to prevent and eliminate bullyingPractise strategies to reduce stress and anxietySelf-motivationPractise analysing and attributing causes for failurePractise managing self-talkPractise positive thinkingResiliencePractise “bouncing back” after adversity, mistakes and failuresPractise “failing well”Practise dealing with disappointment and unmet expectationsPractise dealing with changeV. Reflection skillsHow can students be reflective?(Re)considering the process of learning; choosing and using ATL skills Develop new skills, techniques and strategies for effective learningIdentify strengths and weaknesses of personal learning strategies (self-assessment)Demonstrate flexibility in the selection and use of learning strategiesTry new ATL skills and evaluate their effectivenessConsider contentWhat did I learn about today?What don’t I yet understand?What questions do I have now?Consider ATL skills developmentWhat can I already do?How can I share my skills to help peers who need more practice?What will I work on next?Consider personal learning strategiesWhat can I do to become a more efficient and effective learner?How can I become more flexible in my choice of learning strategies?What factors are important for helping me learn well?Focus on the process of creating by imitating the work of othersConsider ethical, cultural and environmental implicationsKeep a journal to record reflectionsResearchVI. Information literacy skillsHow can students demonstrate information literacy?Finding, interpreting, judging and creating information Collect, record and verify dataAccess information to be informed and inform othersMake connections between various sources of informationUnderstand the benefits and limitations of personal sensory learning preferences when accessing, processing and recalling information Use memory techniques to develop long-term memoryPresent information in a variety of formats and platformsCollect and analyse data to identify solutions and make informed decisionsProcess data and report resultsEvaluate and select information sources and digital tools based on their appropriateness to specific tasks Understand and use technology systemsUse critical-literacy skills to analyse and interpret media communicationsUnderstand and implement intellectual property rightsCreate references and citations, use footnotes/endnotes and construct a bibliography according to recognized conventions Identify primary and secondary sourcesVII. Media literacy skillsHow can students demonstrate media literacy?Interacting with media to use and create ideas and information Locate, organize, analyse, evaluate, synthesize and ethically use information from a variety of sources and media (including digital social media and online networks) Demonstrate awareness of media interpretations of events and ideas (including digital social media) Make informed choices about personal viewing experiencesUnderstand the impact of media representations and modes of presentationSeek a range of perspectives from multiple and varied sourcesCommunicate information and ideas effectively to multiple audiences using a variety of media and formats Compare, contrast and draw connections among (multi)media resourcesThinkingVIII. Critical-thinking skillsHow can students think critically?Analysing and evaluating issues and ideas Practise observing carefully in order to recognize problemsGather and organize relevant information to formulate an argumentRecognize unstated assumptions and biasInterpret dataEvaluate evidence and argumentsRecognize and evaluate propositionsDraw reasonable conclusions and generalizationsTest generalizations and conclusionsRevise understanding based on new information and evidenceEvaluate and manage riskFormulate factual, topical, conceptual and debatable questionsConsider ideas from multiple perspectivesDevelop contrary or opposing argumentsAnalyse complex concepts and projects into their constituent parts and synthesize them to create new understanding Propose and evaluate a variety of solutionsIdentify obstacles and challengesUse models and simulations to explore complex systems and issuesIdentify trends and forecast possibilitiesTroubleshoot systems and applicationsIX. Creative-thinking skillsHow can students be creative?Generating novel ideas and considering new perspectives Use brainstorming and visual diagrams to generate new ideas and inquiriesConsider multiple alternatives, including those that might be unlikely or impossibleCreate novel solutions to authentic problemsMake unexpected or unusual connections between objects and/or ideasDesign improvements to existing machines, media and technologiesDesign new machines, media and technologiesMake guesses, ask “what if” questions and generate testable hypothesesApply existing knowledge to generate new ideas, products or processesCreate original works and ideas; use existing works and ideas in new waysPractise flexible thinking—develop multiple opposing, contradictory and complementary arguments Practise visible thinking strategies and techniquesGenerate metaphors and analogiesX. Transfer skillsHow can students transfer skills and knowledge across disciplines and subject groups?Using skills and knowledge in multiple contexts Use effective learning strategies in subject groups and disciplinesApply skills and knowledge in unfamiliar situationsInquire in different contexts to gain a different perspectiveCompare conceptual understanding across multiple subject groups and disciplinesMake connections between subject groups and disciplinesCombine knowledge, understanding and skills to create products or solutionsTransfer current knowledge to learning of new technologiesChange the context of an inquiry to gain different perspectives ................
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