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The Learner in Charge

Learning is scalable.

The fractal of how we learn transfers into smaller versions of the full design—such as the specific process of learning how to write from personal significance, with a personalized process, seeking our own audiences and feedback to get better at writing. These patterns also transfer into larger-scale systems predicated on assumptions that people have the capacity for self-directedness. Approaches to learning, for example, could be a system-wide approach to using metacognitive strategies.

By Jon Sullivan [Public domain], via Wikimedia Commons

Romanesco broccoli fractals By Jon Sullivan [Public domain], via Wikimedia Commons

Because learning is scalable, we can infer patterns in the larger expression of a fractal, say a culture of self-directedness, from the iterations of behavior in smaller sections of the fractal, like individual self-directedness. In other words, individuals together behaving in certain ways make up the concerted behavior of a whole community.

So how do we enact a culture of self-directed learning?

We might begin with what’s happening with the individual learner.

In their collaborative work The Art and Science of Portraiture, Sara Lawrence- Lightfoot and Jessica Hoffman Davis (1997) engage in a dialog on the value of a self-portrait as a form of learning process and product.

They suggest that the creation of a self-portrait “is an intentionally generous and eclectic process that begins by searching for what is good and healthy and assumes that the expression of goodness will always be laced with imperfections.” If we ask ‘what is good?’ we are “likely to absorb a very different reality than one who is on a mission to discover the sources of failure” (Laurence-Lightfoot & Davis, 1997, p. 9).

The generosity of this developmental self-portrait hinges, it seems, upon the assumptions that people want to seek what is good and start this inquiry from a stance of positive intentions and aspirations. Considering assumptions about self-development consider that “Not only do portraits seek to capture the origins and expression of goodness, they are also concerned with documenting how the subjects or actors in the setting define goodness” (Laurence-Lightfoot & Davis, 1997, p. 9).

The process might be more concrete if we thought about the self-portrait as a portfolio.

In developing a documentation of learning and achievement, which is the basis for a portfolio, the learner becomes participant in this inquiry and dialog on What is good, how do we find it, and what expressions might be exemplars of this search and its discoveries?

The portfolio becomes an ever-transforming map of growth. As the learner curates his or her own documentation of growth, the reflective nature of constructing this self-portrait facilitates and sustains the inquiry. This is a pattern of the self-directness that we consider a significant cornerstone of transformational learning.

How does this individual pattern influence the larger patterns in the places where we facilitate learning?

Lawrence-Lightfoot and Davis (1997) suggest that the self-portrait is a conversation. In this sense they are also “acts of intervention” (Laurence-Lightfoot & Davis, 1997, p. 11) in that within the process of creating self-portraits we engage others in conversations about what is good; we engage in acts of transformation; we provoke thinking and reflection. “This is provocative work that can disturb the natural rhythms of social reality and encounter” (Laurence-Lightfoot & Davis, 1997, p. 11).

In her book The Good High School; Portraits of Character and Culture Lawrence-Lightfoot (1983) suggests that the actors within a school context “create conversations and find shared meanings, the significance of the voice of teachers, and the crucial importance of local context as well as the commitment of a scholar to truth and solidarity” (in Laurence-Lightfoot & Davis, 1997, p. 11).

The conversations about what is good propels our inquiries into constructions of criteria for best practice within the contexts of our schools. In these co-constructions; we seek our mentors and teachers in our peers and in our networks; and we revisit again and again a common ownership of learning.

We influence the story of our school’s focus on learning.

From conversations and patterns of self-directedness emerges a narrative. The resulting narrative tells the story of the landscape of transformation for the individual as well as the group. Together, our portraits of growth collectively “document the human behavior and experience in context.” (Laurence-Lightfoot & Davis, 1997, p. 11).

So it may follow that culture is influenced by individuals creating portraits of best practice.

In the conversation between practitioners, we find a similar idea to Eudora Welty’s distinction between the storyteller and the one who listens to a story. Lawrence-Lightfoot and Davis (1997, p. 12) suggest that “The latter is a much more active, engaged position in which one searches for the story, seeks it out, is central to its creation.”

In this inductive inquiry, we may recognize the “persistent irony” that “as one moves closer to the unique characteristic of a person or a place, one discovers the universal” (Lawrence-Lightfoot and Davis, 1997, p. 14).

Discoveries of the universal within the personal suggest that learning is scalable. Individuals in self-directedness make up the human landscape of a self-directed organization. By putting the learner in charge of his or her learning, we cultivate resonance within our selves and our organizations.

 

References

Lawrence-Lightfoot S. & Hoffman Davis, J. (1997). The Art and Science of Portraiture. San Francisco: Jossey-Bass.

Lawrence-Lightfoot, S. (1983). The Good High School; Portraits of Character and Culture. NY: Basic Books.

Photo By Becks – Windvane, CC BY 2.0, https://commons.wikimedia.org/w/index.php?curid=25740347

Photo Romanesco broccoli fractals By Jon Sullivan [Public domain], via Wikimedia Commons.

An Inquiry into Time, Thought and Identity

Metacognition within perceptions of time and self mediates attention. As an approach to learning skill, metacognition involves knowledge of cognition, which allows a person to actively control thinking during the thinking process. Hence it is often defined as “thinking about thinking.” Approaches to learning such as ways to monitor understanding, evaluating process and progress of learning, and making decisions about use of time are metacognitive approaches (Livingston, 1997). When a learner is able to control thinking using different strategies or approaches, he or she is able to adjust, evaluate and readjust a myriad of factors surrounding the environment and process of learning he or she uses to improve learning. Metacognition supports self-regulation by allowing the learner to practice targeted attention (Goleman, 2013) to factors such as the learning environment, process, time, and personal investments in these.

Strategies allow for the abstraction of metacognition to become concrete, practical approaches. An example would be while reading actively, the reader uses questions as self-tests for comprehension and monitors the effectiveness of the strategy in terms of the learning objective (comprehension). The strategy of using questions is a cognitive move, while the strategy of monitoring its effectiveness is metacognitive (Livingston, 1997). Learners practicing metacognition while learning develop and use feedback systems to self-direct learning.

Cognitive Strategy Instruction (CSI) is a tool that is worth mentioning in instruction about thinking. A simple way of expressing this tool is to ask students to think of “How do I do this and why am I doing it this way?” The how is the cognitive move, while the why involves finding approaches to monitoring the thinking. CSI is based on the Self-Regulated Strategy Development (SRSD) model used in teaching writing. In the SRSD model, students who are producing text are asked to perform the following explicit cognitive and metacognitive moves (Council for Exceptional Children, 2009):

  • Self-monitoring as a goal is set and a process designed for students to make the process visible
  • Self-instruction as the students discuss the process and decisions made, use a checklist, use a visible guide for the writing process
  • Self-reinforcement can involve self-talk, use of additional reading or research to keep the flow of the process going
  • Metacognition through modeling think- or read-alouds
  • Self-assessment through a checklist or cue cards, or ways to use questions to evaluate own performance, such as developing a rationale for writer’s choices

An interesting idea in the inquiry towards nurturing agile thinkers is the effects on perceptions of time on how learners learn. Time to think is a requirement for effective self-directed learning.

Being busy without time for reflection creates a mental environment of ceaseless action without deep thought. With this condition, how might we allow for insight, solution design, and making connections?

Photo By Brocken Inaglory. The image was edited by user: Alvesgaspar - Own work, CC BY-SA 3.0.

Photo By Brocken Inaglory. The image was edited by user: Alvesgaspar – Own work, CC BY-SA 3.0.

We know that engagement in immediate tasks at hand allow for the possibility of flow: concentration which stretches thinking and capacity. Time for self-reflection is crucial for tasks that ask students to find personal relevance through metacognition. When we think about our thinking, the expansion of our awareness involves knowing how much time to invest in a task and why. Because we become more aware of time constraints, we might also become more aware of changing craftsmanship –whether it is allowing more time or less time—as a function of what we know, understand and can do.

Time is a perception that can change the ways we know, understand and can do. It is a moment of optimistic intersections between all the things we are and the significance of our aspirations for what we must inquire into and rehearse. As time becomes less an external construct and more of an internal one for the learner, he or she allows for time to engage the self, binding identity to the task at hand.

Because the perception of time makes it relative to self, time can protract or extend as necessary within the perceptions of the learner. Challenges like open-ended tasks then allow us to perceive how we have significantly crafted use of time, and how we learn through strategies including metacognition.

Using Reflection

In lesson design involving approaches to learning like metacognitive strategies and use of time during tasks, it might be useful to use reflection as opportunities to develop both. When we stop to record a moment of learning, we step out of engagement in cognition to think about it and how it affects the time available.

This is the ‘trick’ of metacognition—to be able to step out of engagement to reflect on it, to integrate the moment itself and its experience with the reflective thinking as we take action and document its significance.

References
Council for Exceptional Children (2009). A focus on self-regulated strategy development for writing. Retrieved from http://s3.amazonaws.com/cmi-teaching-ld/alerts/3/uploaded_files/original_alert17writingSSRD.pdf?1301000388 on May 7, 2016.

Goleman, D. (2013). Focus; The hidden driver of excellence. NY: Harper Collins.

Livingston, J. A. (1997). “Metacognition; An overview.” Retrieved from http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm on May 6, 2016.


Thank you for reading The Learner’s Toolbox. We are passionate about self-directed learning. Join us on Twitter for a chat on Self-Directed Learning on May 12 1600 UTC by following the hashtag #sdlchat. Co-hosted by @alohalavina and @EricDemore.SDL_graphic_small

Engaging conceptual dialog through lesson design

A student’s reflection recently illustrated how performance of understanding can emerge as a conceptual dialog between teacher and student.

In this Arts inquiry, the Key concept is creativity and the Related concepts are expression, boundaries, narratives. The unit’s Global context is Identities and relationships, framing the learning around building expressive skills for performance, requiring the actor to discover his center, his essence and thus supporting a better understanding of self. In studies of drama performance, the ensemble requires that the actor ‘give up’ their identity to the ‘group’ when working together. The fostering of relationships in the ensemble is of paramount importance. The lesson focus was to introduce the concept of neutrality through use of the neutral mask (see Jacques Lecoq, The Moving Body, Routledge, NY, 2001), with the objectives to develop expressive skills for performance, increase awareness of how actors use their bodies and gesture not just voice, to communicate (Whitaker, personal communication, November 20, 2014).

White neutral mask. Found on www.pinterest.com.

White neutral mask. Found on http://www.pinterest.com.

The specific inquiry in the series of lessons using the neutrality mask was to investigate the tools of the actor preparing for performance (voice, body, mind, imagination). The student, Gavin Liu writes, “Putting on the neutral mask puts the actor in a state of “neutrality” when acting. A neutral mask is a mask that everyone wears to hide emotions on the face, and it requires the actor to use their body to convey the emotions. In the past classes, we have been wearing these neutral masks and practicing conveying emotions with the boundaries of not being able to express our emotions through our faces but through body movement.”

The teacher intended for the neutral mask to be ” the start of a journey. It produces a physical sensation of calm. The neutral mask opens up the actor to the space around them, creates a state of discovery” (Whitaker, personal communication, November 20, 2014). Dialog in the class revolved around the intention to form conceptualizations of creativityneutrality, boundaries, and expression.

The students used two exercises with the neutral mask. Gavin describes one of the exercises, “Farewell to the boat.” “Farewell to the Boat” allowed us to express our emotions using only our body, without any narrations to the audience of how we felt when a friend leaves on the boat. Personally I found it really challenging because I speak a lot at school and having that boundary really challenged me to explore what I might express with my body. It used more creativity because we have to act like being water using the neutral mask. It adds more challenge to the activity and there is no right or wrong answer because anyone can interpret water differently, making it very creative (Gavin Liu, reflection).

The teacher reflects, “When students shared responses, what emerged was a sense of freshness, of new beginnings. The mask creates balance, calm and economy of movement, which the teacher will use as a point of reference for later work with expressive (Commedia) masks” (Whitaker, personal communication, November 20, 2014).

The depth at which the student experiences conceptual understanding emerges in the reflective dialog with the teacher. In Gavin’s reflection, he writes, “The reason we are doing these activities is that it is essential not to only rely on your facial expression to show emotions, sometimes you have to rely on your body to show those emotions when your face can’t. Therefore, having a neutral mask can explore creative aspects of our body because we are forced by these boundaries to think creatively more than usual.”

Gavin has achieved concept attainment in the few lessons at the onset of the unit, underpinning the importance of discovery through learning engagements designed to engage students in internal and interpersonal dialog and active inquiry into the concepts.

The depth of Gavin’s understanding emerges in this dialog. He writes, “This has helped me realize that sometimes there are things in life where there are boundaries that we can’t change. We have to work with what we have and try to convey the same intention we wanted to convey without the boundary. This helps me focus on what is most important, which is to convince the audience without saying a word and be creative about how to convince them into believing what you really believe.”

A valuable lesson suggested here is the student’s opportunity for metacognition and transfer, which were facilitated by the conceptual design of the lesson.

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Thanks to Gavin Liu, Concordian MYP 4,  for permission to use his reflection in this blog post and to Clynt Whitaker for permission to study his lesson design!

ATL articulation through the Core and Policies, Part 2

Part 2, ATL Articulation through the Core and Policies

Criterion B in all MYP subjects including the Projects and Interdisciplinary Units (IDU)  explicitly unpack within its strands a learning cycle or process. Year 1s spent some time thinking about learning cycles, and below is an example of their understanding.

Cycles Are by a MYP Year 1 Student

Cycles Are by a MYP Year 1 Student

The thinking visible in the sample above teaches us a few things.

First, this student came to the MYP through the PYP. Within a 30-minute engagement, this student was able to easily make connections between all subjects through his thinking about the learning cycles present in MYP.

This teaches us the value of allowing students to transfer learning how to learn from the transdisciplinary framework of PYP into the interdisciplinary framework of the MYP. In the PYP, the thought boundaries between the disciplines are blended within an inquiry. When students move into the MYP, the disciplines become more pronounced within their thought boundaries, but there are numerous connections within and through the MYP subjects, which allow students to transfer learning across and through different disciplines. (One way to visualize the difference between transdisciplinary to interdisciplinary is through Clint Hamada’s visualization of these.) A way by which students might transport learning from one discipline to another in MYP is through the cycles of learning.

The student’s understanding in the above example also teaches us that ATL skills are implicit in how we learn throughout the IB continuum. From the thinking engagement about learning cycles, these are what the Year 1 students generalized, below.

Concept formation : cycles 1

Concept attainment : cycles from Year 1

Self talk from Year 1

Self talk from Year 1

Self-talk from Year 1

Self-talk from Year 1

Generalization about learning in MYP from Year 1 student

Generalization about learning in MYP from Year 1 student

We may also learn something about the students’ learning from their thinking visible in what they wrote. For instance:

  • there is clear concept attainment illustrated above, for the concept of learning as a cycle
  • students in Year 1 have some proficiency in self-talk, a social-emotional learning skill, which helps them be mindful and resilient
  • students are able to synthesize their learning about learning cycles
  • students are able to transfer learning from their transdisciplinary experience in PYP to their interdisciplinary experiences in MYP

We learn from the students’ responses to the learning about learning cycles engagement, that students have the dispositions allowing their thinking to be provoked into deliberate use of ATL skills. This deliberate activation of prior learning is explicit in our unit planning process. Used skillfully, inquiry-based approaches to learning in the MYP become journeys to understanding which students traverse, using ATL skills of critical thinking, social-emotional skills and other skills to deliberately seek improvement and achievement –in other words, to approximate and then become independent inquirers.

Transfer through the Core: Projects, Service as Action and Interdisciplinary Learning

Transfer, the ATL skill learners must draw upon to make connections between themselves and their learning, concepts and contexts across subjects, and to the world, is a skill set manifested through the Core of the MYP.

When we plan learning for IDU, we draw upon the relationships of concept(s)-to-concept(s), concept-to-content, concept-to-context, between disciplines, across a subject, learner to world, learner to others, between the learner to all things. These relationships are cognitive spaces wherein the learner can explore connections, describe, design, create…name a command term and a learner is able to apply it by deliberate use of ATL skills, to transform learning.

The MYP core–IDU, Service as action, Projects–allow learners multiple opportunities for transfer. Interdisciplinary connections, principled action, and Projects are ways by which learners manifest ATL skills to do something with what they know and understand with and without of the MYP subjects. The MYP requirements for SA and IDU are opportunities for educators to design thoughtful attention to how students might use thinking, research, social skills, self-management, and communication skills to integrate areas of knowing and ways of knowing into new understanding through IDU and the Personal Project, and to take principled action through Service as action and the Community Project.

In the continuum, the core of the IB culminates in CAS, TOK and the EE. In the Diploma core, we envision learners to be self-directed as they deliberately use the approaches to learning skills in taking action, using transfer in an unceasing basis in TOK (Hedrick, personal conversation), and demonstrating a masterful array of ATL skills and IB ethos as they create the Extended Essay.

ATL through MYP Partnerships and our Policies

The ATL skills categories (communication, social, self-management, research, thinking) suggest partnerships within the MYP, which we can use as collaborative spaces for integrated implementation.

What are some interdisciplinary partnerships we can use? Alignment of criteria in our current MYP allows us to use a deliberate language for understanding and communicating about learning.

Alignment of Criteria in MYP (IBO, 2014). Based on Subject Guides in MYP (2014).

Alignment of Criteria in MYP (IBO, 2014). Based on Subject Guides in MYP (2014).

Through the chart above we learn that:

  • Criterion A draws upon the disciplinary knowledge and understanding. A look at the criterion A strands gives us the range of ways by which students access areas of knowing through ways of knowing.
  • Criterion B uses disciplinary method or process to engage students through an iterative learning cycle, inquiry-based approaches to learning
  • Criterion C calls upon specific thinking skills, both critical and creative, by which students might express outcomes of process used in Criterion B cycles
  • Criterion D calls upon higher order thinking skills such as synthesis and evaluation (Bloom’s taxonomy) to reflect upon authentic connections between learner and understanding, learner and subject/discipline, learner and the world

But even when the specific criterion calls for content and conceptual understanding, strands unpacking the criterion explicitly describe what students must do with what they know and understand. Take a look at the criterion strands: we will see skills performance within them. Our MYP learning framework gives us a dynamic and complex interaction of concept, context, content, attitudes and skills described by the criterion strands.

These opportunities for skills teaching and performance give us authentic links for partnerships within the framework of our subjects. We can link the Library with each subject through Criteria A and B, for one example. Students must practice mindfulness and the attitudes of Academic Honesty as they inquire, produce, process, evaluate, plan. Social and emotional learning is present as students persevere through many of the learning experiences described in our subject objectives, giving our Counseling department strong links to our curriculum. For examples students must necessarily practice ATL skills of mindfulness and resilience as they investigate, analyse, design.

The possibilities by which we expand these partnerships in our MYP are formally described in our policies. If we were to embark on an inquiry into coherence and articulation of ATL skills in our policies, what might we find?

Here are some sample questions that we have asked in our corner of the IB world:

How do students use ATL skills other than in the Communication cluster in language learning?
How do students use processes to approach language learning and learning through language?
How do students acquire a range of strategies for learning from collaborative engagements?
How might students develop their own approach given their individual dispositions, learning preferences and styles?
What opportunities might we provide students to demonstrate learning through these individual approaches? How might we expand their learning repertoire?

As a MYP educator, what is your inquiry into ATL articulation in your schools? Share your questions and thoughts with us in the comments.

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Consider joining our informal dialog on Twitter through #MYPChat! Join our Twitter community on October 30 as we dialog on the significance of collaborative planning and reflection in MYP implementation.

MYPChat on Oct 30: Standard C1 in action

MYPChat on Oct 30: Standard C1 in action

 

 

Making connections for ATL skills articulation, Part 1

Part 1, ATL development in the classroom and subject

The MYP faculty meeting yesterday yielded a lot of shared understanding about ATL skills implementation. Making connections was a big part of the engagements. As we made connections, we began to see how these connections made ATL skills the “bones of the MYP”–they may be invisible as they are, but they hold up the systems.

There are layers of implementation in MYP, illustrated by the diagram below.

Layers of MYP Implementation

This first year of transition into MYP: Next Chapter holds a lot of challenges, and in our efforts at alignment, we collaboratively decided in May 2014 to focus on classroom implementation first–planning learning and assessment, and using new criteria, fueling our developmental work with the collaborative time and structures with which we  inquire into points of practice and share understanding. Professional learning that is closest in proximity to the classroom, and to student learning, seems to drive our collaborative planning, as well as honing craftsmanship and efficacy of individual teachers in the context of a complex, messy process of implementing a shiny new MYP. For this meeting, we used these three tasks to help us make connections.

ATL in the classroom

Even with co-teachers planning together, a unit planner holds personal design choices implicit within the connections it makes. Choices we make in a unit plan of key concept, related concepts and global context present the overall frame of learning and teaching intention. As the unit plan progresses through the statement of inquiry, unpacked in inquiry questions and answered by the summative assessment design, the ATL skills immediately adjacent to the assessment presents the teacher with a rationale for choices made. When we choose ATL skills immediately connected to our big idea in the statement of inquiry and the assessment of learning, those ATL skills are chosen as skills essentially manifested in the summative assessment.

The task we used to make this connection was a simple template. Teachers picked a strand they were assessing in a summative task, and stated its connection to the skill students need to use and will be clearly manifested in the summative task product. An example is given below.

An Assessment-ATL connection for PHE

As teachers went through this simple task of connecting assessment to ATL skill, we understood why there is inherently a contextual requirement for ATL skills development in MYP. When we plan ATL articulation with our students in mind, our planning is relevant, meaningful, and has endless potential to manifest in how our students perform and achieve. For a teacher, this connection is a powerful source of efficacy and agency. When the choices a teacher makes holds authentic relevance visible in student learning, unit planning, teaching and assessment become mindful engagements, opportunities to be thoughtful and precise.

ATL in the Subject

Units planned, taught and assessed throughout a school year form the subject overview. Our second task in the meeting was to see connections throughout the subjects we teach. We focused on the command terms in this task, as the command terms in the criterion strands of our subjects progress through levels of complexity, which indicate skills that necessarily must become evident and manifest in assessments designed to reveal levels of learning and achievement described by the criterion strands. Below is an example from Sciences.

Command terms and complexity

When we examine one criterion closely, we begin to see the progression of complexity at which students must perform and achieve in an MYP subject. The command terms anchor us in a connection between ATL skills that manifest in a subject and the level of complexity at which these ATL skills must be used. As a student moves through the MYP years, he or she needs to call upon the ATL skills to engage in tasks of increasing complexity. In Sciences, for instance, the complexity can be identified when we juxtapose Bloom’s taxonomy with our command terms.

from Journal of Indian Law and Society.

from Journal of Indian Law and Society.

The juxtaposition of the command terms present in the Sciences criterion B strands shows an increasing level of complexity at which students must perform the ATL skills implicit in Inquiring and designing in Sciences.

Bloom's Taxonomy and Sciences Criterion B (Sciences Subject Guide, 2014)

Bloom’s Taxonomy and Sciences Criterion B (Sciences Subject Guide, 2014)

Where do we see this complexity? When we see the overview of a subject, the assessment design shows us the increasing complexity at which the MYP student needs to learn, perform and achieve as he or she progresses through the subject.

The value of the Overview

Side by side with the other MYP subjects, we can make connections throughout our MYP. Our third task was to examine three different sets of criteria strands. Below is our task 3 from the meeting.

Task 3. Take a look at the tasks described below.

Inquiry Questions:

Factual – What skills are implicit in these strands?

Conceptual – How does a student have to perform the same skill at different levels of complexity?

Debatable – How do our students reach independence in learning for year 5?

 Year 1: 

  • explains the choice of a research question
  • effectively follows an action plan to explore a research question
  • uses methods to collect and record consistently relevant information
  • thoroughly reflects on the research process and results

from Individuals and Societies Guide (2014), Criterion B

Year 3:

  • designs and explains a plan for improving physical performance and health
  • explains the effectiveness of a plan based on the outcome

 from Physical and Health Education Guide (2014), Criterion B 

Year 5:

  • develop rigorous criteria for the product/outcome
  • present a detailed and accurate plan and record of the development process of the project
  • demonstrate excellent self-management skills

from Projects Guide (2014), Criterion B for Personal Projects

The intention for using Criterion B was to draw out the understanding that MYP subjects’ Criterion B are process learning criteria, focusing on a subject’s methodology to teach students the purposes, values and limitations of a learning process. The inquiry process implicit within Criterion B in all subjects shows us a MYP-wide thread of using iterative, cyclical processes to approach learning.

As teachers examined the Criterion B from two different MYP subjects and the Personal Project, the understanding that emerged was how subjects had opportunities for allowing transfer, the ATL skill learners must draw upon to make connections between themselves and their learning, concepts and contexts across subjects, and among other relationships, understanding of different perspectives and that these perspectives, “with their differences, can also be right” (IB Mission Statement).

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In Part 2, we will explore ATL skills from the programmatic level, looking at how policies and the MYP core may be systemically aligned with and through ATL articulation.

Please join our professional learning network! MYP educators connected on Twitter hold #MYPChat hosted by Stephen Taylor and other MYP educators.

Evaluating sources

For Year 4 Individuals and Societies students

New Perspective 4 by jaasal

New Perspective 4 by jaasal

An important part of research is knowing which sources are credible. Credible sources are believable because their information is valid and reliable.

As you research the comparison between two instances of Communist rise, perform an evaluation of sources you use. Use this process for guidance.

Layers of meaning

Layers of Meaning

Layers of Meaning

Layers of Meaning (c) Aloha Lavina 88x31

Today we looked at how understanding a text comes in layers. Our layers of understanding depend on the types of thinking we do at different layers of meaning.

In considering your understanding of identity and relationships in Kafka’s The Metamorphosis, return to our Layers of Meaning, command terms and help our class build our understanding by posting your thinking on our unit’s learning wall.