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The personal project encourages students to practise and strengthen their ATL skills. The MYP focuses on “learning how to learn” through the systematic development of approaches to learning (ATL) skills for communication, collaboration, organisation, self-management, reflection, research, informational literacy, media literacy, creative and critical thinking, and transfer of learning.
The personal project encourages students to practise and strengthen their ATL skills. The MYP focuses on “learning how to learn” through the systematic development of approaches to learning (ATL) skills for communication, collaboration, organisation, self-management, reflection, research, informational literacy, media literacy, creative and critical thinking, and transfer of learning.
READ THIS: IMPORTANT
READ THIS: IMPORTANT
The Approaches to Learning Skills in the Personal Project are not just about "doing them" during the process. You will need to decide which skill category was used in the Learning Goal and which was used in the Product Goal. You will need to document how your skills DEVELOPED over time; what skills you STRUGGLED with and why; and how you APPLIED these skills during the process of investigating your Learning Goal making your Product. All THREE OF THESE will need to be demonstrated and evaluated.
The Approaches to Learning Skills in the Personal Project are not just about "doing them" during the process. You will need to decide which skill category was used in the Learning Goal and which was used in the Product Goal. You will need to document how your skills DEVELOPED over time; what skills you STRUGGLED with and why; and how you APPLIED these skills during the process of investigating your Learning Goal making your Product. All THREE OF THESE will need to be demonstrated and evaluated.
Research skills
Research skills
Students demonstrate research skills by finding, interpreting, judging and creating information (information literacy skills), and interacting with media to use and create ideas and information (media literacy skills). Evidence should be found in their bibliography and also in the ‘Investigating’ section of their written report. Evidence may also be found in the appendices or other sections of the report.
Aspects of media literacy skills may include:
Locating, organizing, analyzing, evaluating, synthesizing, and ethically using sources from a variety of sources and media
Demonstrating awareness of media interpretations of events and ideas
Seeking a range of perspectives from multiple and varied sources
Communicating information and ideas effectively to multiple audiences using a variety of media and formats
Comparing, contrasting and drawing connections among (multi)media resources
Aspects of information literacy skills may include:
Collecting, recording and verifying data
Making connections between sources of information
Collecting and analyzing data to identify solutions and make informed decisions
Processing data and reporting results
Evaluating and selecting information sources based on their appropriateness to specific tasks
Using critical literacy skills to analyze and interpret media communications
Creating references and citations, using footnotes/endnotes and constructing bibliography according to recognized conventions
Self-management skills
Self-management skills
Students demonstrate self-management skills by managing time and tasks effectively (organizational skills) and managing their state of mind (affective skills). Evidence should be found in the ‘planning’ section of the written report. Evidence may also be found in the appendices or other sections of the report.
Reflective skills are required in Objective C. See below for more information.
Aspects of affective skills may include:
Perseverance and persistence
Self-motivation and positive-thinking
Resilience – the ability to deal with mistakes, failures, disappointment, change
Practicing strategies to reduce stress and anxiety
Practicing stretegies to focus, concentrate, and overcome distractions
Aspects of organizational skills may include:
Having a detailed plan for the completion of the project
Using strategies for organizing complex information
Using an organized and logical system of notetaking
Planning strategies and actions to achieve the goal
Meeting deadlines
Keeping an organized and logical process journal
Setting goals that are challenging but realistic
Selecting and using technology effectively and productively
Thinking skills
Thinking skills
Students demonstrate thinking skills by analyzing and evaluating issues and ideas (critical thinking skills), generating novel ideas and considering new perspectives (creative thinking skills) and utilizing skills and knowledge in multiple contexts (transfer skills). Evidence should be found in the ‘Taking action’ and ‘Investigating’ sections of the written report or in the product or outcome of the project. Evidence may also be found in the appendices or other sections of the report.
Aspects of transfer skills may include:
Applying skills and knowledge in unfamiliar situations
Comparing conceptual understanding across multiple subject groups and disciplines
Combining knowledge, understanding and skills to create products or solutions
Transferring current knowledge to learning of new technologies
Changing the context of an inquiry to gain different perspectives
Aspects of critical thinking skills may include:
Recognizing or identifying problems, obstacles or challenges
Formulating arguments
Recognizing assumptions and bias in sources
Interpreting data
Evaluating sources
Drawing reasonable conclusions and generalizations
Revising understanding based on new information
Formulating questions
Considering ideas from multiple perspectives
Proposing and evaluating a variety of solutions
Aspects of creative thinking skills may include:
Brainstorming or visual diagrams used to generate ideas or inquiries, or visible thinking strategies or techniques
Considering multiple alternatives – even those that may seem impossible
Making unusual connections between ideas or objects
Designing improvements existing technologies
Creating novel solutions or original works and ideas – or using existing works or ideas in new ways
Communication skills:
Communication skills:
Students demonstrate communication skills by exchanging thoughts, messages and information effectively through interaction and reading, writing and using language to gather and communicate information. Evidence should be found in the ‘Taking action’ and ‘Investigating’ sections of the written report or in the product or outcome of the project. Evidence may also be found in the appendices or other sections of the report.
Aspects of communication skills may include:
Giving and receiving feedback (not necessarily only from their project mentor)
Using appropriate speaking and written techniques for dealing with different audiences
Negotiating ideas and knowledge with peers, teachers or others (possibly as part of research)
Collaborate and share ideas (may be part of the product)
Make inferences and draw conclusions
Write for different purposes
Paraphrase and take effective notes
Organize and depict information logically
Using a variety of media to communicate with a range of audiences
Using intercultural understanding to interpret communication
Structure information in the written report
Social (collaboration) skills:
Social (collaboration) skills:
Students demonstrate social (collaboration) skills by working effectively with others. Evidence should be found in the ‘Taking action’ and ‘Investigating’ sections of the written report or in the product or outcome of the project. Evidence may also be found in the appendices or other sections of the report.
Aspects of social (collaboration) skills may include:
Demonstrating empathy
Helping others to succeed
Taking responsibility for one’s own actions
Listening actively to perspectives and ideas of others
Giving and receiving meaningful feedback
Reflecting skills:
Reflecting skills:
For Objective C, the student:
explains the impact of the project on themselves or their learning
evaluates the product based on the success criteria, fully supported with specific evidence or detailed examples.
Aspects of reflection skills may include:
Developing new skills, techniques or strategies for effective learning
Identifying strengths and weaknesses of personal learning strategies (self-assessment)
Trying new ATL skills and evaluating their effectiveness on the project
Considering increased knowledge and understanding relating to the project topic
Considering their development as a learner
Considering ethical, cultural and environmental implications of their project
Evaluating their product based on their chosen success criteria
Giving examples of how their product met or did not meet the success criteria
ATLskillsOnePageBacktoBack_fromLC2017IBVancouverLMT.docx.pdfApproaches to Learning Skills
Approaches to Learning Skills
in the Personal Project
in the Personal Project
22-ATL-Projects.pdfApproaches to Learning Skills
Approaches to Learning Skills
in the Personal Project
in the Personal Project
ATL Posters from Toddle
ATL Posters from Toddle
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