Criterion B: ATL Skills 

• For Criterion B, you will be explaining in detail how you've used each ATL skill you chose to help achieve your learning goal and product goal. 

• Below is the document you'll be using for Criterion B.  

It's important that in this section, you explain how and why the ATL skill was used, not just describe. 

Here is the difference between describe and explain:

Describing involves stating what you did - it's a summary of the actions taken or skills used. 

Explaining, however, goes deeper by including the reasons why you chose the goal and the causes of that choice in detail.

By moving from description to explanation, you demonstrate a deeper understanding of your process and the significance of the skills you applied.

Example #1 Learning Goal: Learn how to write a screenplay and operate a camera to create a movie trailer

The ATL - Communication: Share ideas with multiple audiences using a variety of digital environments and media

Example of Describing How the ATL Skill Was Applied

"My learning goal was to learn how to write a screenplay and operate a camera to create a movie trailer. To help achieve this, I used communication skills to share my ideas with different audiences. I shared my screenplay draft with my friends online to get feedback, and I posted some test shots on social media to see how people reacted to my camera work. This helped me improve my trailer based on their input."

Example of Explaining How the ATL Skill Was Applied

"My learning goal was to learn how to write a screenplay and operate a camera to create a movie trailer, and my communication skills played a key role in sharing my work with multiple audiences to refine both my writing and technical filming skills. First, I shared my screenplay draft on a scriptwriting forum, where I received feedback from other writers. I specifically asked for input on character development and pacing, and the responses helped me tighten up the dialogue and make the story flow better. This feedback was invaluable because it highlighted areas I hadn’t considered, such as using subtle dialogue to reveal character emotions—a technique I incorporated in the final script.

To develop my camera skills, I also posted test shots and short clips on my Instagram and TikTok accounts. On Instagram, where I shared clips focusing on lighting and close-up shots, viewers responded with suggestions about framing and using natural light for a softer look. Meanwhile, on TikTok, I experimented with scenes that required more dynamic camera movement. The comments there guided me to adjust my angles and focus points, helping me create more visually engaging shots suited to a romantic genre.

Finally, I presented a rough cut of my trailer in my media studies class using an online platform that allowed real-time feedback. My classmates' reactions provided insights on the overall tone and emotional impact, particularly with how my camera angles supported the story. For example, several viewers suggested adding wider shots to enhance the setting and atmosphere, which led me to reshoot some scenes with a broader perspective to create a more immersive experience.

Through sharing my screenplay and test footage across these digital environments, I was able to gather specific, targeted feedback that directly supported my learning goals. This process taught me how to refine my screenplay writing and camera operation skills while engaging with different audiences who each offered unique perspectives. Ultimately, by using communication skills to connect with various viewers, I was able to develop a more polished, emotionally compelling trailer."

The Difference: 

In the describing example, the student mentions sharing their screenplay and camera work with others, but they do not delve into how these actions helped them progress toward their learning goal.

In the explaining example, the student describes how they shared their work and explains how feedback from specific digital platforms influenced both the screenplay and camera work. The student connects each audience’s feedback to specific changes they made in their writing and filming techniques, demonstrating how communication skills were applied to achieve their learning goal of writing and filming a trailer. This deeper level of detail shows a clear understanding of how targeted communication enhanced both storytelling and technical skills.

Example #1 Product Goal: Movie trailer 

The ATL - Self-Management: Organize time and energy for a sustained period of time.

Example of Describing How the ATL Skill Was Applied

In my project, I used self-management skills to organize my time and energy while creating the movie trailer. I created a schedule to plan out the different stages of the project, like scripting, filming, and editing. I followed this schedule to make sure I stayed on track and completed the trailer on time.

Example of Explaining How the ATL Skill Was Applied

Organizing my time and energy effectively was crucial in creating a high-quality movie trailer, especially given the sustained effort required over several weeks. At the outset, I created a detailed project timeline that broke down the entire process into manageable stages, including pre-production, filming, and post-production. For example, I allocated specific weeks to scripting and casting, ensuring that these foundational elements were solid before moving on to shooting.

To maintain my energy and focus over the course of the project, I also built in buffer days for unforeseen challenges, like reshooting scenes or technical issues with editing software. This approach allowed me to avoid burnout by not cramming tasks into a single weekend, but instead spreading them out to balance creativity with productivity. For instance, after long filming days, I scheduled lighter tasks like organizing footage or reviewing soundtracks, which helped me stay engaged without overwhelming myself.

Additionally, I regularly reviewed and adjusted my schedule based on the progress I was making. When I noticed that the editing phase was taking longer than anticipated due to the complexity of layering sound effects and music to evoke the right emotional tone, I shifted my priorities and extended my editing timeline. This flexibility ensured that I had enough time to refine the trailer to match the atmosphere I aimed to create, rather than rushing through the final touches.

By carefully organizing my time and energy, I was able to sustain a high level of quality throughout the entire production process, resulting in a polished and emotionally resonant movie trailer. This experience also taught me the importance of pacing myself and staying adaptable, which were key factors in successfully completing this project.

The Difference: 

In the describing example, the student outlines the basic actions taken—creating and following a schedule—but does not go into detail about how these actions specifically contributed to the successful completion of the project.

In the explaining example, the student provides a deeper analysis of how organizing time and energy was crucial to the project's success. The student describes and explains the scheduling, showing how the timeline was adjusted for challenges and how energy management played a role in maintaining sustained effort over time. This explanation directly connects the use of self-management skills to the project's quality and outcome, showing a more detailed understanding of the process.

Example #2 Learning Goal: Learn how to write a children's book

The ATL - Research: Seek a range of perspectives from multiple and varied sources

Example of Describing How the ATL Skill Was Applied

"My learning goal was to learn how to write a children's book, so I used research skills to get a range of perspectives. I read articles about writing for young audiences and looked at different children’s books to see what styles and themes were popular. I also asked some parents and teachers for their opinions on my book ideas."

Example of Explaining How the ATL Skill Was Applied

"My learning goal was to learn how to write a children’s book, and using research skills to gather a range of perspectives was essential to understand what would resonate with young readers. To begin, I read several articles by children’s authors and literary experts on how to write age-appropriate stories. These resources emphasized the importance of simple language, engaging visuals, and clear moral lessons. This research helped me decide to create a storyline centered on kindness, with characters that young readers could easily connect with.

Next, I analyzed a variety of children’s books to study different styles and themes. For instance, I looked at how popular books used repetition and rhyme to engage children. Noticing the effectiveness of these techniques, I incorporated rhyming text and repeated phrases in my story to make it more memorable and enjoyable for early readers.

To gain further insights, I conducted informal interviews with parents and teachers, who shared what they look for in children’s books. Many of them mentioned that they preferred stories with a positive message and characters who solve problems together. This feedback led me to revise my plot so that my main character, instead of acting alone, overcomes challenges with the help of friends—making it a story that both aligns with educational values and appeals to children.

Finally, I spoke with a few young children to understand their preferences directly. I showed them rough sketches and read them sections of the story. Their reactions helped me adjust the pacing and language, as I realized that some words were too complex or the story moved too slowly in parts. By seeking these multiple perspectives, I was able to refine my book to better engage young readers while achieving my goal of learning how to create a children's book. This process also taught me that research goes beyond gathering information—it involves tailoring my work based on diverse, real-world insights to create an effective, child-friendly story."

The Difference:

• In the describing example, the student lists sources they consulted and people they spoke with but does not explain how these actions specifically helped them learn to write a children’s book.

• In the explaining example, the student details how each source of information shaped specific aspects of their book—such as storyline, language style, and pacing. By connecting each research action to concrete improvements in their book, the student demonstrates a deep understanding of how gathering multiple perspectives contributed to achieving their learning goal. This example shows how effective research is not just about collecting information but using it to inform and enhance the quality of the final product.

Example #2 Product Goal: A book teaching people about American Sign Language. 

The ATL - Communication: Use appropriate forms of writing for different purposes and audiences

Example of Describing How the ATL Skill Was Applied

"In my project, I used appropriate forms of writing for different purposes and audiences. For example, I wrote the instructional sections of my ASL book in a formal, educational tone to ensure clarity and accuracy. I also included personal anecdotes in the introduction to make the book more relatable and engaging for the readers."

Example of Explaining How the ATL Skill Was Applied

"Applying the communication skill of using appropriate forms of writing for different purposes and audiences was key to making my ASL book effective and engaging. For the instructional sections, I deliberately chose a formal and precise writing style. I knew that my primary audience—people who are new to American Sign Language—would need clear guidance. For instance, when describing how to form each sign, I avoided slang or overly casual language and instead used straightforward descriptions. This helped to minimize confusion and ensure that readers could follow the instructions accurately.

In contrast, the introduction and conclusion of my book took on a more conversational tone. Here, my goal was to connect with the readers on a personal level, sharing my own journey of learning ASL and why I am passionate about it. By including personal anecdotes and addressing the readers directly, I aimed to make the content feel more accessible and less intimidating. This shift in tone was intentional; I wanted to build a rapport with the readers, encouraging them to continue learning even if they found the initial stages challenging.

I also considered the different audiences that might use the book—students, parents, and teachers. For example, I included a section specifically for educators, where I used a more formal and technical style to discuss pedagogical approaches to teaching ASL. This adjustment in writing style was essential for meeting the needs of different readers and ensuring that the book could serve multiple purposes. By adapting my writing style in various sections of the book, I was able to effectively communicate with a diverse audience, making the content both informative and engaging."

The Difference:

• In the describing example, the student mentions using different writing styles but doesn’t elaborate on why or how these styles were chosen for different parts of the book.

• In the explaining example, the student not only describes the use of different writing forms but also explains the reasoning behind these choices and how they were tailored to suit different purposes and audiences. The explanation shows an understanding of how adjusting the writing style enhanced the effectiveness of the book for its intended readers. This deeper insight demonstrates the student’s ability to apply communication skills strategically, rather than just using them.

These examples were created with the help of AI