What?

Why?

How?
ATL Skills: Teachers` food for thoughts

By: Dr.Neveen Mostafa Nasr

Egypt\Cairo

Frist edition 2023

 One of them in your dream saying memory is genius.
One of them in your dream lamenting the word dream,
quoting someone in your dream, saying imagination is,
face it, more fun with others, the trick is to read
someone
beside yourself, then take a long look at yourself
in the mirror and say, ―You‘re a genius, you‘re a genius...‖

One of them in your dream reading from the blank page.

One of them in your dream: Etna at the end of a street.
One of them never in. One of them in the room pacing
endlessly, at the board, and going on about sources.
One of them saying, ―Empty.‖ One of them, ―Open.‖
One of them in your dream reading from the black page:

Children, go home, before it gets too dark.

If you don‘t go home before the light has gone,
If you don‘t go home before the night has come,
Listen to me, you will be lost in the dark,
Listen to me, your joy will turn into sorrow.
Children, go home, before it gets to be dark.

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 ATL Skills : Teachers`food for thoughts

Who is this book for?

The purpose of this guide is to identify the

ATL that IB teachers may need at the PYP stage
.Character building coaches may need it too as it
helps children understand and use to be good
citizens .

This booklet will be of particular interest to you if

you are:

 a PYP teacher
 a member of supporting children team.
 a classroom assistant working with PYP students
 a parent or other adult supporting children in
class or at home.

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 Table of content
Topic Page

ATL IN PYP 6 - 11
WHAT, WHY,& HOW ?

Communication Skill 12 - 25

Thinking Skills 26 - 50

Research skills 51 - 63

Self-management Skills 64 - 79

Social Skills 80 - 93

Bibliography 94 - 99

Who am I? 100

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5
What are Approaches to Learning Skills?
The International Baccaulearette (IB) has four programs
namely; Primary Year Program (PYP), Middle Year
Program (MYP), Diploma Program (DP), and Career Path
(CP). Approaches to Learning Skills (ATLS) are an integral
part of the International Baccaulearette Programme. The
ATLS skills are designed to enable students in the IB
programme to ―learn how to learn.‖ They are intended to be
applied across curriculum requirements as well as provide a
common language for teachers and learners to use when
reflecting throughout the learning process.
There are five categories of ATL skills. In recent years, the
spotlight has moved away from the development of generic
skills and this has been thoroughly embraced in
this approach to learning. By embracing effective
learning strategies, student success can involve both the
development of individual skills and subject-
specific knowledge. Becoming an effective learner
involves understanding some important principles of how to
learn and the idea of adopting the ATL
skills framework means that schools can focus on a holistic
approach to classroom instruction.

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The ATL Skills are presented in five broad skill categories:

 Communication skills , including skills such as written

and oral communication, effective listening, and
formulating arguments

 Thinking skills, including areas such as critical thinking,

creative thinking and ethical thinking

 Research skills, including skills such as comparing,

contrasting, validating and prioritizing information

 Self-management skills, including both organizational

skills, such as managing time and tasks, and affective
skills, such as managing state of mind and motivation.

 Social skills, including areas such as forming and

maintaining positive relationships, listening skills, and
conflict resolution

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ATL Skill ATL Skill
ATL Skill Strands
Categories Clusters
Exchanging thoughts, messages and
Communication Communication information effectively through
interaction
Reading, writing and using language to
gather and communicate information
Critical Analysing and evaluating issues and
Thinking ideas
Creative Generating novel ideas and considering
Thinking
Thinking new perspectives
Transfer Using skills and knowledge in multiple
Skills contexts
Information Finding, interpreting, judging and
Literacy creating information
Research
Media Interacting with media to use and
Literacy create ideas and information
Affective
Managing state of mind
Skills
Self- Organization
Managing time and tasks effectively
Management Skills
Reflective (Re)considering the process of
Skills learning; choosing and using ATL skills
Social Collaboration Working effectively with others

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Why do teachers help students to develop their own ATL
Skills?

The ATLS skills are designed to enable students in the IB

programme to ―learn how to learn.‖ They are intended to be
applied across curriculum requirements as well as provide a
common language for teachers and learners to use when
reflecting throughout the learning process

The development of The ATL skills plays a crucial role in

supporting the IB learner profile which creates the mission
to develop active, compassionate and lifelong learners .
Although these skills areas are presented as distinct
categories, there are close links and areas of overlap
between them, and these categories should be seen as
interrelated.

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How can teachers help students to develop their own ATL
Skills?

The approaches are centered on a cycle of inquiry, action and

reflection—an interplay of asking, doing and thinking—that
informs the daily activities of teachers and learners. If the
students need to work on his ATL skills , he needs to identify
his objective or the ATL skills which he targets ,ask himself
which actions or strategies is he going to do to improve
these skills and evaluate himself .Teachers can help their
students by asking them to reflect on the following queries:

 Which ATL skills have you enhanced throughout the unit

of inquiry?
 Which skills have you struggled with and why?
 Which skill are you going to improve for the next unit of
inquiry?
 How can you improve these skills?

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11
Communication Skills

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 1-Communication skills

Most people do not listen with the intent to understand;

they listen with the intent to reply.

(Stephen Covey, 2004: 239)

Communication which is easy to understand and

process by our brain is considered to be effective.
Effective communication is a skill by which
information is shared and transferred and in the
education system this skill plays a major role as
maximum sharing of knowledge can only happen if
effective communication takes place among peer
groups and between student and teacher. However
the language need not always be verbal, it can also be
non-verbal or visual.

The term communication skills is very broad and

consists of a cluster of different skills and forms of
communication. Here some are the most essential
communication skills which we may try to develop at
IB schools.(Binkley et al. 2010):
 The ability to communicate, in written or oral
form, and understand, or make others

13
 understand, various messages in a variety of
situations and for different purposes.

 The ability to listen to, and understand, various

spoken messages in a variety of communicative
situations, and to speak concisely and clearly.

 The ability to read and understand different

texts, adopting strategies appropriate to various
reading purposes (reading for information, for
study or for pleasure) and to various text types.

 The ability to write different types of texts for

various purposes. To monitor the writing process
(from drafting to proofreading).

 The ability to formulate one‘s arguments, in

speaking or writing, in a convincing manner and
take full account of other viewpoints, whether
expressed in written or oral form.

 The skills needed to use aids (such as notes,

schemes, maps) to produce, present or

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 understand complex texts in written or oral form
(speeches, conversations, instructions,
interviews, debates)
Communication skill is of foremost importance
because if a student masters this skill and is able to
excel in all the 7C‘s of communication he/she is also
able to achieve other ATL skills as these 7 C‘s can be
related to other skills as follows.

1. Completeness:
If the communication is complete, that is the other
person is able to draw the correct conclusion from
then it is considered that the student has also
developed organization skill because he/ she is able
to organize the thoughts before speaking.

2. Conciseness:

15
 If the idea is presented in short clear sentences
then it is considered to be concise and if the child
is able to do that he has learnt self-management
skills to some extent.
3. Consideration:
While conveying our own thoughts if we think about
its impact on other persons emotion we are actually
displaying affective skills.

4. Clarity:
When the ideas are clearly transferred either
verbally or nonverbally, it indicates that before
transferring brain has given a thought to it therefore
thinking skills have played its role.

5. Courtesy:
In nonverbal communication if our body language is
showing respect to others then also we do display
affective skills.

6. Concreteness:
If the communication is supported with instances
basically evidence it indicates that some research has
been done before conveying the information which
must have developed research skills.

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7. Correctness: A correct communication is always the
one with examples, evidence and which is easily
interpreted that means, critical thinking and
transferring skills are achieved.

Some Tips for TEACHERS to be good communicators:

1. Listen actively.
2. Use nonverbal cues.
3. Understand the context.
4. Allow silence.
5. Employ action verbs.
6. Ask for clarity.
7. Relate to the other person.
8. Perform research.
9. Direct the conversation.
10. Study storytelling.
11. Use relaxation techniques.
12. Identify your objective.
13. Be concise.
14. Practice public speaking.
15. Choose the right moment.
16. Prioritize empathy over emotion.
17. Comment when needed.
18. Validate previous points.

17
19. Watch your tone.
20. Own your reaction.
21. Agree with feelings.

Some strategies to improve communication thinking

skills
Here are many simple strategies that teachers can
use to help students develop their communication
skills.:

1. Model a good conversation, particularly with

students who struggle conversationally.

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 2. Encourage physical cues.

3. Challenge put-downs or hurtful comments.

4. Ask open-ended questions.

5. Put thinking ahead of knowing.

6. Have informal conversations.

7. Make eye contact.

8. Encourage turn-taking.

Ways to improve Verbal communication skill for

Students:
1. Providing subject specific command terms to
the students.
2. For a particular unit, provide a list of difficult
words with their meaning.
3. Encourage students to write letters, blogs,
and articles as per the subject requirement.
4. Give opportunity for debating in class.
5. Give an open ended topic and let them speak
for a minute.
6. Encourage role play.
7. Give opportunities for paraphrasing.
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 Ways to improve Non- verbal communication skill
for Students:
1. After completion of the topic let students
summarize their understanding in the form of
flow chart.
2. Give opportunities to present information in the
form of table and graphs.
3. Play games like dumb charades.
4. Do stress management activities which will help
students to tune their volume and control their
body language.

Conduct activities which give students an

opportunity to look into each other's eyes and speak
confidently or express them without using words but
just with gestures.

Activities to enhance communication skills in the classroom

1. Guess the Object

This is a fun game for students to practice the power of

description. Cut a hole in a box that is large enough for their
hands. Make sure that they understand that they‘re not

20
allowed to peak into the hole. Place an object in the box.
Have the child describe what the object feels like. Have the
class take turns guessing what it might be.

2. Show and Tell

Many students love to share at this age. Devoting time for

students to share things is an encouraging way for them to
hone their communication skills. Encourage classmates to
think of questions about what their classmate has shared, as
a way to develop active listening skills.

3. Feelings Corner

Many times, students at this age have trouble communicating

how they are feeling. Emotions can be so abstract; they may
not yet have the skills to recognize them at first. Have a
designated area for students to express these feelings,
where a printout of an emotions wheel is on display. Have
matching emojis that the child can silently hand to their
teacher.

Create space during the day for the teacher to address

these feelings with any participants. This creates a place for
21
trust and understanding in an age group prone to outbursts
when feeling misunderstood or wronged.

4. Turn-Taking

Taking turns in speaking is much like sharing a favored toy,

and students need to learn the skill. An engaging exercise
for this age group is color circle time. Each child gets a turn
in the center of the circle speaking about a chosen subject.

For instance, the color yellow. The child would get 15 seconds
to list all of the yellows he or she sees in the room. Then
that child names another color for the next child in the
center. Before the next turn, each new participant says two
things that they heard from the previous sharer.

5. Picture-Telling

Have a variety of pictures for each child. Give each a time

limit and let them describe what they see in story form.
During this exercise, they are processing visual cues and
utilizing their ability to speak them to the classroom. The
other students practice their listening skills.

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6. Finish-the-Nursery-Rhyme Story

Students need to be familiar with the particular nursery

rhymes for this activity to be fun. Help students imagine and
express alternative endings to nursery rhymes in a fun and
creative way. Have each kid add to the shared ending and as
a class, develop alternative endings to various nursery
rhyme stories.

Teaching idea:
 When supporting students in planning
activities, encourage them to carefully
plan and reflect on the ways in which
they will communicate with the people
and communities with whom they will be
working.
 Encourage them to think about what
the potential challenges might be, as
well as the positive opportunities for
using their communication skills through
activities such as advocacy

 Here is a checklist which may help teachers to

assess their students

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Not Yet Meeting Expectations Student demonstrates a few
of the following. NYME

Approaching Expectations Student demonstrates some of

the following. AE

Meeting Expectations Student demonstrates many of the

following. ME

Exceeding Expectations Student demonstrates nearly all of

the following independently EE

Communication Skills
NY AE ME EE
ME
1. Listen to directions, listening
to others, listening to
information.
2. Speak clearly; expressing ideas
clearly and logically; giving oral
reports.
3. Read from a variety of sources
and understanding what has
been read ; making inferences;
and drawing conclusions.
4. Ask for clarification
5. Recording information and
observations; taking notes and
paraphrasing; writing reports;
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 writing journal entries.
6. Recognize the meaning of body
language
7. Viewing: Viewing and
interpreting signs, icons, and
images in a variety of
contexts.
8. Presenting: Presenting using
visuals and appropriate
technology.
9. Communicate with peers and
members of learning
community
10. Make summery note
11. Give and receive
meaningful feedback
12. Use intercultural
understanding to interpret
communication
13. Use a variety of media to
communicate with a range of
audiences
14. Interpret and use
effectively modes of non-
verbal communication
15. Negotiate ideas and
knowledge with peers and
teachers

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Thinking Skills

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 2-Thinking skills

Concern with developing students’ thinking, far from being

a fad, is one of the most persistent and ambitious
aspirations of education.

(Swartz and Perkins, 1989: 5)

Thinking skills are the mental processes students use to

make sense of information before them, to generate new
ideas ,to draw conclusion ,evaluate and analyse information
and situations They are long life skills which the students
should get throughout their learning journey . It can be
further categorized into three strands each with its own
significance:

1. Critical-thinking skills:

Critical thinking is a 21st-century skill that enables students

to think rationally and logically in order to reach a plausible
conclusion. It is one of the higher-order thinking skills and
is the process of analyzing information using logic, reasoning
and creativity, in order to understand things and draw
conclusions A critical thinker assesses facts and figures and
data objectively and determines what to believe and what
not to believe. Critical thinking skills empower a person to

27
decipher complex problems and make impartial and better
decisions based on effective information.

Encouraging critical thinking in the class is indispensable for

the learning and growth of the students. In this way, we can
raise a generation of innovators and thinkers rather than
followers. Some of the benefits offered by thinking
critically in the classroom are given below:
1. It allows a student to decipher problems and think

through the situations in a disciplined and systematic

manner
2. Through a critical thinking ability, a student can
comprehend the logical correlation between distinct
ideas
3. The student is able to rethink and re-justify his beliefs
and ideas based on facts and figures
4. Critical thinking skills make the students curious about
things around them
5. A student who is a critical thinker is creative and always
strives to come up with out of the box solutions to
intricate problems

Critical Thinking Involves………

1. Asking questions,
2. Defining a problem,
3. Examining evidence,

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4. Analyzing assumptions and biases,
5. Avoiding emotional reasoning,
6. Avoiding oversimplification,
7. Considering all interpretations,
8. Using higher level thinking skills; analyzing, evaluating
and
9. Reaching creative solutions for problems.

Some strategies to improve critical thinking skills

1. Gather and organize relevant information to formulate

an argument

29
 2. The student clearly outlines how specific information
(quoted/detailed) led them to make specific decisions
that altered their thinking or goal
3. Interpret data
4. Evaluate evidence and arguments
5. Draw reasonable conclusions and generalizations
6. Revise understanding based on new information and
evidence
7. Formulate factual, topical, conceptual and debatable
questions
Propose and evaluate a variety of

Activities to enhance Critical Thinking skills in the

classroom

1. Jigsaw—Developing Community and Disseminating

Knowledge

Students take on the role of ―experts‖ or ―specialists‖ of a

particular topic. Then a panel of experts is assembled to get
the larger picture.

2. K-W-L Charts—Assessing What We Know/What We

Still Want to Learn

Charts to document ―What I Know‖ and ―What I Want to

Know‖ and after learning has occurred, ―What I Learned.‖

30
 3. Think, Pair, Share—Facilitating Discussions in Small
and Large Groups

A classic tool to guide students in relevant and meaningful

discussion, and to build community.

4. Town Hall Circle

Like a real town meeting, individual students are ―given the

floor‖ and a time limit to express their views.

5. Reader’s Theater

In groups, create a dramatic script based on the ideas within

a given text. Do not script word for word. The idea is to get
off the page and represent the idea in the students‘ own
words.

6. The Six Thinking Hats

Created by Edward De Bono in the 1970s, ―The Six Thinking

Hats‖ are a set of tools which promote lateral thinking. This
teaching style involves solving problems through an indirect
and creative approach, using reasoning that is not
immediately obvious, and involving ideas that may not be
obtainable by using only the step-by-strep logic. The hats
separate thinking into six distinct categories. Each category
is identified with an individual, coloured and metaphorical
―Thinking Hats ‖. By figuratively switching between the hats,
students are able to focus or redirect their current line of
31
thought. The hats combine both rational and empirical
thinking, allowing students to solve problems using a range of
approaches. For example, the white hat involves objective,
neutral thinking in terms of facts, numbers and information.
Here, the child‘s attention is focused directly on factual
evidence. In contrast, the red hat deals with the emotional
viewpoint, requiring students to understand the situation
according to their own intuition. As a result of this, children
are able to shift perspectives in order to see both sides of
the argument. This process encourages critical thinking,
meaning that students can analyse and form judgements
which were previously not visible. By creating new ways of
thinking, the hats remind students that there are multiple
ways to approach a problem than the initial default mode, and
encourage them to question their learning. The hats also
move discussions away from the adversarial, towards a more
collaborative approach. Even the quietest students are given
the space to speak.

Thinking Hats

1. Blue: managing the thinking process.

2. White: information available and needed.
3. Red: intuition and feelings.
4. Yellow: benefits and value.
5. Black: caution, difficulties and weaknesses.
6. Green: alternatives and creative ideas.

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2. Creative –thinking skills

“Teaches learners how to learn creatively and become

creators of themselves and creators of their future”
(Aleinikov 2013)

Creative thinking is all about developing innovative

solutions to problems. Creative thinkers brainstorm not
only a large number of ideas but also a variety and range
of them.

Creative thinking is the ability to consider something in a

new way. Creative thinking includes
 Analysis.
 Open-mindedness.
 Problem-solving.
 Organization.
 Communication

33
To achieve a higher-order of thinking, the traditional,
teacher-centered style of learning is not sufficient.
Students need to be taught what to do with their
knowledge in a creative way and to be given the space and
time learn in an active manner. In response to this, IB
classes transform passive students who are reliant on
their teachers, by creating the space for engaging and
responsive learning. Students are situated as the
directors of their own learning, taking responsibility for
their education. Those who experience Creative thinking
as an ATL skills deeper about their work, for longer.
Crucially, the learning process here isn‘t viewed as the
end of an instruction, but is instead a vehicle for
activating and engaging the mind.

When designing learning experiences, teachers can plan

and frame curriculum and provide tools that give
students options, voice, and choice ―Agency‖ in order to
enable them to be creative. In IB schools, Teachers can
found four things that successful teachers do to develop
creativity in their students.

34
1. Set up learning activities that allow students to
explore their creativity in relevant, interesting, and
worthwhile ways.
 Classroom example: Fourth-grade students are
presented with a sample of rocks. They are to
devise tests to determine what kind of rocks they
have based on the definitions they‘ve studied.
Students find their own ways to determine
differences in hardness, color, and shapes.

 Another classroom example: A kindergarten class

creates a new illustrated book each week that
celebrates a different member of the class or an
adult at the school. Each book is full of pages
drawn by each student. They have the full liberty
of depicting what the person likes and how they
perceive him or her.

2. Value creativity and celebrate and reward it.

 Classroom example: Third-grade students are

learning about polygons and to see if they know the
concept, the teacher takes them outside and gives
each student a sidewalk chalk. Each student is

35
 given the task of drawing several examples of
polygons on the driveway.

Once the students have accomplished this, the teacher

tells the students to transform those shapes into
something they love. The students want to show everyone
their geometric-based kittens, robots, and dragons and
then have an opportunity to explain to the whole class
why they liked them.

3. Teach students the other skills they need to be

creative.

 Classroom example: A second-grade class is

learning about the concept of freezing. The
teacher asks one question to get them started,
―Does only water freeze?‖ The students then
design an experiment to determine what other
things freeze. The limit is that they can only use
what they have in the classroom at the time.

The students come up with a list of things that they will

leave outside to see if they freeze: water, juice, vinegar,
glue, glass cleaner, toothpaste, and paper. Some
suggestions they decide are already solids and shouldn‘t

36
 go outside: pencils, erasers, and books (but somehow
paper stays on the test list). The next day, they discuss
their findings and have engaging conversations about why
the paper is stiff and the vinegar has not frozen.

The initial discussion among students about what might

freeze fosters skills such as advocating for one‘s ideas
and compromising. The follow-up discussion encourages
deductive reasoning and active listening.

4. Remove constraints for creativity and give the

students space and a framework in which they can be
creative.
 Classroom example: A sixth-grade class produces
Halloween costume plays. In order to wear
costumes to school, the students have to write a
play that incorporates each of their characters
into a plot and then present the play. For instance,
they have to come up with how a giant soda can and
the superhero Wonder Woman will interact. The
students love the challenge.

37
Some creative thinking questions to improve the creative
thinking skills of your students

Here are 15 creative thinking questions to give you some

inspiration. You‘ll find questions that suit PYP students.
Perhaps you can assign these to groups, pairs or even
individual students to make the activity richer.

1. What is the machine that you can invent to make

people‘s life easier? Draw or describe it.
2. Can you make a list of 10 rhyming words? Let‘s use
these words to write a poem.
3. What if you have been elected to start your own
country? Discuss what would be different about it.
4. How would the world as we know it to be different if
there were no electricity? List ten different ways.

38
5. What adjectives would you use to explain a flower to
someone who has never seen or heard of one before?
6. Can you write a narrative about the zoo without
using the names of any animals?
7. What if tomorrow is ―Backwards Day,‖ what would
change in the world around us? How can people live
like that?
8. What are five ways life would be different if we did
not need to sleep? How would you use this extra
time?
9. If you could make one expensive thing for free
forever, what thing would you choose? Why did you
choose this in particular?
10. If parents were required to take a test before
they can have children, can you think of ten
questions that would be on the test?
11. Think of a way where you can make $100 by next
week.
12. Do you really need teachers at school or can you
just learn from the Internet?
13. If you went back in time and changed one thing,
what would it be and why? How would the world be
different then?
14. Name 10 different things you can do with a cup.

39
 15. If you were invisible for one day, what would you
do? Where would you go?

Activities to enhance creative Thinking skills in the

classroom

Take a look at some of these creative thinking activities

for students to use online or in the actual classroom.

1. 30 Circles Challenge
Give your students a piece of paper with 30 empty
circles, a pencil, and three minutes are provided to each
participant. The challenge is to complete as many
circles as they can; quantity, not quality, is the goal.
. This creative activity has students turning a shape into
a recognizable object within a set time.

40
After the exercise, discuss and consider any
commonalities you found, and promote teamwork. In this
game, if you aim for quantity, you don‘t have time to
second-guess your plan because you can always alter it
afterwards.
The creative process thrives at this point.
2. Add Something New
Try this creative and fun activity involving collaboration,
and brainstorming. Show students a work of art such as
Leonardo da Vinci‘s Mona Lisa. Ask students what they
would add to the painting. If possible, provide students
with a printout of the artwork so that they can draw in
their creative ideas.

41
 3. How Many Uses
This activity modifies the, ―How many uses for a
paperclip?‖ challenge. Students will show off their
entrepreneurial knowledge whilst engaging in creative
thinking by pitching an idea of how to use a ______ in a
unique way
4. Logo Makeover
Why do companies have logos? What was the reasoning
behind the choice of logos for companies such as Apple
or Amazon? If these companies decided to change their
logo what would they come up with? Ask your students!
Students will enjoy creating new logos for their favorite
brands

5. Create a New Word

If you show a picture of a person yawning, your students
will know the person feels sleepy or bored. However,
what if the person was sleepy and bored; what word
could then be used to describe this feeling? ―Slored‖ ?
What new words can your students come up with?

3. Reflection / metacognitive

42
 ―You can't be a good students, or even a good person for
that matter, if you can't reflect on your actions. Students
need to reflect on what they taught/how they felt/and how
the class work‖

Like metacognition, reflection is a thinking skill that plays a

particularly essential role in learning. The value of
structured reflection activities in education is widely
recognized, and elements are commonly incorporated into
learning programmes in various forms. These activities may
be written (for example, reflective essays, reading logs ,
case studies), oral (for example, presentations, video diaries,
discussion) or artistic/creative (for example, photos or other
images capturing scenes that can then be used to promote
discussion). They may also encompass elements of more than
one form (for example, student portfolios). Online tools Such
as blogs (reflective journals), wikis (collaborative web pages),
digital stories and podcasts, interactive micro-blogging and
social networking also offer great opportunities for
reflective activities.

It is crucial that reflective activities are meaningful for

students, and do not become mechanistic and formulaic.
Effective reflective activities should challenge students to
think more deeply, and students need to be explicitly aware
of the role of the activities. This does not necessarily mean

43
introducing students to specific theories/models of
reflection, although this can be helpful, but it does mean
ensuring that sufficient time is allocated to appropriately
designed reflective activities at all stages of learning—
before, during and after. Another helpful approach can be to
distinguish between different types of reflection

Activities to enhance Reflection as a thinking skill in the

classroom

It is crucial that reflective activities are meaningful for

students, and do not become mechanistic and formulaic.

Effective reflective activities should challenge students to

think more deeply, and students need to be explicitly aware
of the role of the activities. This does not necessarily mean
introducing students to specific theories/models of
reflection, although this can be helpful, but it does mean
ensuring that sufficient time is allocated to appropriately
designed reflective activities at all stages of learning—
before, during and after

1. Self-Reflection Journal

Teachers can ask students to make notes for their

reflections after each class, answering such questions as :

44
  What issue drew your attention today/this week?
 Why do you think the idea/thought was important
for you at that moment?
 What or who did it remind you of?
 What lesson does it teach you?
 What does it tell you about your own
values/beliefs/motivation?, etc.

2. My Self-reflection Score Sheet

Teacher gives each student a self-reflection worksheet
with some statements ,may be statements about their
behavior in the class .It prompts learners to score
themselves based on their performance in different
areas of the classroom. Once the task is complete, take
time to discuss each category and brainstorm ways to
enhance all learning experiences and areas

3. 3-2-1 Reflection
Another great sheet for promoting self-referential
processing! This one is great for use after a specific
task or learning unit. Students are required to take time
to assess themselves writing …
 3 things they have learned.
 2 things they have done well.

45
  1 thing they can improve upon.

4. Puppet Show

Teachers can gather a few puppets or have the students

make their own. Having students re-enact a scenario
that they have experienced in the past gives them an
opportunity to process their feelings and potentially
consider better methods of expressing their emotions
in the future.
5. Reflection Buddy

Pair your students up and have them spend a few

minutes reflecting together. This activity can be
completed after a specific task or at the end of the
school day. Be sure to design an appropriate structure
for asking and answering self-reflection activities so
that everyone remains on track with the task at hand.

Teaching strategy

Connect, extend, Generate–sort– I used to think ...

challenge connect– now I think ...
elaborate
(Routine to help (Routine to help
students make (Concept-mapping effective

46
 connections routine.) reflection on how
between old and why their
knowledge and new thinking has
knowledge.) changed.)
Headlines Claim, support, Think, pair, share
question
(Routine where
students write a (Routine for (Routine where
newspaper-style exploring claims. students think
headline to Students make a individually, then
capture the claim, identify share/ compare
essence of an idea, support for that their thinking with
event, topic, etc.) claim, then ask a a partner.)
question related to
that claim.)

47
 Teaching idea:
 Initiate a discussion with your students
about the methods used in your DP
subject. What are the methods used in
your subject, and what is it about these
methods that generates knowledge?
What are the assumptions underlying
these methods? What are the
limitations/constraints on these
methods?
 Also be sure to plan time for students to
think about their answers to questions,
rather than engaging in rapid ―ping-pong‖
questions and answers that do not give
students time to think deeply about their
responses.

Here is a checklist which may help teachers to assess

their students

Not Yet Meeting Expectations Student demonstrates a few

of the following. NYME

Approaching Expectations Student demonstrates some of

the following. AE

Meeting Expectations Student demonstrates many of the

following. ME

48
Exceeding Expectations Student demonstrates nearly all of
the following independently EE

Thinking skills
NY AE ME EE
ME
1. Acquisition of knowledge:
Ability to recall facts and
vocabulary.
2. Comprehension: Understanding
of what is read or taught.
3. Application: Using knowledge
in new situations.
4. Analysis: Comparing and
contrasting; seeing
relationships.
5. Synthesis: Creating, designing,
or inventing.
6. Evaluation: Evaluate evidence
and arguments.
7. Dialectical Thought:
Recognizing and understanding
reasons for different points
of view.
8. Organize relevant information
to formulate an argument
9. Draw conclusion and
generalizations
49
10. Use discussion to
generate new ideas
11. Make unexpected
connection
12. Ask ―what if ―questions
13. Inquire in different
context
14. Practice observing
carefully in order to recognize
problems
15. Revise understanding
based on new information and
evidence
16. Consider ideas from
multiple perspectives
17. Identify obstacles and
challenges

50
Research Skills

51
 3- Research skills

Most students think of researching as putting key words

into a search box which leads them to undervalue the
importance of other methods.

(Nichols and Mellinger 2007)

Research skills are at the heart of inquiry-based learning,

which heavily influences all IB programmes . ―It is the ability
to search for information about a topic, evaluate that
information efficiently, and share findings in an organized
way.‖

Good-quality research skills have always been at the heart of

academic endeavor, but the mechanisms used and media of
information have changed enormously in the last 30 years. In
1981, Marland broke research skills down into nine sequential
stages:

1. Formulate and analyse needs.

2. Identify and appraise likely sources.
3. Locate individual resources.
4. Examine.
5. Select and reject sources.
6. Interrogate sources.
7. Record and store information.

52
 8. Interpret, analyse, synthesize and evaluate information
collected; present and communicate resulting work.
9. Evaluate what has been achieved.

All of these skills are just as valid today as they were then;
however, the presence of the electronic library and the
internet makes some of those skills much broader in
application than they once were (Barry 1997).

Research today often requires much more comparing,

contrasting and validating available information, and
winnowing down the volume of data into a manageable
quantity. However, fundamental research skills, such as
formulating focused and precise research questions, are as
crucial today as they always have been.

Students often leap into research-based projects without

stopping to think about what is actually required of them.
For example, they might be asked specifically to find out
about homes in Saxon times, but end up gathering facts not
just about homes, but also about jobs, food, leisure time, and
so on. They then either produce a piece of work that doesn‘t
meet the brief, or end up having to discard all the
extraneous info they‘ve uncovered.

The first step is to help the students identify what‘s actually

being asked. Some teachers may give students clear prompts,

53
such as a bullet-pointed brief with questions that they have
to answer, such as:

 When did the Saxons live?

 What did their houses look like?
 What were they made of?

When students start their research they need to include

certain items, if they a research about animals for example
this research should include the following:

 teacher‘s guide with tips and instructions to support you

with your lesson planning and delivery
 parent communication letter to promote family
involvement
 graphic organizers for brainstorming a topic, activating
schema, taking notes, drafting writing
 research report publishing printables including a cover,
writing templates and resource pages
 grading rubric so expectations are clear for students
and grading is quick and easy for you
 research activities (KWL, can have are chart,
compare/contrast Venn diagram, habitat map,
vocabulary pages, illustration page, and life cycle charts)
 flipbook project printables to give an additional choice
of how students can demonstrate their understanding
 flap book project printables to offer students another
way to demonstrate their learning

54
  research poster to serve as an additional way to
demonstrate student understanding
 poetry activities to offer students an alternative way to
demonstrate their learning
 digital version so your students can access this resource
in school or at home

Teachers can help his students by the following Below are 4

research websites for elementary students.

 http://www.kidrex.org

 https://www.kiddle.co

 https://www.safesearchkids.com

 https://www.kidzsearch.com/boolify/

55
56
 Activities to enhance research skills in the classroom

Providing a basic overview of the various research strategies

is sufficient for this age group. Discussions about what
research is and why we do it are excellent places to start
developing research skills .These discussions will open up
possibilities for students to acquire the necessary
vocabulary to develop research skills.

Some topics and areas to focus these discussions on could

include:

 How to ask questions about simple research topics

 The concept of keywords – what are they, and how do
they works?
 A general overview of search engines, e.g., Google,
DuckDuckGo, Bing, Yahoo
 A basic explanation of sources
 Simple note-taking skills
 Researching in the library the ―old school‖ way

Here are more activities which may teachers use to help

their students:

1. Individual Research Project

Ask the students to choose their favorite animal for a class

presentation at the end. Students can start by generating
research questions to fuel their investigations. Areas they

57
might want to look at could include habitat, life cycle,
population numbers, diet, etc.

2. Collaborative Hands-On Research

This activity allows the students to engage in basic ‗hands-on‘

research on the Internet. This will allow them to practice
using keyword search terms to locate helpful information.

Organize the students into ‗research groups‘ and provide the

groups with a simple topic and a list of questions to research
online. For example, the topic might be The Solar System,
and some questions they might research could include:

 How many planets are in the solar system?

 What is the name of the closest planet to the sun?
 Which is the most giant planet in the solar system?
 Which is the smallest?
 How many moons does Jupiter have?
 How long does it take for Venus to orbit the sun?
 What is the name of the planet furthest from the sun?

The winning team will be the team to find all the correct
answers the quickest.

3. Class Project
Another variation of the individual research project is to do
a whole class project on a larger scale. For example, students
could choose a favorite holiday, such as Christmas,
58
Thanksgiving, Eid, Hanukkah, Chinese New Year, etc., and
research multiple aspects of it. For example:

 What are the roots of this festival?

 What is its significance?
 What types of gifts are given?
 What food is associated with this holiday?
 Are certain clothes, customs, or traditions associated
with it?

The findings of this research could form classroom displays,

presentations, exhibits, etc.

Teaching idea:
When setting assignments that involve the
student giving an oral presentation, use
the opportunity to discuss the importance of
academic honesty and clear referencing of
source materials in all tasks, including oral
presentations. Many students forget that it
is just as crucial to acknowledge their
sources in an oral presentation as it is in a
piece of written work. There are a number
of ways in which students can effectively do
this, such as verbal or written
acknowledgments throughout the
presentation, or by including a bibliography
on the last slide of a PowerPoint.
59
  Here is a checklist which may help teachers to
assess their students

Not Yet Meeting Expectations Student demonstrates a few

of the following. NYME

Approaching Expectations Student demonstrates some of

the following. AE

Meeting Expectations Student demonstrates many of the

following. ME

Exceeding Expectations Student demonstrates nearly all of

the following independently EE

Research Skills
NY AE ME EE
ME
1. Formulating questions: Asking
questions; being curious about
finding out more about
something that can be
researched.
2. Observing: Using all our senses
to learn new things; noticing
relevant details.
60
3. Planning: Figuring out ways to
find out necessary
information.
4. Collecting data: Gathering
information from different
sources.
5. Recording data: Describing and
recording observations by
drawing, note taking, making
charts, tallying,
6. Evaluate the information
source
7. Gathering information from
different sources
8. Present information in variety
of formats
9. Compare and contrast
information
10. Draw conclusions from
relationships pattern
11. Access information to be
informed and inform others
12. Make connections
between various sources of
information
13. Use memory techniques to
develop long term memory
14. Present information in a

61
 variety of formats and
platforms
15. Analyzing data to
identify solutions and/or make
informed decisions
16. Process data and report
results
17. Understand and use
technology systems
18. Use critical literacy skills
to analyze and interpret media
communications
19. Locate, organize, analyse,
evaluate, synthesize and
ethically use information from
a variety of sources and media
[including digital social media
and online networks]
20. Demonstrate awareness
of media interpretations of
events and ideas [including
digital social media]
21. Make informed choices
about personal viewing
experiences
22. Understand the impact of
media representations and
modes of presentation

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23. Seek a range of
perspectives from multiple and
varied sources
24. Communicate information
and ideas effectively to
multiple audiences using a
variety of media and formats
25. Locate, organize, analyse,
evaluate, synthesize and
ethically use information from
a variety of sources and media
[including digital social media
and online networks]
26. Demonstrate awareness
of media interpretations of
events and ideas [including
digital social media]
27. Compare, contrast and
draw connections among
(multi)media resources

63
Self-management Skills

64
 4-Self-management skills

“Self-management, therefore, is all about becoming your

own leader by training your mental, physical, social and
intellectual faculties in different ways.”

Dr Prem Jagyasi

Self-management is the ability for a person to regulate their

emotions, thoughts, and behaviors in various situations. In
doing this, they effectively manage stress, control impulses
and motivate themselves. Self-management is also the ability
to set and work toward both academic and personal goals.
Understanding the emotions that you are feeling happens
during self-awareness, and what you do about your feelings
happens during self-management.

Self- management in the classroom is critical in all aspects of

the day. Think about what your classroom would be like if
students had no control over themselves, and think about
how hard you try to teach them control. Self-management is
the backbone of a classroom. It is also a skill that students
will need for the rest of their lives, and is a skill that all
people need and use daily.

Self-management is important to learn at a young age, as it

teaches students to recognise and control their different

65
emotions, which will help them when they feel frustrated or
sad.

As students mature, having a good set of self-management

skills is also very important in life to further their personal
development and make sure they always get the most out of
the work they do and the relationships they make with
people.

Self-management is an ATL (Approaches to Learning) skill

which every IB student should exhibit as they grow in their
learning process. Self-management skill is not limited to
meeting deadlines and submitting assignments on time as per
the requirement. It can be further categorized into three
strands each with its own significance:

66
Organization skills:

It is the ability to use time, energy, resources etc. in an

effective manner. As an educator, We need to use our time
and knowledge in a way, which benefits the organization and
the students, but at the same time, we should also be
balanced. This means there should be a good balance between
personal and professional life.

Teachers need to be aware that good time management is a

feature of self-managed or self-directed learning . It can
alleviate stress , increase academic performance and
contributes significantly to successful ―strategic‖ study
.Time management is not something we can assume that
students will do naturally—as with all ATL skills, it is a
specific skill that must be taught and also modelled. If we
expect our students to be well organized and punctual, to
work methodically throughout the year and to meet all
deadlines without last minute panic, then we must model
strategies to help them achieve this goal.

Teachers can help students organize their time by

coordinating their deadlines for students so that
assessments are well spread throughout the school year. If
teachers also help their students learn how to break down

67
assignments into achievable steps and to timeline each step,
plan out revision and study plans for tests and examinations,
and build study timetables, then much poor time management
will be alleviated.

Teachers can help students to be organized in general ! They

should be responsible for keeping their backpack, desk, work
space, pencil box, and the classroom organized. Students
should be able to access all the materials that they need
without having to dig and dig through garbage. Now, students
definitely need instruction on how to be organized. Model
this for them by having an organized classroom and hold
them responsible for keeping it organized. Students will
definitely need scaffolding in this area as some students
find organization to come naturally and others definitely do
not.

68
 Strategies to improve organization skills

 Make a daily checklist of tasks

 Place the task on the checklist in a priority order
 Organize your study place
 Do not hesitate in taking help from others
 Discuss activities done in class with the peers
 Give some time to yourself every day, doing something in
which you are interested and which mentally relaxes you

To model good organization and avoid

unnecessary student stress, coordinate
assessment dates for assignments, tests and
internal assessments with colleagues from all
other subjects

Affective Skills:

The development of affective skills is a key part of the

development of self-management skills. This can enable
students to gain some control over their mood, their
motivation and their ability to deal effectively with setbacks
and difficulties. There is also an important link between this
area of ATL and the crucial area of student health and well-
being, which historically has tended to be ―mostly separated
from other aspects of school life.

69
Affective skill means the skills of gaining or valuing
knowledge is affected closely by the emotional state of the
learner .Affective self-management skills are teachable and
they can make a huge difference to a child‘s motivation,
resilience and, indeed, academic success; for example,
relaxation training can help reduce examination anxiety and
increase grades. For PYP students, three important
affective skills that are needed to handle the challenges of
this level of study are resilience, self-motivation and
mindfulness
Affective self-management
Resilience Self-motivation Mindfulness
 The resilient  Self-motivation  Mindfulness
learner is is also at the means simply
mindful, core of becoming more
persevering, successful aware of your
emotionally learning own
stable and self-  Classroom perceptions as
motivated. environments they happen,
 For the resilient that actively and in your
learner, any help develop thinking as it
challenge entails students‘ occurs
the possibility autonomy and  Mindfulness
of failure and self direction training can
frustration, but are also those lead to
it is this that increase improvements
possibility that students‘ in the

70
 makes the intrinsic functioning of
challenge motivation and the brain
interesting and help improve
intrinsically their efficacy as
motivating (Risk learners
-taker)

Some strategies to improve affective skills

1. Overcome distractions.
2. Practice empathy.
3. Practice mindfulness.
4. Overcome impulsiveness and anger.
5. Prevent and eliminate bullying.
6. Reduce stress and anxiety.
7. Analysing and attributing causes for failure.
8. Practice managing self-talk.

71
 9. Positive thinking.
10. Dealing with disappointment and unmet
expectations.
11. Dealing with change.
3. Reflection
Reflection should not be a tedious process. Instead,
reflection is a process that helps
us develop identity and to understand the meaning of our
experiences.

For reflecting creatively students should:

1. Track their progress.
2. Find pattern in their learning and performance.
3. Take ownership of their growth.
4. Analyse their learning experience.
5. Reflection can be done in a number of ways and these
different style adopted by them .Student also helps the
teacher to identify the learning style of the student
and this will help them to adopt differentiated learning
styles in class.

Different styles of reflection:

Visual reflection: This can be done by making drawings,

flowchart, animation etc.

72
Kinaesthetic Reflection: This can be done by giving
opportunity for role play, speeches, and presentations.

Auditory Reflection: Can be done by conducting discussions

in class, asking questions and letting students to audio record
their thoughts .At the end of every class if the student is
asked to close eyes and think about what they have learned,
write or discuss that, it will not only ensure the student's
full engagement in class but also help them to retain the
concepts for a longer time. Self-reflection is not only a way
of looking back on the learning but is also an exercise of the
brain which increases the memory and makes the
subconscious mind more active.

73
 Strategies for helping students improve their self-
management skills.

1. Create a regulating environment

A regulating environment includes spaces that aren‘t

cluttered and overwhelming. This will help students regulate
their bodies because they will be in an environment that
supports regulation. Bright colors, too many decorations or
things on the wall and disorganized places can create spaces
that overwhelm kids.

2. Greet each student

Greeting each student at the start of each day and using

their name begins the process of calming and regulating their
body and managing stress. Students feel a plethora of
emotions when they come to school each day. Greeting them
at the door helps to lower stress levels. It also helps
students regulate what they are feeling.

3. Create a safe place in your room

Designate a space in your classroom where students can go

when they need to take a break and regulate their emotions.
Teach your students how to use the spot in the room to help
them manage their emotions. You might consider creating a
calm down kit that has stuffed animals, fidgets, putty, and
other soothing items.
74
4. Role play

. Role play is an excellent way to teach students to manage

their emotions, use impulse control, and calm down from
stress. Practicing doing these things makes it easy for
students to use when they are in a situation where they need
to calm down. Role-play is also a great tool to make sure all
students are getting the instruction and practice that they
need in this area.

5. Set expectations for your students and use positive

reinforcement

Set expectations for how your students should participate

during class discussions to help with impulse control. Use
positive reinforcement when your students are following the
expectations. Create opportunities for students to use their
voice in a positive way. This could be brainstorming, creating
classroom rules, etc. Always positively reinforce when you
catch your students following the expectations.

6. Create a classroom that supports organization

Before your students can be organized, you need to be

organized. Create places in your room that students know
they can turn in papers, get the supplies they need, put away
their backpacks, etc. Then hold your students accountable
for keeping their workspace and the classroom organized.

75
Not having consistent places for students to access
classroom materials and not having consistent routines
creates overwhelming anxiety in kids. If you are organized,
your students will practice being organized.

7. Conference with students

Conferencing with students is a great way for you and your

students to practice setting reasonable goals for themselves.
The more you conference with them, the more setting goals
will become a practice that students can do independently.

8. Brainstorm strengths and interests

This strategy will help students create a list of things that

they are good and interested in. Creating this awareness in
students leads to self-motivation. When they have practiced
setting goals, they can use their strengths and interests to
help them create a plan towards reaching their goal and
motivate themselves.

Activities to enhance Self-Management skills in the

classroom

Plenty of popular children‘s games can teach children

how to regulate their behaviors. Turn on some music,
sort children into groups, and play any of these well-
known games that model self-management:

76
  Musical Chairs
 Follow the Leader
 Red Rover
 Mother, May I
 Simon Says
After playing these games, bring your students back
together for a class discussion on what they learned
about listening and being respectful to others.

 Here is a checklist which may help teachers to

assess their students

Not Yet Meeting Expectations Student demonstrates a few

of the following. NYME

Approaching Expectations Student demonstrates some of

the following. AE

Meeting Expectations Student demonstrates many of the

following. ME

Exceeding Expectations Student demonstrates nearly all of

the following independently EE

77
 Self-management
NY AE ME EE
ME
1. Overcome distractions
2. Practice empathy
3. Practice mindfulness
4. Overcome impulsiveness and
anger
5. Prevent and eliminate bullying
6. Reduce stress and anxiety
7. Analyzing and attributing
causes for failure
8. Practice managing self-talk
and Positive thinking
9. Dealing with disappointment
and unmet expectations
10. Dealing with change
11. Gross motor skills: Using
large muscle skills effectively.
12. Fine motor skills: Using
fine muscle skills effectively.
13. Spatial awareness: Being
spatially aware of objects in
relation to oneself or each
other.
14. Organization: Planning and
carrying out activities

78
 effectively.
15. Time management: Using
time effectively and
appropriately.
16. Safety: Avoiding behavior
that puts them or others in
danger.
17. Healthy lifestyle:
Practicing appropriate hygiene
and self-care; washing hands,
using tissue, getting
18. enough rest, making
healthy food choices.
19. Codes of behaviour:
Following classroom essential
agreements.
20. Informed choices: Making
choices based on information
or facts
21. Choose and complete
tasks independently
22. Follow directions of
others
23. Follow classroom routines
24. Share responsibility for
decision making

79
Social Skills

80
 5-Social Skills /Collaboration Skills

I believe you learn social skills by mixing with

people. Joe Morgan

Seating students together is not enough to ensure teamwork.

Many kids have very little idea how to interact appropriately
with their classmates. They simply lack the social skills
needed to perform the most basic cooperative learning tasks.
Lack of social skills is probably the biggest factor
contributing to lack of academic success in teams.
Fortunately, social skills can be taught just like academic
skills.

Learning social skills is a key part of child development. Good

social skills allow kids to interact positively with others and
communicate their needs, wants, and feelings effectively.
Plus, the benefits of robust social skills reach far beyond
social relationships and acceptance. Students with better
social skills are likely to reap immediate benefits. Students
need to be adept at both peer-related and teacher related
social communication and behaviour. These skills are closely
linked to communication skills and also to attributes of the
IB learner profile, such as being caring (for example,
through students being aware of the impact of their
behaviour on others).

81
Teachers need to develop social skills that enable students
to work effectively with peers to complete a common task
such as :

1. Consider, respect, and accept social and/or cultural

differences.
2. Consider, respect, and accept different points of view and
opinions.
3. Encourage contributions from others.
4. Be sympathetic (express sorrow for someone else's
misfortune).
5. Be empathetic (understand and share someone else's
feelings).
6. Consider group dynamics.
7. Assume a particular role in a team as appropriate.
8. Delegate, take, and share responsibility as appropriate.
82
9. Negotiate goals and limitations with teachers, partners,
and peers.
10. Understand when and how to build consensus.
11. Understand when and how to agree to disagree.
12. Resolve interpersonal conflicts.
13. Make decisions based on fairness and equality.
14. Help others achieve success.

Six Step Process for Teaching Social Skills

1. Discuss the Need for Social Skills

Before teacher can help students improve their social skills,

they need to understand why these skills are important.
Teachers might begin by asking the students to think about
problems they may have experienced when working in groups,
83
such as team members not listening to each other or not
taking turns. Explain that most of these problems are caused
by poor ―social skills,‖ sometimes known as ―people skills.‖
Teachers might even mention that sometimes adults need to
work on their social skills, too! Brainstorm a list of social
skills that might make it easier for students to work
together in teams. If they can‘t think of any social skills for
working together, share some of the suggestions from the
list below.

84
2. Select a Social Skill

Even though t your students may need to work on several

different social skills, it‘s best to focus on just one skill at a
time. Teachers can start with the skill that they feel is
most important, or teachers can let the class decide which
skill they need to work on at a given time. I like to start with
―Praising,‖ which might also be stated as ―Showing
Appreciation,‖ because when students master this skill, all of
the other skills are easier to learn.

3. Teach the Social Skill

Step 3 is to teach the skill explicitly so that your students

know exactly what to do and what to say in order to master
the social skill. For this part of the lesson, teachers can use
the Working Together Skills T-chart below by projecting it
on a whiteboard or drawing it on anchor chart paper.

85
Write the name of the social skill in the box at the top of
the Working Together Skills chart. Then ask your students
to help you brainstorm what they might do and what they
might say when demonstrating the social skill. Write what
they might DO under the Looks Like heading because this is
what the skill looks like when it is demonstrated. Write the
words they might SAY under the Sounds Like heading
because this is what the skill might sound like to someone
who is observing the activity.

Examples for the social skill of Praising:

Looks Like: Thumbs up, Clapping, Smiling

Sounds Like: Terrific! I knew you could do it! Way to go! I

like the way you …

4. Practice the Skill

After teachers complete the Working Together Skills

chart with the students, it‘s important to have them
practice the skill right away by participating in a structured
cooperative learning activity. For example, if teachers
taught Active Listening as the social skill, teachers might
follow up with a team discussion activity in which students
take turns answering questions or sharing ideas around the
team. Here a a few suggestions for cooperative learning
structures teachers can use to practice specific social skills:

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 Social Skills Structures for Practice*

Roundrobin, Think-Pair-Share,
Active Listening
Mix-Freeze-Pair
Rallytable, Roundtable, Pairs
Praising
Check, Showdown
Rallytable, Pairs Check,
Taking Turns
Roundtable
Using Quiet Think-Pair-Share, Numbered
Voices Heads Together, Showdown
Rallytable, Roundtable, Pairs
Staying on Task
Check, Showdown, Mix-N-Match
Helping or Rallytable, Pairs Check,
Coaching Showdown, Mix-N-Match
Mix-N-Match, Mix-Freeze-Pair,
Using Names
Showdown

5. Pause and Reflect

Sometime during the practice activity, use an attention

signal to stop the class. Ask them to think about how they‘ve
been using the social skill. If teachers have observed teams
or individuals doing a good job with the skill, share your
observations with the class. Challenge students to continue

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to work on their use of the social skill as they complete the
activity. Refer to teachers Working Together Skills T-
chart if students have forgotten what the skill Looks Like
and Sounds Like.

6. Review and Reflect

At the end of the activity, reflect again on how well the

social skills were used. Take a few minutes to discuss the
positive interactions that were happening, and aspects of the
social skill that still need work. This is also a perfect
opportunity for personal journal writing and reflections.
Consider these writing prompts:

 How well was the social skill being used on your team?
What specific examples do you remember?
 How did you personally use the social skill? What did you
do and/or say? To whom?
 How might you improve in using this skill next time?

By the way, it‘s not necessary to follow all six steps every
time you teach a new social skill. The most important
elements are explicitly teaching of the skill and immediately
following the instruction with a cooperative activity to
practice the skill. The reflection steps are important and
should be included as often as possible, too.

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 Activities to enhance social skills in the classroom

This is the list of social skills games and activities that we

will explore below:

1. Conversation Role-Playing
2. Self-Introduction for Kids
3. Would you Rather Questions
4. Giving & Receiving Compliments
5. Puppet Show
6. Personal Space Circle
7. Recognizing Emotions / Emotions Flashcards Games &
Activities
8. Emotions & Facial Expressions (Worksheets)
9. Continue my Story
10. Guess what I‘m Describing
11. Whole Body Listening Worksheets
12. Drama Workshop
13. A Feelings Journal
14. Expressing Feelings with Emotion Cards
15. Conversation Ball
16. The Talking Stick
17. Things We Have In Common
18. Showing Interest: Questions about Others
19. Guess Fake or Real Apology
20. Write an Apology Letter
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21. How Others Feel / Perspective-Taking
22. A Week of Kindness
23. Conflict Resolution Worksheet
24. Social Skills Board Game
25. Social Skills Groups
26. Social Clubs
27. Social Stories
28. Hidden Rules with Friends

Teaching idea:
 Promote appreciation of individual
differences. The IB mission statement
encourages students to ―understand
that other people, with their
differences, can also be right.‖ Discuss
with students why the IB might have
included this in its mission statement,
and discuss scenarios they have
encountered/are likely to encounter
where this skill is important

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  Here is a checklist which may help teachers to
assess their students

Not Yet Meeting Expectations Student demonstrates a few

of the following. NYME

Approaching Expectations Student demonstrates some of

the following. AE

Meeting Expectations Student demonstrates many of the

following. ME

Exceeding Expectations Student demonstrates nearly all of

the following independently EE

Social skills
NY AE ME EE
ME
1. Consider, respect, and accept
social and/or cultural
differences
2. Consider, respect, and accept
different points of view and
opinions
3. Encourage contributions from
others
4. Be sympathetic (express
sorrow for someone else's
misfortune)

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5. Be empathetic (understand and
share someone else's feelings)
6. Consider group dynamics
7. Assume a particular role in a
team as appropriate
8. Delegate, take, and share
responsibility as appropriate
9. Negotiate goals and limitations
with teachers, partners, and
peers
10. Understand when and how
to build consensus
11. Understand when and how
to agree to disagree
12. Resolve interpersonal
conflicts
13. Make decisions based on
fairness and equality
14. Help others achieve
success
15. Accepting responsibility:
Taking responsibility for
completing tasks.
16. Respecting others:
Respecting the thoughts,
feelings and beliefs of others.
17. Cooperating: Working
together by being courteous,

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 sharing and taking turns.
18. Resolving conflict:
Accepting responsibility,
compromising, being fair.
19. Group decision-making:
Listening to others, discussing
ideas, asking questions, and
working towards agreement.
20. Adopting a variety of
group roles: Making decisions
as part of a group, knowing
how to behave in different
situations

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Dr.Neveen Mostafa Naser.

 Egypt ,Cairo
 Ph.D. in Educational psychology 2010
 Educational Researcher.
 Material Developer.
 Presenter at national and international
conferences.
 Teachers‘ Trainer.
 Language instructor For national and
international schools ―IG & IB ―systems.
 Contact info:

selimnevien@gmail.com

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