APPROACHES TO LEARNING

ATL
All teachers in MYP schools are responsible for
integrating and explicitly teaching ATL skills.
ATL skills and learning theory
Considered as a whole and at the highest proficiency,
MYP approaches to learning represent the skills that
students need in order to become self-regulated,
intrinsically motivated learners. MYP ATL skills reflect
“dynamic, internally controlled . . . processes that
positively influence a student’s tendency to
approach, engage with, expend effort on, and
persist in learning tasks in an ongoing, self
directed manner” (McCombs, 1984).
Using
the vocabulary of learning theory, ATL skills
can
  be described as
• cognitive- learner-initiated use and practice of active
information-processing and retrieval strategies
  “study skills”
• affective (social and emotional)- self-management
of mood, motivation, interpersonal relationships
  and attitudes toward learning
• metacognitive- awareness, understanding and
  control of personal learning processes.
ATL skills are informed by and support the

development of the attributes of the IB learner profile.

MYP schools are responsible for developing an approaches
to learning planning chart for all years of the programme.

ATL skills are interconnected. Individual skills and skills

clusters frequently overlap and may be relevant to more than
one skill category.
 Although these skills areas are presented as distinct

categories, there are obviously close links and overlap

between them.
 It is intended that these categories should be seen as

interrelated as well as linking closely with the attitudes and

dispositions highlighted in the IB learner profile.
 IB ATL skill categories MYP skill clusters
   
Communication I Communication
   
Social II Collaboration
   
Self Management III Organisation
   
  IV Affective
   
  V Reflection
   
Research VI Information Literacy
   
  VII Media Literacy
   
Thinking VIII Critical Thinking
   
  IX Creativity and Innovation
   
  X Transfer
   
 Although these skills may be in use when
manifesting a certain natural ability or talent,
they are different to both of these because
proficiency in any skill can be increased
through the deliberate use of techniques and
strategies, feedback and challenge. Skills are
therefore highly teachable
 Developing students’ approaches to learning (ATL)
skills is about more than simply developing students’
 cognitive skills. It is also about developing affective

and metacognitive skills, and about encouraging

 students to view learning as something that they “do

for themselves in a proactive way, rather than as a

 covert event that happens to them in reaction to

teaching” (Zimmerman 2000: 65). By developing ATL

 skills and the attributes of the learner profile, DP

students can become “self-regulated learners” (Kaplan

 1998).
 A 2007 survey of 400 hiring executives of
major US corporations identified their top
four requirements of new recruits as being:
oral and written communication skills;
critical-thinking and problem-solving skills;
professionalism and work ethic; and
teamwork and collaboration skills (Trilling
and Fadel 2009).
 In ManageBac unit plans, the objectives and strands chosen
previously in the planning process automatically show up in
the approaches to learning skill section. This is meant to
help the teachers choose ATL skills needed to achieve the
objectives. There is no need to comment on the presence of
the objectives in this section.
 The “Learning activities” text box that appears in the
approaches to learning section of ManageBac unit plans is
where teachers identify the alignment of the chosen skill
indicators to either the unit’s objectives, learning activities or
assessment tasks. It is also where they identify the specific
skill strategies that will be explicitly taught and practiced in
order to provide students with a “toolbox” of strategies to
demonstrate those indicators. Then, in the “Learning
 activities” section of the unit plan, teachers indicate when
and how in the learning process they teach/practice those
strategies.
 Too many:
 The approaches to learning section identifies skills from all five
approaches to learning skill categories, all skill clusters , and
multiple skill indicators in each category. This may not allow
adequate time for explicit teaching, and providing
opportunities for students to practice the selected skills.
 As a reminder, only those skills that will be explicitly taught
and/or intentionally supported should be included in this
section of the unit plan. Limiting the number of skills included
in the unit can allow more time to be spent on the teaching of
specific skill strategies, providing feedback to students on their
skill development, and on student self-evaluation and
reflection.
 Further descriptions of how these skills are taught and
practised through specific learning engagements will
 strengthen this section of the unit plan and provide clarity in
how much time might be involved in the explicit teaching and
practising of the identified skills.
 Too few:
 In a unit of __ hours, it may be beneficial to

include additional approaches to learning

skills which can support students in achieving
the unit objectives, optimizing their
performance on assessment tasks and/or
fully participating in the learning activities.
 The unit plan could be strengthened by
providing clear and detailed descriptions of
the specific learning activities and strategies
that will be used to support students in
mindfully developing and practising the
identified skills. These details can describe
how the skills are aligned with the unit’s
objectives, tasks, and/or learning activities.
 In order for students to identify and prioritize
the primary and secondary research needed to
develop a solution to the problem ( design
objective A ii ), they will need to use
brainstorming and visual diagrams to generate
new ideas and inquiries (creative thinking skill
indicator).
 The skill strategies that will be explicitly taught
and practised are “4 ‘S’ Brainstorming” and
“Brain Dump Mindmapping” (skill strategies).
 In order for students to demonstrate high
achievement in the 3x3 Basketball Game
(assessment task), they will need to practice
strategies to develop mental focus (affective
skill indicator). The skill strategy that will be
explicitly taught and practised is the use of an
audible focus cue phrase (skill strategy).
 In order for students to work in groups to
 help each other develop their PSA (specific

learning activity), they will need to give and

receive meaningful feedback (collaboration
skill indicator). The skill strategy that will be
explicitly taught and practised is the visible
thinking routine “See-Think- Wonder” (skill
strategy).
 support a clearly identified progression of
learning across the MYP years

 Articulate ATL skills in the unit with other

subject groups, year levels or school-wide
plans