The Approaches To Learning (ATLs)

The Approaches to Learning (ATLs) are an integral part of the International Baccalaureate (IB) programme. The IB is a widely recognized education system. It prepares students for success in a global context. The ATLs are designed to be incorporated into all subject areas. They are meant to be taught and assessed alongside content knowledge. The ATLs teach students how to learn. They guide them in how to approach different types of tasks. As a result, students become independent learners. They can apply their skills and knowledge in a range of contexts. The ATLs are not only important for academic success but also for personal growth. They aid in developing skills essential for life success, like critical thinking, problem-solving, communication, and collaboration. The ATLs are therefore an important tool for teachers to use in preparing students for success in the 21st century.

Teaching the ATLs explicitly in primary school requires a deliberate and intentional approach from teachers. One way to do this is to incorporate explicit ATL instruction into lessons, which can involve modeling the thinking processes involved in different tasks, providing opportunities for reflection, and explicitly teaching strategies for different types of tasks.

Guy Claxton’s Split Screen Strategy is a powerful tool for teaching the ATLs explicitly in primary school. This approach involves dividing the classroom into two areas, one for content knowledge and the other for skill development. The content knowledge area focuses on the subject matter being taught, while the skill development area focuses on developing the ATLs.

For example, when teaching a science lesson, the content knowledge area might focus on learning about the water cycle. Meanwhile, the skill development area might focus on developing research skills, such as finding and evaluating sources. It might also focus on critical thinking skills, such as analyzing data and making inferences. The teacher might set up a research station or a critical thinking station where students can practice and develop these skills.

The Split Screen Strategy helps students see that learning is not just about memorizing facts, but also about developing the skills necessary to apply those facts in different contexts. By explicitly teaching the ATLs alongside content knowledge, students are able to see the relevance of the skills they are learning, and are better able to apply them in different situations.

Moreover, the Split Screen Strategy encourages collaboration and peer learning, as students are able to share their knowledge and skills with one another. It also promotes self-reflection, as students are encouraged to think about their own learning process and identify areas for improvement.

Expanding on the ATL Categories

The IB identifies five categories of ATL skills:

ATL Category	Example Skills
Thinking Skills	Critical thinking, creative thinking, metacognition
Research Skills	Information literacy, media literacy
Communication Skills	Oral communication, written communication, non-verbal communication
Social Skills	Collaboration, teamwork, conflict resolution
Self-Management Skills	Organization, time management, emotional management

Integrating the IB PYP Learner Profile

In addition to the ATLs, the IB PYP emphasizes the development of the Learner Profile attributes. These attributes aim to develop learners who are:

• Inquirers
• Knowledgeable
• Thinkers
• Communicators
• Principled
• Open-minded
• Caring
• Risk-takers
• Balanced
• Reflective

Many schools, like the Bavarian International School, integrate the Learner Profile attributes into their teaching alongside the ATLs. A modified version of the Split Screen Strategy might look like this:

• We are learning to… (Content Knowledge)
• We are learning to be… (Learner Profile attributes)
• We are learning to use… (ATLs)

For example, in a unit on persuasive writing, the lesson could be structured as:

• We are learning to… write a persuasive essay.
• We are learning to be… communicators by expressing our ideas effectively.
• We are learning to use… communication skills (ATLs) such as structuring an argument and using persuasive language.

Providing More Examples

Here are some additional examples of how the Split Screen Strategy can be applied across different subject areas, incorporating the Learner Profile:

• Mathematics:
  • We are learning to… solve quadratic equations.
  • We are learning to be… thinkers by applying logical reasoning.
  • We are learning to use… thinking skills (ATLs) such as problem-solving strategies.
• Language Arts:
  • We are learning to… analyze a poem.
  • We are learning to be… reflective by considering different interpretations.
  • We are learning to use… thinking skills (ATLs) such as interpreting text and identifying literary devices.
• Social Studies:
  • We are learning to… learn about a historical event.
  • We are learning to be… principled by evaluating sources and considering different perspectives.
  • We are learning to use… research skills (ATLs) such as evaluating sources and constructing arguments.

Addressing Challenges and Solutions

Teachers might face challenges such as time constraints and classroom management when implementing the Split Screen Strategy. Here are some potential solutions:

• Time Constraints: Prioritize essential ATL skills and Learner Profile attributes that align with learning objectives. Integrate their development into existing lesson plans rather than treating them as separate activities.
• Classroom Management: Establish clear expectations and routines for each area of the classroom. Use flexible grouping to facilitate content learning, Learner Profile development, and ATL skill development.
• Resource Sharing and Collaboration: Use a collaborative Google Slide deck so grade-level teams can share their resources and plan efficiently.

Student Voice

Students often report that the modified Split Screen Strategy helps them connect their learning to their own development as individuals. They understand how the content, skills, and personal attributes work together to make them more effective learners and better people. A hypothetical student might say, “I used to think learning was just about remembering stuff for the test. But now, I see that it’s also about how I learn, who I am as a learner, and how I can use what I learn in different situations.”

Differentiation

The Split Screen Strategy can be differentiated to meet the needs of diverse learners by:

• Providing varied levels of complexity in the tasks within the skill development area.
• Offering students choices in how they demonstrate their ATL skills and Learner Profile attributes.
• Providing targeted support and feedback to students who need it.

Assessment

Teachers can assess the development of ATL skills and Learner Profile attributes within the Split-Screen Strategy by:

• Observing students as they work in the skill development area.
• Collecting student work samples that demonstrate ATL skills and Learner Profile attributes.
• Using rubrics to evaluate students’ ATL and Learner Profile proficiency.
• Encouraging students to self-reflect on their development in both areas.

Educators can empower primary school students to become self-directed, lifelong learners by implementing strategies like the Split Screen Strategy. They can do this by explicitly teaching the Approaches to Learning and integrating the IB Learner Profile. These skills not only contribute to academic success. They also equip students with the tools they need to navigate the complexities of the 21st century. This helps them become responsible, engaged global citizens. The Split Screen Strategy is not just a teaching method. It is a pathway to fostering a generation of independent thinkers. It also promotes problem-solvers.