We will discuss approaches to learning (ATLs) today, and how to clearly teach them in order to meet and satisfy IB requirements. After reading, if this was helpful to you, please let me know. You are also welcome to share how your institution teaches ATLs.  

In 2019, I had a conversation with my MYP coordinator during a trip to an IB workshop in Dubai. I asked her for advice on how to improve my understanding of Approaches to Learning. In response, she asked me what a student needs to learn before they can juggle. I said that a student must be a good listener to understand instructions, and my coordinator agreed. She suggested teaching students how to listen before teaching them how to juggle. She then asked me what activities I would suggest to help students become better listeners. My coordinator emphasized the importance of identifying which skills students need to acquire to learn a new skill, which are referred to as Approaches to Learning.

I will walk you through a thought piece on ATLs written by Rosa Jorge, an International Baccalaureate Drama teacher from Mozambique with more than 20 years of experience, to demonstrate how ATLs should be addressed in the classroom. Her thought piece was created as a contribution to the research of effective pedagogical methods and as one of the prerequisites for completing the Teaching Preparation Program (TPP). 

Rosa Jorge’s thought piece had three main objectives. Firstly, she wanted to comprehend how ATL skills are taught. Secondly, she aimed to investigate to what extent schools adhere to the IB’s recommendations for teaching ATL skills. Lastly, she wanted to synthesise information that would assist teachers in teaching ATL skills using the same foundation, but within their local context. Some teachers may find themselves in an unfamiliar teaching environment without IB training. As a result, Rosa’s piece reflects on the following questions: What is the IB’s recommended approach for teaching ATL skills? How are ATL skills being taught in different schools? How does the IB ensure that schools meet these requirements? Lastly, it explores the impact of ATLs on teaching and learning.

The IB has set guidelines for teaching Approaches to Learning (ATL) skills, which are deliberate strategies, skills, and attitudes integrated into the learning environment. ATL aligns with the IB learner profile attributes, enhancing student learning and preparing them for post-secondary education. To teach ATL, the IB recommends that teachers incorporate them explicitly while engaging students in significant and relevant content knowledge to develop transferable understanding. Teachers should also provide regular and specific feedback to students on their development of ATL skills during learning activities and offer formative assessments.

Various factors contribute to the ineffective implementation of Approaches to Learning (ATL) skills in schools. Lack of training or retooling of teachers to effectively teach ATL skills, especially those new to the curriculum. Moreover, some teachers assume that students already have these skills, while others face difficulties with classroom management or unclear teaching strategies. To address these challenges, teachers should recognize that ATL skills are applicable across different subjects and incorporate them into their lessons accordingly. They should also set clear expectations and provide multiple opportunities for students to practise these skills.

Compare what’s actually happened in the ground to what is recommended.

“Skills are sets of strategies and techniques that people use to achieve a specific purpose. Skills can be practised and continually improved”.

The practical implementation and continuous improvement of ATL skills raise questions about how they are taught in schools and whether they are being taught in accordance with IB recommendations. Based on our observations and conversations with teachers in the IB curriculum, we have found that many teachers informally integrate ATL skills into their teaching but ultimately focus on their subject content. As a result, they may only briefly and superficially mention the ATLs instead of teaching them explicitly. Consequently, students may not develop a deep understanding of why and how to apply these skills to enhance their learning.

When looking at the issue from the student’s perspective, we assume that they already have a grasp of ATLs, but many of them struggle to engage in conversations about these skills. This begs the question: why is this the case when these skills are essential for learning in all subjects?

In the school environment, teachers generally understand the importance of integrating ATL skills into their teaching process, but the key problem is whether they follow IB recommendations and establish clear routines for students to understand their progress. Are these routines made clear to the students so that they can assess achievement at the beginning? This could serve as a formative assessment where students understand the skills they need to acquire and the level of understanding they need to demonstrate in order to apply them effectively.

Given this reality, how can we improve the teaching of ATL skills? 

Some schools have developed rubrics to assess students’ progress in these skills. For example, here’s a sample rubric, from Lincoln Community School. This rubric is divided into 3 parts – N (needs improvements), S (Satisfactory), and E (Exceeds), students can assess themself at the beginning of the unit and at the end. 

The integration of ATL skills in teaching varies depending on the context. As we discussed earlier, these skills are being integrated, but it’s not always clear how teachers are doing so. Some teachers may not be aware that there is a recommended way to teach ATL skills. The MYP: From Principles into Practice (pages 20 and 107) provides an overview of the ATL categories and clusters, as well as the ATL skills framework, to help teachers understand how to apply these skills in their teaching.

The recommendation for schools is to create specific assessment criteria or rubrics for ATL skills. This will ensure that these skills are not just informally integrated but are taught and assessed explicitly, in line with the IB’s requirements. By having a clear framework in place, teachers can guide students towards achieving their goals of becoming effective learners and leaders who are prepared for a rapidly changing world. An example of the ATL framework in action can be found on this blog. The use of assessment criteria will help both teachers and students to understand which skills are being taught and to what extent they have been mastered.

Another important aspect to consider is the faculty’s role in the teaching process. Since teachers are the main focus of the teaching process, it is crucial to encourage schools to invest in their professional development to ensure that they are adequately equipped to face curriculum challenges. It is important to note that not all teachers have IB training and may need to acquire their IB Curriculum knowledge through practical experience in teaching. Therefore, professional development programs in schools should also aim to support the implementation of the ATL framework for the entire school community.