Making ATL's Visible in PYP PE

 

The approaches to learning are vital skills that focus on what students need to learn and also provide students with the opportunity to explore how to learn. I wanted to share how I am making the ATL’s implicit in the curriculum and explicit in my teaching environment. These practices came about from attending IB workshops, reading other blogs, and in-school discussions with admin and other teachers. Going into each unit I wanted students to understand what the ATL’s being explored were, be able to build mastery, and reflect on their experiences, all while staying active and immersed in our PYP physical education and health curriculum outcomes. 

 

Long Term Planning

 

  • Printed out ATL display in the office to make it easy to reference the skills and create activities where they can be utilized.

  • Are mapped out at the beginning of the year with general ideas on how they will be implemented in mind, but can be edited as more detailed daily lesson planning is started.

  • My PE partner and I aimed to use one ATL from each skill category.

Interactive Displays

  • At the beginning of the unit, I have the 5 ATLs printed just black and white on the wall near where we meet to start every class. Easy to introduce and refer to throughout the lesson. 

  • A few times in the unit, students post-it note how they used a specific skill in a lesson.

  • Towards the end of the unit, students answer self-reflection questions based on ATL’s that I transfer on to Canva posters and replace the black and white version on the wall. This demonstrates students understanding on how they used these skills in the unit.

  • I like to refer to these updated displays throughout the year for student-led conferences, teacher-parent conferences or should there be future connections in other units going forward.

ATL Self-Reflection Questions

  • Mentioned in the previous section. Students can choose to answer one question (G3/4) or two questions (G5/6) to demonstrate their understanding of how they applied these ATL skills.

  • It gives me an idea of what skills students are more comfortable talking about and which skills students may still be unsure of.

  • Class discussion on all 5 questions does take place before the end of the unit. This strategy is the main focus with G1/2.

Teacher Reflection

 

  • All ATL activities have helped shape and improve future units of inquiry this year.

  • No reflection, question, or class discussion on the five skill categories should take more than 5-10 minutes (of the hour lesson) as I want the students to explore the skill more through physical activities rather than explicitly stating answers.

How do you make sure ATL’s are visible and embedded in your lessons? Let me know any questions, concerns or feedback on twitter @tannernickel

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G3 ATL HRF Questions