www.taolearn.

com

All slides in Resources for Teachers

For

the money?

the status?

the power?

the admin work?

the meetings?

To Teach?
-to make a difference?
-to open up young
minds, develop
understanding, impart
wisdom and knowledge?
- to help children
succeed when they
leave school?

Crowd control?

To help students:

To develop:

self-motivated

gain good qualifications?

self-directed

get into a good university?

self-regulated

get a good job?

prepare for life?

develop into brilliant learners?

autonomous
independent
lifelong learners?

 setting learning goals

planning out their own study
asking good questions
generating motivation and perseverance
processing information effectively sifting, sorting, comparing,

verifying, trying out different ways to learn

working to deadlines
reflecting on their achievement both process and content

making changes to their learning processes where necessary

up to 73% of university students report difficulties preparing

for an exam

most tertiary students have been found to have weak or

ineffective strategies for processing information both in the
classroom and in their own study

when making notes from lectures or from text most students

miss 60 - 70% of the key points
-

good note making is positively correlated with

academic achievement

material omitted from notes has only a 5 - 15%

chance of being recalled

Even when they have good notes many students

still have great difficulty organising the
information they have collected.

52% admit that their notes are disorganised

61% report having trouble sequencing the ideas to

make coherent sense

At the secondary level, even given well organised, well

structured notes with summaries provided:

two thirds of students study for tests purely by

rereading their notes

more than half of them do that reading the day before

the test or exam

around 12% of students do nothing more than recopy

their notes verbatim

50% use passive repetition of key points as their single

study technique.

Only 20% of teachers believe that teaching students

how to learn is a priority

Only 17% of students report that teachers actively

help them learn or improve their study skills

400 USA top corporate recruiters look for:

1) Oral and written communication skills
2) Critical thinking and problem solving skills
3) Professionalism and work ethic

4) Collaboration across networks

5) Ability to work in diverse teams

6) Fluency with information technology

7) Leadership and project management skills
Knowledge of mathematics came 14th on the list just ahead of science
knowledge and foreign language comprehension
(Wagner, 2010; Trilling & Fadel, 2009)

Ways of Thinking
Creativity and innovation
Critical thinking, problem solving, decision making
Learning to learn, metacognition
Ways of Working
Communication
Collaboration & teamwork
Tools for Working
Information literacy
ICT literacy
Living in the World
Citizenship local and global
Life and career
Personal & social responsibility including cultural awareness and competence

(Binkley, Erstad, Herman, Raizen, Ripley & Rumble, 2010)

Independent inquirers

Creative thinkers

Reflective learners

Team workers

Self-managers

Effective participators

CCSS Common Core State Standards adopted by 47 states

Critical Thinking:

Analyze, Evaluate, Problem Solve

Creative Thinking:

Generate, Associate, Hypothesize

Complex Thinking:

Clarify, Interpret, Determine

Comprehensive Thinking:

Understand, Infer, Compare

Collaborative Thinking:

Explain, Develop, Decide

Communicative Thinking:

Reason, Connect, Represent

Cognitive Transfer of Thinking:

Synthesize, Generalize, Apply

Learning Skills and Work Habits:

Responsibility

Organization

Independent Work

Collaboration

Initiative

Self-Regulation

Poland
Belgium
Italy
Korea
Singapore
Mexico
New Zealand
The Slovak Republic
Spain
and Turkey
have all developed (or are currently
developing) curricula of essential learning
skills for students

ATL - 5 Skill Categories

Communication
Social
Self Management

Research

Thinking

ATL - 10 Skill Clusters

Communication

Collaboration
Organisation
Affective Skills
Reflection
Information Literacy
Media Literacy
Critical Thinking
Creative Thinking
Transfer

Communication

The skills of effectively exchanging thoughts, messages and

information through interaction
The skills of reading, writing and using language to communicate
information

Collaboration
Organization

The skills of working cooperatively with others

The skills of effectively managing time and tasks

Affective skills

The skills of managing state of mind

Reflection

The metacognitive skills of re-considering what has been taught

and learned by reflection on content, learning skills and learning
strategy use

Information
literacy

The skills of finding, interpreting, judging and creating information

Media literacy

The skills of interacting with different media to compare and

contrast different representations of information

Critical thinking

The skills of critique of text, media, ideas and issues

Creative thinking

The skills of invention developing ideas and things that never

existed before

Transfer

Utilising skills and knowledge in multiple contexts

A combination of

cognitive
affective
metacognitive

- processes, skills, techniques and strategies

Organising and transforming information

Asking good questions

Taking good classroom notes

Using memory techniques

Goal setting

Reviewing information regularly

Time management

Organising the study environment

Persistence and perseverance

Focus and concentration, overcoming distractions

Self-motivation

Mindfulness

Reducing anxiety

Delaying gratification

Managing impulsiveness and anger

Developing resilience

 How, when, where and by whom could this be

taught at your school?

Could you reach agreement across subjects on a

consistent model of time management for classes,

assignments, tests and exams?

How could you get every teacher to reinforce the

same model of time management

 Define the parameters of the skill - characteristics,

examples of high and low proficiency
Remember a time when you were exhibiting this
skill
Describe your experience in detail focusing on
strategies and techniques
Practice using those techniques deliberately when

next you need to exercise that skill

Meta-cognitive Knowledge students gaining

awareness of the thinking and learning preferences,
strategies, techniques and skills they use at present

Meta-cognitive Performance students using that

knowledge to improve performance, changing
ineffective strategies, trying new ones, learning new
skills

In order to succeed in your classes, what are

the most important learning skills your
students need?

Do you teach your students these skills?

At the entry into the MYP?

Half-way through the MYP?

At the entry to the DP?

At the completion of the DP?

At the junior school level - Awareness:

raising awareness of the existence of learning skills

At the middle school level - Acquisition:

teaching specific skills, strategies and techniques

At the senior school level - Amalgamation:

many skills in operation in every subject

6 billion cell phones in the world

85% of new phones are web enabled
2 billion broadband subscriptions
255 million websites
150 million blogs
8 trillion text messages sent in 2011
107 trillion emails 89% of which were spam
Youtube 72 hours uploaded every minute
3 billion videos viewed every day

every piece of subject matter was available to

your students on the internet, and

they all had access to internet linked devices,

and

they all had access to high speed broadband

all day....

What could teaching look like then?

The POSBGIL Revolution

Process Oriented Skills Based Guided

Inquiry Learning
To teach ATL Skills, practice inquiry learning

and develop self-regulated learners

A focus on the teaching of ATL Skills across the IB

The proliferation of high quality school subject based

websites

The ubiquity of internet accessible devices

The availability of high speed broadband

The high level of comfort your students all have with

the digital world

How Real is Real?

1)

Work with the person next to you groups of 2-3 people with one
internet connected device per group

2)

Connect to www.topmarks.co.uk

3)

Select common interest subject and level click go

Early Years
Key Stage 1
Key Stage 2
Key Stage 3
Key Stage 4
Advanced
Higher Ed

4)

=
=
=
=
=
=
=

< 5 yrs old

57
7 11
11 14
14 16
16 18
> 18

Check out as many websites as you can

Sugata Mitra

Focus on developing the ATL Skills needed to learn the

subject matter effectively

Pose questions, outline problems, give clear measurable

learning objectives and time frames

Allow students to work collaboratively in small groups

Assign roles researcher, questioner, recorder, director

Enable them to connect to the best subject based internet

(and other) resources

Facilitate their journey

Udacity

TED-ED

BLOOMS REVISED TAXONOMY