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document or book</a></li><li ><a href="https://www.thinkib.net/leadership/page/21132/jigsawing" >Jigsawing</a></li><li ><a href="https://www.thinkib.net/leadership/page/30650/k-w-l-chart" >K-W-L Chart</a></li><li ><a href="https://www.thinkib.net/leadership/page/32631/ladder-of-feedback" >Ladder of Feedback</a></li><li ><a href="https://www.thinkib.net/leadership/page/21413/learning-journal" >Learning Journal</a></li><li ><a href="https://www.thinkib.net/leadership/page/29265/listly" >Listly</a></li><li ><a href="https://www.thinkib.net/leadership/page/35892/mantras" >Mantras</a></li><li ><a href="https://www.thinkib.net/leadership/page/20932/market-place" >Market Place</a></li><li ><a href="https://www.thinkib.net/leadership/page/30767/meme" >Meme</a></li><li ><a href="https://www.thinkib.net/leadership/page/25520/newspaper-article" >Newspaper article</a></li><li ><a href="https://www.thinkib.net/leadership/page/26729/odd-one-out" >Odd One Out?</a></li><li ><a 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>Scavenger hunt</a></li><li ><a href="https://www.thinkib.net/leadership/page/20915/see-hear-feel" >See, Hear, Feel</a></li><li ><a href="https://www.thinkib.net/leadership/page/21064/see-think-wonder" >See, Think, Wonder</a></li><li ><a href="https://www.thinkib.net/leadership/page/21434/six-word-memoir" >Six word memoir</a></li><li ><a href="https://www.thinkib.net/leadership/page/25186/talking-points" >Talking Points</a></li><li ><a href="https://www.thinkib.net/leadership/page/20909/think-piece" >Think Piece</a></li><li ><a href="https://www.thinkib.net/leadership/page/26086/think-win-win" >Think Win-Win</a></li><li ><a href="https://www.thinkib.net/leadership/page/21914/tweet-it" >Tweet it</a></li><li ><a href="https://www.thinkib.net/leadership/page/21652/videos" >Videos</a></li><li ><a href="https://www.thinkib.net/leadership/page/20993/visual-metaphor" >Visual Metaphor</a></li><li ><a href="https://www.thinkib.net/leadership/page/21517/world-cafe" >World Cafe</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20935/resources" class="father">Resources</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/21014/toolkits-for-collaboration" >Toolkits for collaboration</a></li><li ><a href="https://www.thinkib.net/leadership/page/21574/websites-on-leading-teaching-and-learning" >Websites on leading, teaching and learning</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/22580/library" >Library</a></li><li ><a href="https://www.thinkib.net/leadership/page/34899/learning-through-covid-19" class="father">Learning through COVID-19</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/33396/leading-in-a-time-of-crisis" >Leading in a time of crisis</a></li><li ><a href="https://www.thinkib.net/leadership/page/33416/well-being-looking-after-students-teachers-and-parents" >Well-being: looking after students, teachers and parents</a></li><li ><a href="https://www.thinkib.net/leadership/page/32774/teaching-learning" >Teaching & Learning</a></li><li ><a href="https://www.thinkib.net/leadership/page/21021/high-quality-remote-online-learning" >High quality remote | online learning</a></li><li ><a href="https://www.thinkib.net/leadership/page/33071/ib-covid-19-microsite" >IB & COVID-19 Microsite</a></li><li ><a href="https://www.thinkib.net/leadership/page/33905/return-to-school" >Return to school</a></li><li ><a href="https://www.thinkib.net/leadership/page/37665/education-in-the-future" >Education in the future</a></li></ul></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20881/mission-vision" >Mission & Vision</a><ul class="level-1"><li ><a href="https://www.thinkib.net/leadership/page/21642/introduction" class="father">Introduction</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/28233/schools-as-learning-organisations" >Schools as 'Learning Organisations'</a></li><li ><a href="https://www.thinkib.net/leadership/page/28352/schools-system-thinking" >Schools - System Thinking</a></li><li ><a href="https://www.thinkib.net/leadership/page/29160/school-culture" >School Culture</a></li><li ><a href="https://www.thinkib.net/leadership/page/39425/diversity-equity-inclusion" >Diversity, Equity & Inclusion</a></li><li ><a href="https://www.thinkib.net/leadership/page/46342/are-we-inclusive" >Are we inclusive?</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20905/writing-vision-and-mission-statements" class="father">Writing Vision and Mission Statements</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/28281/happy-new-year" >Happy New Year</a></li><li ><a href="https://www.thinkib.net/leadership/page/20944/what-is-the-purpose-of-your-school" >What is the purpose of your school?</a></li><li ><a href="https://www.thinkib.net/leadership/page/23892/how-to-write-a-mission-statement" >How to write a mission statement</a></li><li ><a href="https://www.thinkib.net/leadership/page/21025/is-your-school-mission-clear" >Is your school mission clear?</a></li><li ><a href="https://www.thinkib.net/leadership/page/21005/my-vision-" >My Vision </a></li><li ><a href="https://www.thinkib.net/leadership/page/23893/how-to-write-a-vision-statement" >How to write a vision statement</a></li><li ><a href="https://www.thinkib.net/leadership/page/28280/does-your-vision-drive-your-school-forward" >Does your vision drive your school forward?</a></li><li ><a href="https://www.thinkib.net/leadership/page/21070/getting-the-branding-right" >Getting the branding right</a></li><li ><a href="https://www.thinkib.net/leadership/page/21072/getting-the-culture-right-a-case-study" >Getting the culture right - A Case Study</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20914/aligning-mission-with-ib" >Aligning Mission with IB</a></li><li ><a href="https://www.thinkib.net/leadership/page/20918/strategic-leadership" class="father">Strategic Leadership</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/20917/strategic-planning-process" >Strategic Planning Process</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20929/change-management" class="father">Change Management</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/20978/culture-change" >Culture change</a></li><li ><a href="https://www.thinkib.net/leadership/page/20979/understanding-the-changing-world" >Understanding the changing world</a></li><li ><a href="https://www.thinkib.net/leadership/page/20980/lead-the-change" >Lead the change</a></li><li ><a href="https://www.thinkib.net/leadership/page/21173/are-you-a-change-leader" >Are you a change leader?</a></li><li ><a href="https://www.thinkib.net/leadership/page/20946/managing-change-across-different-cultures" >Managing change across different cultures</a></li><li ><a href="https://www.thinkib.net/leadership/page/20930/change-management-tools" >Change Management Tools</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/22585/opening-a-new-school" class="father">Opening a new school</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/31368/checklist-opening-a-new-school" >Checklist: Opening a new school</a></li><li ><a href="https://www.thinkib.net/leadership/page/22901/what-is-international-education" >What is International Education?</a></li><li ><a href="https://www.thinkib.net/leadership/page/22824/us-and-canada-educational-landscape" >US and Canada - Educational Landscape</a></li><li ><a href="https://www.thinkib.net/leadership/page/22834/getting-the-vision-right" >Getting the vision right</a></li><li ><a href="https://www.thinkib.net/leadership/page/22942/getting-the-values-right" >Getting the values right</a></li><li ><a href="https://www.thinkib.net/leadership/page/22898/getting-teacher-recruitment-right" >Getting teacher recruitment right</a></li><li ><a href="https://www.thinkib.net/leadership/page/22845/getting-staffing-right" >Getting staffing right</a></li><li ><a href="https://www.thinkib.net/leadership/page/22899/getting-professional-development-right" >Getting professional development right</a></li><li ><a href="https://www.thinkib.net/leadership/page/22933/getting-the-learning-right" >Getting the learning right</a></li><li ><a href="https://www.thinkib.net/leadership/page/22488/getting-the-curriculum-right" >Getting the curriculum right</a></li><li ><a href="https://www.thinkib.net/leadership/page/23425/information-systems" >Information Systems</a></li><li ><a href="https://www.thinkib.net/leadership/page/22584/getting-the-legal-framework-right" >Getting the legal framework right</a></li><li ><a href="https://www.thinkib.net/leadership/page/22859/getting-the-finances-right" >Getting the finances right</a></li><li ><a href="https://www.thinkib.net/leadership/page/22895/getting-marketing-right" >Getting marketing right</a></li><li ><a href="https://www.thinkib.net/leadership/page/22879/getting-accreditation-inspection-right" >Getting accreditation / inspection right</a></li><li ><a href="https://www.thinkib.net/leadership/page/22867/diary-of-an-international-head" >Diary of an international head</a></li></ul></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20883/leadership" >Leadership</a><ul class="level-1"><li ><a href="https://www.thinkib.net/leadership/page/21643/introduction" >Introduction</a></li><li ><a href="https://www.thinkib.net/leadership/page/21023/what-is-leadership" class="father">What is leadership?</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/34593/leadership-resources" >Leadership Resources</a></li><li ><a href="https://www.thinkib.net/leadership/page/23833/whats-my-big-idea" >What's my big idea?</a></li><li ><a href="https://www.thinkib.net/leadership/page/23834/communicating-my-big-idea" >Communicating my big idea</a></li><li ><a href="https://www.thinkib.net/leadership/page/24717/passionate-leadership" >Passionate Leadership</a></li><li ><a href="https://www.thinkib.net/leadership/page/21154/leadership-traits-behaviours-and-skills" >Leadership traits, behaviours and skills</a></li><li ><a href="https://www.thinkib.net/leadership/page/21360/leadership-styles" >Leadership styles</a></li><li ><a href="https://www.thinkib.net/leadership/page/26653/exploring-leadership-through-videos" >Exploring leadership through videos</a></li><li ><a href="https://www.thinkib.net/leadership/page/21202/leadership-vs-management" >Leadership vs Management</a></li><li ><a href="https://www.thinkib.net/leadership/page/21152/what-makes-school-leadership-effective" >What makes school leadership effective?</a></li><li ><a href="https://www.thinkib.net/leadership/page/34832/leading-in-a-time-of-great-change" >Leading in a time of (great) change</a></li><li ><a href="https://www.thinkib.net/leadership/page/27122/middle-leadership" >Middle Leadership</a></li><li ><a href="https://www.thinkib.net/leadership/page/27125/data-driven-leadership" >Data-driven leadership</a></li><li ><a href="https://www.thinkib.net/leadership/page/21812/leadership-lessons" >Leadership Lessons</a></li><li ><a href="https://www.thinkib.net/leadership/page/23915/leadership-top-tips" >Leadership Top Tips</a></li><li ><a href="https://www.thinkib.net/leadership/page/21139/my-leadership" >My leadership</a></li><li ><a href="https://www.thinkib.net/leadership/page/22649/case-study" >Case Study</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/21311/roles-of-a-middle-or-senior-school-leader" class="father">Roles of a middle or senior school leader</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/41646/the-art-of-middle-leadership" >The art of middle leadership</a></li><li ><a href="https://www.thinkib.net/leadership/page/43075/first-100-days-of-being-a-middle-leader" >First 100 days of being a middle leader</a></li><li ><a href="https://www.thinkib.net/leadership/page/21206/leaders-influence-others" >Leaders influence others</a></li><li ><a href="https://www.thinkib.net/leadership/page/21226/leaders-lead-high-performing-teams" >Leaders lead high-performing teams</a></li><li ><a href="https://www.thinkib.net/leadership/page/21241/leaders-motivate-people" >Leaders motivate people</a></li><li ><a href="https://www.thinkib.net/leadership/page/21207/leaders-communicate-effectively" >Leaders communicate effectively</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/21151/culture-and-context" class="father">Culture and context</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/21255/developing-a-shared-school-culture" >Developing a shared school culture</a></li><li ><a href="https://www.thinkib.net/leadership/page/21252/what-is-our-school-culture" >What is our school culture?</a></li><li ><a href="https://www.thinkib.net/leadership/page/21253/whats-the-impact-of-national-cultures" >What's the impact of national cultures?</a></li><li ><a href="https://www.thinkib.net/leadership/page/22320/impact-of-cultures-on-learning" >Impact of cultures on learning</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/21153/ib-leadership-pathway" class="father">IB Leadership Pathway</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/21379/ib-approach-to-leadership" >IB Approach to Leadership</a></li><li ><a href="https://www.thinkib.net/leadership/page/21377/ib-leadership-intelligences" >IB Leadership Intelligences</a></li><li ><a href="https://www.thinkib.net/leadership/page/21369/ib-leadership-workshops" >IB Leadership Workshops</a></li><li ><a href="https://www.thinkib.net/leadership/page/21663/discussion-scenarios" >Discussion Scenarios</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/21330/recruitment-development" class="father">Recruitment & Development</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/31281/writing-a-job-description-top-tips" >Writing a job description - top tips</a></li><li ><a href="https://www.thinkib.net/leadership/page/23558/appointing-heads-of-school" >Appointing Heads of School</a></li><li ><a href="https://www.thinkib.net/leadership/page/21331/appointing-teachers-and-subject-leaders" >Appointing teachers and subject leaders</a></li><li ><a href="https://www.thinkib.net/leadership/page/28716/applying-for-a-teaching-job" >Applying for a teaching job</a></li><li ><a href="https://www.thinkib.net/leadership/page/26344/preparing-for-a-job-interview" >Preparing for a job interview</a></li><li ><a href="https://www.thinkib.net/leadership/page/44854/induction-of-new-staff" >Induction of new staff</a></li><li ><a href="https://www.thinkib.net/leadership/page/21427/staff-development" >Staff Development</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/28926/appraisal-performance-management" class="father">Appraisal | Performance Management</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/22499/appraisal-of-school-leaders" >Appraisal of school leaders</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/23547/governance" class="father">Governance</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/23019/getting-governance-right" >Getting governance right</a></li><li ><a href="https://www.thinkib.net/leadership/page/21266/governors-roles" >Governors' roles</a></li><li ><a href="https://www.thinkib.net/leadership/page/23539/governors-meetings" >Governors' Meetings</a></li><li ><a href="https://www.thinkib.net/leadership/page/21265/governance-case-studies" >Governance - Case Studies</a></li><li ><a href="https://www.thinkib.net/leadership/page/23541/helpful-resources" >Helpful resources</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/23533/graduation-speeches" >Graduation Speeches</a></li><li ><a href="https://www.thinkib.net/leadership/page/22600/leadership-case-studies" class="father">Leadership case studies</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/22598/leading-in-a-time-of-political-change" >Leading in a time of political change</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/25420/leadership-thought-pieces" class="father">Leadership Thought Pieces</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/25626/applying-to-be-a-head" >Applying to be a Head</a></li><li ><a href="https://www.thinkib.net/leadership/page/25419/emotionally-intelligent-leadership" >Emotionally intelligent leadership</a></li><li ><a href="https://www.thinkib.net/leadership/page/31268/leadership-network" >Leadership Network</a></li><li ><a href="https://www.thinkib.net/leadership/page/42725/new-year-excellent-think-pieces-to-start-the-year" >New Year - Excellent think pieces to start the year</a></li></ul></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20882/teaching-and-learning" >Teaching and Learning</a><ul class="level-1"><li ><a href="https://www.thinkib.net/leadership/page/20937/introduction" >Introduction</a></li><li ><a href="https://www.thinkib.net/leadership/page/25734/how-do-students-actually-learn" class="father">How do students actually learn?</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/27322/creating-the-optimal-conditions-for-learning" >Creating the optimal conditions for learning</a></li><li ><a href="https://www.thinkib.net/leadership/page/36004/student-agency" >Student agency</a></li><li ><a href="https://www.thinkib.net/leadership/page/24556/how-do-we-think-all-about-the-brain" >How do we think? All about the brain</a></li><li ><a href="https://www.thinkib.net/leadership/page/39352/learning-and-thinking-differences" >Learning and thinking differences</a></li><li ><a href="https://www.thinkib.net/leadership/page/25510/how-do-we-engage-motivate-students" >How do we engage | motivate students?</a></li><li ><a href="https://www.thinkib.net/leadership/page/25968/how-does-learning-happen-in-your-school" >How does 'learning' happen in your school?</a></li><li ><a href="https://www.thinkib.net/leadership/page/30123/how-do-we-help-students-who-struggle" >How do we help students who struggle?</a></li><li ><a href="https://www.thinkib.net/leadership/page/26597/how-do-we-make-learning-memorable" >How do we make learning memorable?</a></li><li ><a href="https://www.thinkib.net/leadership/page/36026/student-work-book-scrutiny" >Student work - book scrutiny</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/26504/evidence-informed-teaching" class="father">Evidence informed teaching</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/26760/which-teaching-strategies-are-effective" >Which teaching strategies are effective?</a></li><li ><a href="https://www.thinkib.net/leadership/page/21406/how-do-you-become-an-expert-teacher" >How do you become an expert teacher?</a></li><li ><a href="https://www.thinkib.net/leadership/page/23084/what-does-it-mean-to-be-a-research-informed-school" >What does it mean to be a research-informed school?</a></li><li ><a href="https://www.thinkib.net/leadership/page/21877/characteristics-of-high-performing-schools" >Characteristics of high-performing schools</a></li><li ><a href="https://www.thinkib.net/leadership/page/26907/a-professional-development-programme-for-your-school" >A Professional Development Programme for your school</a></li><li ><a href="https://www.thinkib.net/leadership/page/24874/what-do-you-believe-about-teaching" >What do you believe about 'teaching'?</a></li><li ><a href="https://www.thinkib.net/leadership/page/29321/mindsets-matter" >Mindsets matter</a></li><li ><a href="https://www.thinkib.net/leadership/page/29169/homework-to-be-or-not-to-be" >Homework - to be or not to be?</a></li><li ><a href="https://www.thinkib.net/leadership/page/26700/useful-videos-on-pedagogy" >Useful videos on pedagogy</a></li><li ><a href="https://www.thinkib.net/leadership/page/21414/my-philosophy-of-teaching" >My Philosophy of Teaching</a></li><li ><a href="https://www.thinkib.net/leadership/page/22536/a-note-on-constructivism" >A note on constructivism</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/21573/our-21st-century-context-" class="father">Our '21st Century' Context </a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/23436/learning-for-the-21st-century" >Learning for the 21st Century</a></li><li ><a href="https://www.thinkib.net/leadership/page/22689/whats-worth-teaching" >What's worth teaching?</a></li><li ><a href="https://www.thinkib.net/leadership/page/25354/skills-for-their-future" >Skills for their future</a></li><li ><a href="https://www.thinkib.net/leadership/page/25083/teaching-for-the-21st-century" >Teaching for the 21st Century</a></li><li ><a href="https://www.thinkib.net/leadership/page/24610/all-about-pedagogy" >All about pedagogy</a></li><li ><a href="https://www.thinkib.net/leadership/page/34908/reggio-emilia-approach" >Reggio Emilia approach</a></li><li ><a href="https://www.thinkib.net/leadership/page/34909/pisa-assessments" >PISA assessments</a></li><li ><a href="https://www.thinkib.net/leadership/page/24892/what-are-we-doing-to-our-children" >What are we doing to our children?</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/28226/what-is-well-being" class="father">WHAT is well-being?</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/31119/why-focus-on-well-being" >WHY focus on well-being?</a></li><li ><a href="https://www.thinkib.net/leadership/page/31121/how-can-we-teach-well-being" >HOW can we teach well-being?</a></li><li ><a href="https://www.thinkib.net/leadership/page/31120/well-being-and-human-flourishing" >Well-being and human flourishing</a></li><li ><a href="https://www.thinkib.net/leadership/page/34358/well-being-and-student-leadership" >Well-being and student leadership</a></li><li ><a href="https://www.thinkib.net/leadership/page/34712/how-to-help-students-and-staff-facing-trauma" >How to help students and staff facing trauma</a></li><li ><a href="https://www.thinkib.net/leadership/page/34714/-mental-health-well-being" > Mental Health & Well-Being</a></li><li ><a href="https://www.thinkib.net/leadership/page/35103/staff-well-being" >Staff Well-Being</a></li><li ><a href="https://www.thinkib.net/leadership/page/31107/ps-well-being-and-the-secrets-of-a-long-life" >PS: Well-being and the secrets of a long life</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/28920/revision-strategies" >Revision Strategies</a></li><li ><a href="https://www.thinkib.net/leadership/page/31323/parent-teacher-consultations" >Parent - Teacher Consultations</a></li><li ><a href="https://www.thinkib.net/leadership/page/21648/what-is-pedagogical-leadership" class="father">What is pedagogical leadership?</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/21285/the-role-of-subject-leader-and-coordinator" >The role of subject leader and coordinator</a></li><li ><a href="https://www.thinkib.net/leadership/page/31573/your-role-as-a-pedagogical-leader" >Your role as a pedagogical leader</a></li><li ><a href="https://www.thinkib.net/leadership/page/26714/pedagogical-leadership-workshop" >Pedagogical Leadership Workshop</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/21461/professional-learning-development" class="father">Professional Learning (Development)</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/25045/pd-make-it-personal" >PD - Make it personal</a></li><li ><a href="https://www.thinkib.net/leadership/page/26710/teacher-journal-clubs" >Teacher journal clubs</a></li><li ><a href="https://www.thinkib.net/leadership/page/24970/learning-walks-sharing-practice-pineapple-pd" >Learning walks | sharing practice - Pineapple PD</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/21653/school-improvement" class="father">School Improvement</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/27217/school-improvement-tool" >School Improvement Tool</a></li><li ><a href="https://www.thinkib.net/leadership/page/21193/case-study-transforming-a-school-from-within" >Case study - transforming a school from within</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/25367/thought-pieces" class="father">Thought Pieces</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/25707/learning-is-" >Learning is ...</a></li><li ><a href="https://www.thinkib.net/leadership/page/35877/our-students-are-digital-natives" >Our Students Are Digital Natives</a></li><li ><a href="https://www.thinkib.net/leadership/page/28282/provocation-are-they-really-learning" >Provocation: Are they really learning?</a></li><li ><a href="https://www.thinkib.net/leadership/page/25648/whats-the-best-way-to-revise" >What's the best way to revise?</a></li><li ><a href="https://www.thinkib.net/leadership/page/25872/make-learning-real" >Make learning real</a></li><li ><a href="https://www.thinkib.net/leadership/page/25414/the-teenage-brain" >The Teenage Brain</a></li><li ><a href="https://www.thinkib.net/leadership/page/25652/knowledge-vs-skills" >Knowledge vs. skills?</a></li><li ><a href="https://www.thinkib.net/leadership/page/25368/thinking-skills" >Thinking skills</a></li><li ><a href="https://www.thinkib.net/leadership/page/25488/social-emotional-learning" >Social-Emotional Learning</a></li><li ><a href="https://www.thinkib.net/leadership/page/26009/how-do-we-build-confidence-in-our-students" >How do we build confidence in our students?</a></li><li ><a href="https://www.thinkib.net/leadership/page/25705/take-care-explaining-concepts" >Take care explaining concepts</a></li><li ><a href="https://www.thinkib.net/leadership/page/25424/collaboration-teamwork" >Collaboration & Teamwork</a></li><li ><a href="https://www.thinkib.net/leadership/page/25369/learners-what-makes-an-expert-learner" >Learners: What makes an 'expert learner'?</a></li><li ><a href="https://www.thinkib.net/leadership/page/25511/recalling-information-revision" >Recalling information - revision</a></li><li ><a href="https://www.thinkib.net/leadership/page/25519/making-learning-memorable" >Making learning memorable</a></li><li ><a href="https://www.thinkib.net/leadership/page/25653/our-century-who-are-our-students-thought-leaders" >Our century: who are our students' thought leaders?</a></li></ul></li></ul></li><li class="selected" ><a href="https://www.thinkib.net/leadership/page/21808/ib-atls" >IB ATLs</a><ul class="level-1"><li ><a href="https://www.thinkib.net/leadership/page/22888/atl-working-with-staff" >ATL - Working with staff</a></li><li ><a href="https://www.thinkib.net/leadership/page/27371/establishing-an-atl-culture" >Establishing an ATL culture</a></li><li ><a href="https://www.thinkib.net/leadership/page/26572/atl-toolkit" >ATL Toolkit</a></li><li ><a href="https://www.thinkib.net/leadership/page/21002/ib-approaches-to-teaching" class="father">IB Approaches to Teaching</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/21436/teaching-is-based-on-inquiry" >Teaching is based on inquiry</a></li><li ><a href="https://www.thinkib.net/leadership/page/21609/teaching-is-focused-on-conceptual-understanding" >Teaching is focused on conceptual understanding</a></li><li ><a href="https://www.thinkib.net/leadership/page/36730/teaching-is-developed-in-local-and-global-context" >Teaching is developed in local and global context</a></li><li ><a href="https://www.thinkib.net/leadership/page/21312/teaching-is-focused-on-effective-teamwork-and-collaboration" >Teaching is focused on effective teamwork and collaboration</a></li><li ><a href="https://www.thinkib.net/leadership/page/22877/teaching-is-differentiated" >Teaching is differentiated</a></li><li ><a href="https://www.thinkib.net/leadership/page/21952/teaching-is-informed-by-assessment" >Teaching is informed by assessment</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/21320/ib-approaches-to-learning" class="father">IB Approaches to Learning</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/31693/atl-skill-progression-how-to-plan-for-it" >ATL skill progression - how to plan for it?</a></li><li ><a href="https://www.thinkib.net/leadership/page/25966/how-well-do-you-know-your-children-individually" >How well do you know your children - individually?</a></li><li ><a href="https://www.thinkib.net/leadership/page/22804/which-skills-are-important" >Which skills are important?</a></li><li ><a href="https://www.thinkib.net/leadership/page/22932/ib-atl-social-skills" >IB ATL: Social Skills</a></li><li ><a href="https://www.thinkib.net/leadership/page/22809/ib-atl-communication-skills" >IB ATL: Communication Skills</a></li><li ><a href="https://www.thinkib.net/leadership/page/22772/ib-atl-self-management" >IB ATL: Self-Management</a></li><li ><a href="https://www.thinkib.net/leadership/page/22829/ib-atl-research-skills" >IB ATL: Research Skills</a></li><li ><a href="https://www.thinkib.net/leadership/page/22813/ib-atl-thinking-skills" >IB ATL: Thinking Skills</a></li></ul></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20885/ib-world-school" >IB World School</a><ul class="level-1"><li ><a href="https://www.thinkib.net/leadership/page/21644/introducing-the-ib-world" class="father">Introducing the IB World</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/34995/ib-voices" >IB Voices</a></li><li ><a href="https://www.thinkib.net/leadership/page/34894/in-conversation-with-the-ib-director-general" >In conversation with the IB Director General</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/24965/10-slides-series-introduction-to-ib-big-ideas" class="father">10 slides series - introduction to IB big ideas</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/24773/the-ib-in-10-slides" >The IB in 10 slides</a></li><li ><a href="https://www.thinkib.net/leadership/page/24832/ib-learner-profile-in-10-slides" >IB Learner Profile in 10 slides</a></li><li ><a href="https://www.thinkib.net/leadership/page/24968/international-mindedness-in-10-slides" >International Mindedness in 10 slides</a></li><li ><a href="https://www.thinkib.net/leadership/page/24966/approaches-to-teaching-in-10-slides" >Approaches to Teaching - in 10 slides</a></li><li ><a href="https://www.thinkib.net/leadership/page/24884/approaches-to-learning-in-10-slides" >Approaches to Learning in 10 slides</a></li><li ><a href="https://www.thinkib.net/leadership/page/24831/ib-leadership-in-10-slides" >IB Leadership in 10 slides</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/29449/top-video-series" class="father">Top video series</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/29298/top-international-mindedness-videos" >Top International Mindedness Videos</a></li><li ><a href="https://www.thinkib.net/leadership/page/31233/top-leadership-videos" >Top Leadership Videos</a></li><li ><a href="https://www.thinkib.net/leadership/page/29317/top-learner-profile-videos" >Top Learner Profile Videos</a></li><li ><a href="https://www.thinkib.net/leadership/page/29314/top-teaching-and-learning-videos" >Top Teaching and Learning Videos</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/24337/what-is-our-global-context" class="father">What is our Global Context?</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/24338/global-citizen-what-does-it-mean" >Global Citizen - what does it mean?</a></li><li ><a href="https://www.thinkib.net/leadership/page/24339/global-competencies" >Global Competencies</a></li><li ><a href="https://www.thinkib.net/leadership/page/37668/be-a-digital-global-citizen" >Be a digital global citizen</a></li><li ><a href="https://www.thinkib.net/leadership/page/24341/global-issues" >Global Issues</a></li><li ><a href="https://www.thinkib.net/leadership/page/24732/global-issues-resource-bank" >Global issues resource bank</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/23655/an-ib-education" class="father">An IB Education</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/23135/what-is-an-ib-education" >What is an IB Education?</a></li><li ><a href="https://www.thinkib.net/leadership/page/23070/knowledge-how-do-we-make-learning-relevant" >Knowledge - how do we make learning relevant?</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20936/ib-culture-key-policies" class="father">IB Culture - Key Policies</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/21458/academic-integrity-honesty-policy" >Academic Integrity (Honesty) Policy</a></li><li ><a href="https://www.thinkib.net/leadership/page/21454/admissions-policy" >Admissions Policy</a></li><li ><a href="https://www.thinkib.net/leadership/page/21459/assessment-policy" >Assessment Policy</a></li><li ><a href="https://www.thinkib.net/leadership/page/21455/inclusion-policy" >Inclusion Policy</a></li><li ><a href="https://www.thinkib.net/leadership/page/21457/language-policy" >Language Policy</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/21445/glossary-of-ib-terms" >Glossary of IB Terms</a></li><li ><a href="https://www.thinkib.net/leadership/page/29316/ib-continuum-schools" >IB Continuum Schools</a></li><li ><a href="https://www.thinkib.net/leadership/page/21521/how-do-you-promote-market-the-ib" class="father">How do you promote | market the IB?</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/25774/case-study-why-choose-ib-as-opposed-to-the-national-programme" >Case Study - Why choose IB as opposed to the national programme?</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/23557/what-are-the-challenges-in-being-an-ib-school" >What are the challenges in being an IB School?</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20884/ib-programmes-pyp-myp-dp-cp" >IB Programmes: PYP | MYP | DP | CP</a><ul class="level-1"><li ><a href="https://www.thinkib.net/leadership/page/21645/introduction" >Introduction</a></li><li ><a href="https://www.thinkib.net/leadership/page/34604/role-of-head-of-school-in-an-ib-school" >Role of Head of School in an IB School</a></li><li ><a href="https://www.thinkib.net/leadership/page/20886/ib-mission" class="father">IB Mission</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/42970/education-for-sustainability" >Education for sustainability</a></li><li ><a href="https://www.thinkib.net/leadership/page/37507/live-the-mission-be-the-change" >Live the mission - be the change</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20887/ib-learner-profile" class="father">IB Learner Profile</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/23651/inquiry-into-the-learner-profile" >Inquiry into the Learner Profile</a></li><li ><a href="https://www.thinkib.net/leadership/page/20981/our-learner-profile" >Our Learner Profile</a></li><li ><a href="https://www.thinkib.net/leadership/page/20984/living-the-ib-learner-profile" >Living the IB Learner Profile</a></li><li ><a href="https://www.thinkib.net/leadership/page/20990/staff-learner-profile" >Staff Learner Profile</a></li><li ><a href="https://www.thinkib.net/leadership/page/21003/leader-profile" >Leader Profile</a></li><li ><a href="https://www.thinkib.net/leadership/page/23532/learner-profile-assemblies-town-halls" >Learner Profile Assemblies / Town Halls</a></li><li ><a href="https://www.thinkib.net/leadership/page/21007/ib-resources" >IB Resources</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20888/international-mindedness" class="father">International Mindedness</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/21032/what-is-international-mindedness" >What is International-Mindedness?</a></li><li ><a href="https://www.thinkib.net/leadership/page/45653/what-do-we-mean-intercultural-understanding" >What do we mean 'intercultural understanding'?</a></li><li ><a href="https://www.thinkib.net/leadership/page/21063/global-engagement" >Global Engagement</a></li><li ><a href="https://www.thinkib.net/leadership/page/21037/multilingualism" >Multilingualism</a></li><li ><a href="https://www.thinkib.net/leadership/page/29315/are-you-internationally-minded" >Are you internationally-minded?</a></li><li ><a href="https://www.thinkib.net/leadership/page/21034/international-mindedness-and-the-world-of-work" >International-mindedness and the world of work</a></li><li ><a href="https://www.thinkib.net/leadership/page/21075/international-mindedness-in-my-school" >International Mindedness in my school</a></li><li ><a href="https://www.thinkib.net/leadership/page/21036/ib-resources" >IB Resources</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20945/service-learning" class="father">Service (Learning)</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/24711/toxic-service" >Toxic Service!</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/25360/the-diploma-programme" class="father">The Diploma Programme</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/21308/key-documents" >Key documents</a></li><li ><a href="https://www.thinkib.net/leadership/page/25158/the-core" >The Core</a></li><li ><a href="https://www.thinkib.net/leadership/page/25156/diploma-subjects" >Diploma Subjects</a></li><li ><a href="https://www.thinkib.net/leadership/page/25162/dp-assessment" >DP Assessment</a></li><li ><a href="https://www.thinkib.net/leadership/page/25165/dp-coordinators-handbook" >DP Coordinator's Handbook</a></li><li ><a href="https://www.thinkib.net/leadership/page/21672/timetabling" >Timetabling</a></li><li ><a href="https://www.thinkib.net/leadership/page/25427/unit-planning" >Unit Planning</a></li><li ><a href="https://www.thinkib.net/leadership/page/25366/teaching-tips" >Teaching Tips</a></li></ul></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/25267/ib-coordinators" >IB Coordinators</a><ul class="level-1"><li ><a href="https://www.thinkib.net/leadership/page/25229/introduction" >Introduction</a></li><li ><a href="https://www.thinkib.net/leadership/page/46133/a-quick-guide-for-the-dp-coordinator" >A quick guide for the DP coordinator</a></li><li ><a href="https://www.thinkib.net/leadership/page/25151/ib-coordinator-job-description" class="father">IB Coordinator - Job Description</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/34354/coordinators-resource" >Coordinator's Resource</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/40603/new-important-ib-workshops" >NEW important IB workshops</a></li><li ><a href="https://www.thinkib.net/leadership/page/25261/the-big-picture" class="father">The Big Picture</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/25140/ib-mission" >IB Mission</a></li><li ><a href="https://www.thinkib.net/leadership/page/25139/the-ib-philosophy" >The IB Philosophy</a></li><li ><a href="https://www.thinkib.net/leadership/page/25142/international-mindedness" >International Mindedness</a></li><li ><a href="https://www.thinkib.net/leadership/page/25141/ib-learner-profile" >IB Learner Profile</a></li><li ><a href="https://www.thinkib.net/leadership/page/25143/key-ib-terms" >Key IB terms</a></li><li ><a href="https://www.thinkib.net/leadership/page/25149/general-regulations" >General Regulations</a></li><li ><a href="https://www.thinkib.net/leadership/page/28324/the-role-of-the-librarian" >The role of the librarian</a></li><li ><a href="https://www.thinkib.net/leadership/page/28639/the-role-of-the-counsellor" >The role of the counsellor</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/25221/my-role-as-pedagogical-leader" class="father">My role as pedagogical leader</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/25790/induction-of-ib-students" >Induction of IB students</a></li><li ><a href="https://www.thinkib.net/leadership/page/34344/curriculum-mapping" >Curriculum Mapping</a></li><li ><a href="https://www.thinkib.net/leadership/page/25829/approaches-to-learning-workshop" >Approaches to Learning Workshop</a></li><li ><a href="https://www.thinkib.net/leadership/page/25357/why-do-we-have-to-teach-atl" >Why do we have to teach ATL?</a></li><li ><a href="https://www.thinkib.net/leadership/page/25359/what-are-the-atl" >What are the ATL?</a></li><li ><a href="https://www.thinkib.net/leadership/page/25358/how-do-we-embed-atl-in-the-classroom" >How do we embed ATL in the classroom?</a></li><li ><a href="https://www.thinkib.net/leadership/page/28663/collaborative-planning" >Collaborative Planning</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/25434/ib-workshops" class="father">IB Workshops</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/32148/free-ib-professional-development-webinars-nanos" >FREE IB Professional Development - Webinars & Nanos</a></li><li ><a href="https://www.thinkib.net/leadership/page/34948/free-online-workshops" >FREE online workshops</a></li><li ><a href="https://www.thinkib.net/leadership/page/26659/workshops-using-a-translator" >Workshops using a translator</a></li><li ><a href="https://www.thinkib.net/leadership/page/24592/ib-workshops-for-authorization-and-evaluation" >IB Workshops for Authorization and Evaluation</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/26647/magpie-corner" class="father">Magpie Corner</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/26649/learner-profile" >Learner Profile</a></li><li ><a href="https://www.thinkib.net/leadership/page/27686/sculpture" >Sculpture</a></li><li ><a href="https://www.thinkib.net/leadership/page/31508/the-learning-environment" >The Learning Environment</a></li><li ><a href="https://www.thinkib.net/leadership/page/26651/global-issues" >Global Issues</a></li><li ><a href="https://www.thinkib.net/leadership/page/26648/the-library" >The Library</a></li></ul></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/25166/ib-authorization-evaluation" >IB Authorization & Evaluation</a><ul class="level-1"><li ><a href="https://www.thinkib.net/leadership/page/35086/becoming-an-ib-school" >Becoming an IB School</a></li><li ><a href="https://www.thinkib.net/leadership/page/25144/standards-and-practices" class="father">Standards and Practices</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/28120/september-2020-standards-and-practices" >September 2020 Standards and Practices</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/34807/ib-world-school-manager-what-do-they-do" >IB World School Manager: What do they do?</a></li><li ><a href="https://www.thinkib.net/leadership/page/20969/what-is-ib-authorisation" class="father">What is IB Authorisation?</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/28522/getting-ready-for-ib-authorization" >Getting ready for IB authorization</a></li><li ><a href="https://www.thinkib.net/leadership/page/44798/role-of-the-ib-consultant" >Role of the IB consultant</a></li><li ><a href="https://www.thinkib.net/leadership/page/23592/tips-for-authorization" >Tips for authorization</a></li><li ><a href="https://www.thinkib.net/leadership/page/21310/verification-visit" >Verification Visit</a></li><li ><a href="https://www.thinkib.net/leadership/page/21448/writing-an-action-plan" >Writing an action plan</a></li><li ><a href="https://www.thinkib.net/leadership/page/31839/authorization-ib-workshops-2020" >Authorization - IB Workshops 2020</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20970/what-is-ib-evaluation" class="father">What is IB Evaluation?</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/42105/your-ib-evaluation-guide-for-staff" >Your IB evaluation guide for staff</a></li><li ><a href="https://www.thinkib.net/leadership/page/32335/new-evaluation-from-september-2021" >New evaluation from September 2021</a></li><li ><a href="https://www.thinkib.net/leadership/page/32087/whats-new-about-ib-evaluation" >What's new about IB evaluation?</a></li><li ><a href="https://www.thinkib.net/leadership/page/36723/ib-evaluation-2020-key-terms" >IB Evaluation 2020 - Key Terms</a></li><li ><a href="https://www.thinkib.net/leadership/page/36737/writing-your-school-profile" >Writing your school profile</a></li><li ><a href="https://www.thinkib.net/leadership/page/37570/2021-ib-evaluation-crib-sheet" >2021 IB Evaluation Crib Sheet</a></li><li ><a href="https://www.thinkib.net/leadership/page/40934/writing-your-school-profile" >Writing your school profile</a></li><li ><a href="https://www.thinkib.net/leadership/page/36724/how-do-we-plan-for-programme-evaluation" >How do we plan for programme evaluation?</a></li><li ><a href="https://www.thinkib.net/leadership/page/36814/how-do-we-carry-out-professional-inquiry" >How do we carry out professional inquiry?</a></li><li ><a href="https://www.thinkib.net/leadership/page/45599/how-professional-inquiry-supports-programme-development-planning" >How professional inquiry supports programme development planning</a></li><li ><a href="https://www.thinkib.net/leadership/page/31289/programme-development-plan-pdp" >Programme Development Plan (PDP)</a></li><li ><a href="https://www.thinkib.net/leadership/page/36722/who-will-evaluate-your-school" >Who will evaluate your school?</a></li><li ><a href="https://www.thinkib.net/leadership/page/28651/evaluation-visit-the-interviews" >Evaluation Visit - The Interviews</a></li><li ><a href="https://www.thinkib.net/leadership/page/31861/ib-workshops-focused-on-evaluation" >IB workshops focused on evaluation</a></li><li ><a href="https://www.thinkib.net/leadership/page/41884/evaluation-resources-for-the-new-evaluation" >Evaluation - resources for the new evaluation</a></li><li ><a href="https://www.thinkib.net/leadership/page/28194/multi-programme-visit" >Multi-Programme Visit</a></li><li ><a href="https://www.thinkib.net/leadership/page/25795/synchronized-evaluation-visit" >Synchronized Evaluation Visit</a></li><li ><a href="https://www.thinkib.net/leadership/page/45234/writing-the-evaluation-report" >Writing the evaluation report</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/35040/virtual-verification-evaluation-visits" >Virtual Verification & Evaluation Visits</a></li></ul></li></ul></nav>
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<style>#userbox > a {margin-bottom: 4px;}</style><script>function managebacPopup(){return window.open("https://accounts.faria.org/oauth/authorize?response_type=code&client_id=RJ2txYSqkbXku1EsLPXiEzKf8kpmgkeKarpSf2eW1GM&redirect_uri=https://www.thinkib.net/mb/callback&scope=openid+email&state=6de4db75fa15068a&display=popup","ManageBac Login","width=1000,height=750"),$("#modal-login").modal("hide"),setLoginLocation("global"),!1}function managebacChinaPopup(){return window.open("https://accounts.managebac.cn/oauth/authorize?response_type=code&client_id=28KPAhfeYrEQHe88mpP5G62feOQ7r2kJkplc3mmJZfg&redirect_uri=https://www.thinkib.net/mb/callback&scope=openid+email&state=6de4db75fa15068a&display=popup","ManageBac Login","width=1000,height=750"),$("#modal-login").modal("hide"),setLoginLocation("china"),!1}function managebacRefresh(){location.reload()}function setLoginLocation(e){var o="https://www.thinkib.net/mb/callback".replace("callback","");$.get(o+e+"-login")}</script><nav id="sidemenu" class="side-nav"><div class="header"><span style="color: #fff;"><a href="https://www.thinkib.net/leadership/page/21808/ib-atls">IB ATLs</a></span><span id="sidetreecontrol"><a title="Collapse all" rel="collapse" href="#"><i class="fa fa-minus-circle"></i></a> <a title="Expand all" rel="expand" href="#"><i class="fa fa-plus-circle"></i></a></span></div><ul class="level-0 always-expanded"><li class="" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/22888/atl-working-with-staff" title="ATL - Working with staff">ATL - Working with staff</a></li><li class="" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/27371/establishing-an-atl-culture" title="Establishing an ATL culture">Establishing an ATL culture</a></li><li class="" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/26572/atl-toolkit" title="ATL Toolkit">ATL Toolkit</a></li><li class=" parent" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21002/ib-approaches-to-teaching" title="IB Approaches to Teaching">IB Approaches to Teaching</a></li><ul class="level-1 "><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21436/teaching-is-based-on-inquiry" title="Teaching is based on inquiry">Teaching is based on inquiry</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/36375/what-is-inquiry-based-learning" title="WHAT is inquiry-based learning?">WHAT is inquiry-based learning?</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/37527/models-of-inquiry-based-learning" title="Models of inquiry based learning">Models of inquiry based learning</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/36377/how-do-we-nurture-inquiry" title="HOW do we nurture inquiry?">HOW do we nurture inquiry?</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21404/which-inquiry-strategies-to-use-role-of-questions" title="WHICH inquiry strategies to use - role of questions">WHICH inquiry strategies to use - role of questions</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/22563/exciting-curiosity-creativity-and-passion" title="Exciting curiosity, creativity and passion">Exciting curiosity, creativity and passion</a></li></ul><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21609/teaching-is-focused-on-conceptual-understanding" title="Teaching is focused on conceptual understanding">Teaching is focused on conceptual understanding</a></li><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/36730/teaching-is-developed-in-local-and-global-context" title="Teaching is developed in local and global context">Teaching is developed in local and global context</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/22733/global-contexts" title="Global contexts">Global contexts</a></li></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21312/teaching-is-focused-on-effective-teamwork-and-collaboration" title="Teaching is focused on effective teamwork and collaboration">Teaching is focused on effective teamwork and collaboration</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/29170/research-the-how-to-collaborate" title="Research - the HOW TO collaborate">Research - the HOW TO collaborate</a></li></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/22877/teaching-is-differentiated" title="Teaching is differentiated">Teaching is differentiated</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/26100/how-do-we-differentiate" title="How do we differentiate?">How do we differentiate?</a></li></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21952/teaching-is-informed-by-assessment" title="Teaching is informed by assessment">Teaching is informed by assessment</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/27324/assessment-what-is-its-purpose" title="Assessment - what is its purpose?">Assessment - what is its purpose?</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/26447/grading" title="Grading">Grading</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/40782/rethinking-assessment" title="Rethinking Assessment">Rethinking Assessment</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/22782/self-assessment" title="Self-Assessment">Self-Assessment</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21953/case-studies" title="Case Studies">Case Studies</a></li></ul></ul><li class=" parent" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21320/ib-approaches-to-learning" title="IB Approaches to Learning">IB Approaches to Learning</a></li><ul class="level-1 "><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/31693/atl-skill-progression-how-to-plan-for-it" title="ATL skill progression - how to plan for it?">ATL skill progression - how to plan for it?</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/25966/how-well-do-you-know-your-children-individually" title="How well do you know your children - individually?">How well do you know your children - individually?</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/22804/which-skills-are-important" title="Which skills are important?">Which skills are important?</a></li><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/22932/ib-atl-social-skills" title="IB ATL: Social Skills">IB ATL: Social Skills</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/26078/how-do-we-teach-collaboration" title="How do we teach collaboration?">How do we teach collaboration?</a></li></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/22809/ib-atl-communication-skills" title="IB ATL: Communication Skills">IB ATL: Communication Skills</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/26646/communication-skills-resources" title="Communication skills - resources">Communication skills - resources</a></li></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/22772/ib-atl-self-management" title="IB ATL: Self-Management">IB ATL: Self-Management</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/26046/task-management" title="Task Management">Task Management</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/25773/time-management" title="Time Management">Time Management</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/24988/mindfulness" title="Mindfulness">Mindfulness</a></li><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/25740/resilience" title="Resilience">Resilience</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/25934/examples-of-resilience-and-perseverance" title="Examples of resilience and perseverance">Examples of resilience and perseverance</a></li></ul><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/25732/self-motivation" title="Self-Motivation">Self-Motivation</a></li></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/22829/ib-atl-research-skills" title="IB ATL: Research Skills">IB ATL: Research Skills</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/25849/crib-sheet-how-to-evaluate-sources" title="Crib Sheet: How to evaluate sources">Crib Sheet: How to evaluate sources</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/25853/pre-research-planner" title="Pre-research planner">Pre-research planner</a></li></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/22813/ib-atl-thinking-skills" title="IB ATL: Thinking Skills">IB ATL: Thinking Skills</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/25608/critical-thinking" title="Critical thinking">Critical thinking</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/25365/how-to-teach-thinking-skills" title="How to teach thinking skills">How to teach thinking skills</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/25605/metacognition" title="Metacognition">Metacognition</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/25073/reflection" title="Reflection">Reflection</a></li></ul></ul></ul></nav></div><!-- /#left-column-->
<div id="main-column" class="span9"><article id="main-article"><a id="exit-fs" title="Exit presentation mode" href="#" onclick="return false;"><i class="fa fa-arrows-alt"></i></a><ul class="page-actions no-print stacked nav nav-list visible-desktop"><li><a class="presentation" href="#" onclick="return false;"><i class="fa fa-desktop"></i><span>Presentation mode</span></a></li><li><a class="print-section-blog" href="#" onclick="return false;"><i class="fa fa-print"></i><span>Print this page</span></a></li><li><a class="personal-notes" href="#" onclick="return false;"><i class="fa fa-file-text"></i><span>Personal notes</span></a></li><li class="dropdown"><a class="dropdown-toggle" data-toggle="dropdown" data-target="#" href="#"><i class="fa fa-share-alt"></i><span>Share this page</span></a><ul class="dropdown-menu" role="menu"><li><a class="" target="_blank" title="Share on Twitter" href="https://twitter.com/share?text=%22IB+ATLs%22+-+via+%40InThinker+%23leadership%0A&url=https%3A%2F%2Fwww.thinkib.net%2Fleadership%2Fpage%2F21808%2Fib-atls"><i class="fa fa-twitter-square"></i><span>Twitter</span></a></li><li><a class="" target="_blank" title="Share on Facebook" href="https://www.facebook.com/sharer.php?u=https%3A%2F%2Fwww.thinkib.net%2Fleadership%2Fpage%2F21808%2Fib-atls&t=IB+ATLs"><i class="fa fa-facebook-square"></i><span>Facebook</span></a></li><li><a class="" href="http://www.linkedin.com/shareArticle?mini=true&url=https%3A%2F%2Fwww.thinkib.net%2Fleadership%2Fpage%2F21808%2Fib-atls"><i class="fa fa-linkedin-square"></i><span>LinkedIn</span></a></li><li><a class="" href="https://plus.google.com/share?url=https%3A%2F%2Fwww.thinkib.net%2Fleadership%2Fpage%2F21808%2Fib-atls"><i class="fa fa-google-plus-square"></i><span>Google +</span></a></li><li><a class="" href="mailto:?subject=IB ATLs&body=If the individual IB subject guides inform us about what to teach and learn the Approaches to Teaching and Learning Guide describes how to.This page is designed to help you understand the nature of the IB approaches to teaching...%0Ahttps%3A%2F%2Fwww.thinkib.net%2Fleadership%2Fpage%2F21808%2Fib-atls"><i class="fa fa-envelope"></i><span>Email</span></a></li></ul></li><li><a class="" href="leadership/teaching-materials"><i class="fa fa-puzzle-piece colored"></i><span>Teaching materials</span></a></li></ul><div class="page-actions no-print navbar inline hidden-desktop"><div class="navbar-inner"><ul class="nav"><li><a class="presentation" href="#" onclick="return false;"><i class="fa fa-desktop"></i></a></li><li><a class="print-section-blog" href="#" onclick="return false;"><i class="fa fa-print"></i></a></li><li><a class="personal-notes" href="#" onclick="return false;"><i class="fa fa-file-text"></i></a></li><li class="dropdown"><a class="dropdown-toggle" data-toggle="dropdown" data-target="#" href="#"><i class="fa fa-share-alt"></i></a><ul class="dropdown-menu" role="menu"><li><a class="" target="_blank" title="Share on Twitter" href="https://twitter.com/share?text=%22IB+ATLs%22+-+via+%40InThinker+%23leadership%0A&url=https%3A%2F%2Fwww.thinkib.net%2Fleadership%2Fpage%2F21808%2Fib-atls"><i class="fa fa-twitter-square"></i><span>Twitter</span></a></li><li><a class="" target="_blank" title="Share on Facebook" href="https://www.facebook.com/sharer.php?u=https%3A%2F%2Fwww.thinkib.net%2Fleadership%2Fpage%2F21808%2Fib-atls&t=IB+ATLs"><i class="fa fa-facebook-square"></i><span>Facebook</span></a></li><li><a class="" href="http://www.linkedin.com/shareArticle?mini=true&url=https%3A%2F%2Fwww.thinkib.net%2Fleadership%2Fpage%2F21808%2Fib-atls"><i class="fa fa-linkedin-square"></i><span>LinkedIn</span></a></li><li><a class="" href="https://plus.google.com/share?url=https%3A%2F%2Fwww.thinkib.net%2Fleadership%2Fpage%2F21808%2Fib-atls"><i class="fa fa-google-plus-square"></i><span>Google +</span></a></li><li><a class="" href="mailto:?subject=IB ATLs&body=If the individual IB subject guides inform us about what to teach and learn the Approaches to Teaching and Learning Guide describes how to.This page is designed to help you understand the nature of the IB approaches to teaching...%0Ahttps%3A%2F%2Fwww.thinkib.net%2Fleadership%2Fpage%2F21808%2Fib-atls"><i class="fa fa-envelope"></i><span>Email</span></a></li></ul></li><li><a class="" href="leadership/teaching-materials"><i class="fa fa-puzzle-piece colored"></i></a></li></ul></div></div><h1 class="section-title">IB ATLs</h1><ul class="breadcrumb"><li><a title="Home" href="https://www.thinkib.net/leadership"><i class="fa fa-home"></i></a><span class="divider"><i class="fa fa-chevron-right"></i></span></li><li><span>IB ATLs</span></li></ul><div id="std-sidebox-task-added-msg"></div><section id="main-content"><h4><img alt="" src="/media/ib/leadership/pedagogical-leadership/dr-seuss.jpg" style="float: left; width: 300px; height: 155px;" />How do we help students learn?</h4><p>If the individual IB subject guides inform us about <strong>what</strong> to teach and learn the <em>Approaches to Teaching and Learning Guide</em> describes <strong>how</strong> to.</p><p>This page is designed to help you understand the nature of the IB approaches to teaching and learning, focus on some of the details and think about how it can be used. There is a web section linked to the IB approaches to teaching and learning documents on the OCC. I do recommend that you visit and have a read.</p><p>The following pages (on approaches to learning and approaches to teaching) have been designed in the form of workshops you can use with staff.</p><hr class="hidden" /><h3>Professional inquiry</h3><ul class="branded"><li><span style="display: inline !important; float: none; background-color: rgb(255, 255, 255); color: rgb(55, 58, 60); font-family: -apple-system,BlinkMacSystemFont,"Segoe UI",Roboto,"Helvetica Neue",Arial,sans-serif,"Apple Color Emoji","Segoe UI Emoji","Segoe UI Symbol"; font-size: 14.86px; font-style: normal; font-variant: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; -webkit-text-stroke-width: 0px; white-space: normal; word-spacing: 0px;">What are the written and unwritten rules of my school’s ATL culture? Why is it useful to consider this perspective? </span></li><li>What does the IB consider to be effective teaching and learning?</li><li>What are the essential elements of an IB approach?</li><li>How can the IB approaches to teaching and learning be reviewed, evaluated and improved?</li></ul><div class="panel panel-turquoise panel-has-colored-body panel-has-border"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Skills - they are so important</p></div></div><div class="panel-body"><div><p>This is a great little video demonstrating high level skills - I use it to start a discussion about the importance of skills.</p><p>What are you this skilled at?</p><p>What would you like to be this skilled at?</p><p><iframe allowfullscreen="" frameborder="0" height="550" src="//www.youtube.com/embed/lsFZwxW6_JQ" width="780"></iframe></p></div></div><div class="panel-footer"><div></div></div></div><h3>Aims</h3><div class="yellowBg"><p>Read the following aims of approaches to teaching and learning. Which is/are the most powerful? Which challenge you the most?</p><ul class="branded"><li>empower teachers as teachers of learners as well as teachers of content</li><li>empower teachers to create clearer strategies for facilitating learning experiences in which students are more meaningfully engaged in structured inquiry and greater critical and creative thinking</li><li>promote both the aims of individual subjects (making them more than course aspirations) and linking previously isolated knowledge (concurrency of learning)</li><li>encouraged students to develop an explicit variety of skills that will equip them to continue to be actively engaged in learning after they leave school, to help them not only obtain university admission through better grades but also prepare them for success during tertiary education and beyond</li><li>enhance further the coherence and relevance of the students' Diploma Programme experience</li><li>allow schools to identify the distinctive nature of an IB Diploma Programme education, with its blend of idealism and practicality.</li></ul><p><em>(Quoted in Extended Essay Guide 2017, IB, p19)</em></p></div><h3>What are IB approaches to teaching and learning?</h3><p style="text-align: center;"><span style="font-family:comic sans ms,cursive;"><em>“ATL can often provide the common ground between national programmes, IB and a range of qualifications.” (Sara Woodcock, IBEN workshop leader)</em></span></p><p style="text-align: center;"><em>“An IB education places particular emphasis on “learning how to learn” and on developing attitudes towards learning which students will retain throughout their lives. The opportunity for “learning by doing” rather than “learning by receiving” is an integral element. This begins in the Primary Years Programme where students are actively involved in inquiry and continues through to the Diploma Programme where, for example, students practise the arts rather than learn about them, where mathematical investigation is a key part of this subject and where during philosophy classes, students practice philosophical reasoning.” (Seefried, M., <a href="http://www.ibo.org/contentassets/7adb995cb97e43ed8216a173aa4bcffe/educating-hearts-and-minds-en.pdf">The IB, educating hearts and minds to meet the challenges of today’s world</a>, IBO, 2008)</em></p><p style="text-align: center;"><em>"What is of paramount importance in the pre-university stage is not what is learned but learning how to learn.... What matters is not the absorption and regurgitation either of fact or pre-digested interpretations of facts, but the development of powers of the mind or ways of thinking which can be applied to new situations and new presentations of facts as they arise." (</em>Alec Peterson; Peterson, A. 1972. The International Baccalaureate: An experiment in International Education. London. George Harrap</p><p>The Approaches to Teaching and Learning Guide describes what the IB believes is effective teaching and learning. I think it is a really clear guide and an excellent pedagogical think piece that provides a clearly articulated rationale for its approach to both teaching and learning. It is not intended as a box ticking exercise. Instead in the hands of teachers it could be a very helpful stimulus for discussion about the art of teaching and learning.</p><p>If you look at the Diploma Programme model Approaches to Teaching and Learning are drawn right around the Learner Profile. This illustrates the IB belief that if you teach explicitly through approaches to teaching and learning you can help students develop the attributes of the Learner Profile.These approaches also inform the new subject guides.</p><div class="row-fluid"><div class="span6"><p><a href="http://xmltwo.ibo.org/publications/DP/Group0/d_0_dpatl_gui_1502_1/static/dpatl/guide-approaches-to-teaching.html">Approaches</a><a href="http://xmltwo.ibo.org/publications/DP/Group0/d_0_dpatl_gui_1502_1/static/dpatl/guide-approaches-to-teaching.html"> to teaching </a>focus on the pedagogical principles that underpin the Diploma Programme (as well as all other IB programmes) and provides strategies for use in the classroom.</p><p><img alt="" src="/media/ib/leadership/pedagogical-leadership/atl4.jpg" style="width: 300px; height: 1072px;" /></p></div><div class="span6"><p><a href="http://xmltwo.ibo.org/publications/DP/Group0/d_0_dpatl_gui_1502_1/static/dpatl/guide-apr-to-learn.html">Approaches to learning</a> are all about the skills that students should develop. These skills provide a solid foundation for effective learning.They help students take responsibility for their own learning. <em><strong>Consider the time that is spent explicitly teaching the skills and students intentionally practicing and reflecting on them. </strong></em>There are five approaches to learning.</p><p style="text-align: center;"><img alt="" src="/media/ib/leadership/pedagogical-leadership/atl3.jpg" style="width: 300px; height: 904px;" /></p></div></div><h3><img alt="" src="/media/ib/leadership/pedagogical-leadership/atl1.jpg" style="float: right; width: 300px; height: 142px;" />Resources</h3><p>The IB have designed a good range of <a href="http://xmltwo.ibo.org/publications/DP/Group0/d_0_dpatl_gui_1502_1/static/dpatl/?IBVal=JL9660TNT1Q2E7FEZ5IG&CFID=1125637&CFTOKEN=74640615&jsessionid=bc30fc1a59c3f63382776c583c7621b5e71f">resources</a> to support teachers. They can be found on the Online Curriculum Centre.</p><ul class="branded"><li><a href="http://xmltwo.ibo.org/publications/DP/Group0/d_0_dpatl_gui_1502_1/static/dpatl/case-studies.html">Case Studies</a></li><li><a href="http://xmltwo.ibo.org/publications/DP/Group0/d_0_dpatl_gui_1502_1/static/dpatl/interviews.html">Interviews</a> with leading thinkers on approaches to teaching and learning</li><li><a href="http://xmltwo.ibo.org/publications/DP/Group0/d_0_dpatl_gui_1502_1/static/dpatl/videos.html">Videos</a> from classrooms around the world</li><li><a href="http://xmltwo.ibo.org/publications/DP/Group0/d_0_dpatl_gui_1502_1/static/dpatl/tools-unit-planners.html">Unit planners </a>The IB have provided a number of templates which you could consider using. It is important to note that these are not compulsory. Schools already have excellent practice. Whilst it is useful to reflect on these unit planners they are not intended to replace already existing excellent practice.However, they do provide some helpful guidance on what you may like to include:<br /><br />Approaches to Teaching: inquiry, key concepts (essential understandings), learning processes (including collaboration), differentiation, assessment (formative/summative)<br />Approaches to Learning: thinking, social, communication, self-management and research skills<br />TOK connections: personal and shared knowledge, ways of knowing, areas of knowledge, the knowledge framework<br />CAS connections<br />Professional reflection</li><li>Workshops: a range of workshops including a Category 3 workshop which allows participants to focus on implementation of the ATL in their own school context and/or provide opportunities to focus in depth on any one of the approaches.</li><li>Resource Materials:<br /><a href="http://www.taolearn.com/articles/article112.pdf">ATT in the IB Diploma: A literature review of teaching practices for effective teaching</a>, King, L. (2013)<br /><a href="http://www.taolearn.com/atl_resources/article156.pdf">ATL in the IB Diploma: A literature review of the key skills of effective learning</a>, King, L. (2013). The <em><strong>introduction</strong></em> (pages 1-5) makes the case for the importance of directly teaching learning skills: it leads to effective learning, a higher level of engagement in learning as well as developing skills students will need when they leave school (multiple studies are quoted within the educational and business spheres). The document then (pages 5-9) provides clear definitions of <em><strong>metacognitive, cognitive and effective skills</strong></em>: <em><strong>metacognitive skills</strong></em> focus on the executive function of thinking, namely the self-management of learning - planning, implementing and monitoring learning efforts; <em><strong>cognitive learning interventions</strong></em> focus on the development of specific skills necessary to facilitate the acquisition of knowledge or skill; <em><strong>affective skills </strong></em>are those connected with motivation, self-concept, emotional management and resilience. The remainder of the document takes each of the five IB DP approaches to learning skills, breaks each of these down into their composite skill set and provides strategies for their development within the curriculum. This is a really useful document to use alongside the official IB ATL Guide.<br /><a href="http://www.ibo.org/globalassets/publications/ib-research/approachestolearningeng.pdf">Approaches to Learning: Literature Review</a>, Na Li, IB research paper.</li><li><p><a href="https://sites.google.com/mnibschools.org/ib-matters/the-ib-approaches-to-learning-series?authuser=0">IB Matters </a>have published a series of eight podcasts to give you a coherent, sustainable, values aligned strategy to implement IB Approaches to Learning Skills in your school.</p></li></ul><div class="panel panel-has-footer" style="box-shadow: rgba(0, 34, 51, 0.3) 0px 10px 30px -15px; border-color: rgb(7, 103, 124);"><div class="panel-heading" style="background-color: rgb(7, 103, 124);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>An excellent (free) resource</p></div></div><div class="panel-body"><div><p><img alt="" src="/media/ib/leadership/pedagogical-leadership/global-competence-mark-treadwell.jpg" style="float: right; width: 300px; height: 382px;" />In <em>‘<a href="http://www.dropbox.com/s/gqibfo6nls6jo8e/Global%20Competence%2017%20June%202018.pdf?dl=0">Global Competence: building learner </a></em><a href="http://www.dropbox.com/s/gqibfo6nls6jo8e/Global%20Competence%2017%20June%202018.pdf?dl=0">capacity</a>’ Mark Treadwell defines competency as “a collection of enabling dispositions that collectively enables a learner to take increasing agency over their own personal behaviours and learning.” His excellent resource identifies six key competencies, many of which overlap with the IB Approaches to Learning.</p><p>The six competencies are:</p><ul class="branded"><li>Identity (Who; Me?)</li><li>Thinking and Questioning (Wondering)</li><li>Managing Self (Being Organised)</li><li>Collaboration (Learning Together)</li><li>Cultural Awareness (Celebrating Difference)</li><li>Communication (Being Human)</li></ul><p>Each competency consists of a collection of enabling capabilities and dispositions that collectively<strong> allow learners to take increasing ownership, agency and efficacy, over their learning and their interactions with each other</strong>. These capabilities and dispositions then serve as a set of capabilities that enable us to successfully navigate our increasingly complex lives. The competencies are a life-long ‘work in progress’ that we modify and develop depth in, over our lifetimes. Developing competence ensures that learners have the required capabilities to take increasing agency over their learning and that they also have the appropriate capabilities for the societies that they will engage with.</p><p>The competencies <strong>need to be taught explicitly</strong> and never assumed. The competencies must be encouraged every day until they become part of each learner’s culture and capability set.</p><div class="blueBg"><div><h4>You may find this document really helpful to ...</h4><ul class="branded"><li><strong>provide you with language taxonomies</strong> that provide a rich vocabulary for discussing each of the six competencies (pages 45-50).</li><li>give you a multitude of <strong>practical applications</strong>. I especially like the thinking and questioning prompts that build on Bloom’s taxonomy (pages 111-113).</li><li>develop rich <strong>conceptual frameworks</strong> for each of the competencies.</li><li>provide great links for extra resources – e.g. University of Kansas online course to develop cultural understanding.</li></ul></div></div><ul class="branded"></ul></div></div><div class="panel-footer" style="background-color: rgb(245, 249, 250);"><div></div></div></div><div class="panel panel-has-footer" style="box-shadow: rgba(0, 51, 34, 0.3) 0px 10px 30px -15px; border-color: rgb(30, 124, 106);"><div class="panel-heading" style="background-color: rgb(30, 124, 106);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>For reference</p></div></div><div class="panel-body"><div><p>Lance King,<a href="http://taolearn.com/wp-content/uploads/2017/08/article156.pdf"> ATL in the IB Diploma: a literature review of the key skills of effective learning</a> (May 2013)</p></div></div><div class="panel-footer" style="background-color: rgb(245, 250, 249);"><div><p>Lance King has his own website on <a href="https://www.taolearn.com/">The Art of Learning</a>. It contains a wealth of useful resources. In the following video he sets the context for teaching ATL skills - it is a useful starting place. Do not forget that as far as the IB are concerned we <strong>ACQUAINT</strong> students with the ATL skills in PYP, teach for them to <strong>ACQUIRE</strong> them during the years of MYP, and encourage students to <strong>APPLY</strong> them in DP.</p><p><iframe allowfullscreen="" frameborder="0" height="500" scrolling="no" src="//www.youtube.com/embed/M0vSYyxbuo8" width="780"></iframe></p></div></div></div><h2>Selected Pages</h2><div id="selected-pages"><div class="blog-list"><div class="row-fluid"><div class="span6"><div class="selected-box">
<a title="IB ATL: Thinking Skills" href="leadership/page/22813/ib-atl-thinking-skills"><img src="https://teacher-sites-storage-thumbnails.inthinking.net/ib/leadership/pedagogical-leadership/thinking-skills.jpg" class="thumb thumb128" /></a>
<h3 class="blog-list-title">
<a href="leadership/page/22813/ib-atl-thinking-skills">IB ATL: Thinking Skills</a>
<span class="details pull-right">28 November 2022 <i class="fa fa-calendar"></i></span>
</h3>
<p>'Thinkers' is one of the IB learner profile attributes. It is defined "in terms of exercising initiative in applying thinking...<br /><a class="font-normal pull-right" href="leadership/page/22813/ib-atl-thinking-skills">more <i class="fa fa-arrow-circle-right"></i></a></p>
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<a href="leadership/page/22888/atl-working-with-staff">ATL - Working with staff</a>
<span class="details pull-right">30 August 2022 <i class="fa fa-calendar"></i></span>
</h3>
<p>Whilst the IB approaches to teaching and learning are central to IB pedagogy they may not be foremost in the minds of colleagues...<br /><a class="font-normal pull-right" href="leadership/page/22888/atl-working-with-staff">more <i class="fa fa-arrow-circle-right"></i></a></p>
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<a title="Which skills are important?" href="leadership/page/22804/which-skills-are-important"><img src="https://teacher-sites-storage-thumbnails.inthinking.net/ib/leadership/pedagogical-leadership/skills1.jpg" class="thumb thumb128" /></a>
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<a href="leadership/page/22804/which-skills-are-important">Which skills are important?</a>
<span class="details pull-right">11 August 2022 <i class="fa fa-calendar"></i></span>
</h3>
<p>"How are we preparing students for their future rather than our past?" This is a question that Daniel Pink asks in A Whole...<br /><a class="font-normal pull-right" href="leadership/page/22804/which-skills-are-important">more <i class="fa fa-arrow-circle-right"></i></a></p>
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<a href="leadership/page/25073/reflection">Reflection</a>
<span class="details pull-right">26 May 2022 <i class="fa fa-calendar"></i></span>
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<p>Reflection is not an extra activity but a different way of learning.A simple definition of reflective practice is to think...<br /><a class="font-normal pull-right" href="leadership/page/25073/reflection">more <i class="fa fa-arrow-circle-right"></i></a></p>
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<a title="ATL Toolkit" href="leadership/page/26572/atl-toolkit"><img src="https://teacher-sites-storage-thumbnails.inthinking.net/ib/leadership/pedagogical-leadership/toolkit.jpg" class="thumb thumb128" /></a>
<h3 class="blog-list-title">
<a href="leadership/page/26572/atl-toolkit">ATL Toolkit</a>
<span class="details pull-right">26 May 2022 <i class="fa fa-calendar"></i></span>
</h3>
<p>An ATL toolkit serves two key functions: (a) it creates a consistent school culture around teaching and learning - by culture...<br /><a class="font-normal pull-right" href="leadership/page/26572/atl-toolkit">more <i class="fa fa-arrow-circle-right"></i></a></p>
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<a title="IB ATL: Communication Skills" href="leadership/page/22809/ib-atl-communication-skills"><img src="https://teacher-sites-storage-thumbnails.inthinking.net/ib/leadership/pedagogical-leadership/communication6.jpg" class="thumb thumb128" /></a>
<h3 class="blog-list-title">
<a href="leadership/page/22809/ib-atl-communication-skills">IB ATL: Communication Skills</a>
<span class="details pull-right">19 March 2022 <i class="fa fa-calendar"></i></span>
</h3>
<p>'Communicators' is one of the IB Learner Profile attributes. It is defined in terms of expressing ourselves confidently...<br /><a class="font-normal pull-right" href="leadership/page/22809/ib-atl-communication-skills">more <i class="fa fa-arrow-circle-right"></i></a></p>
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