Trondheim International School Spread Sheet
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Select approriate level:
COGNITIVE SKILLS AFFECTIVE SKILLS
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Introduce (I) / Practice (P) / Master (M)
Define MasteryDescribe one practice exercise that any teacher could use to get students to practise this skill in any subject lessonDescribe any opportunities for highlighting, reinforcment or direct teaching of these skills
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CLUSTER
ATL SKILL PRACTICE
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Communication
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1. Communication
How can students communicate effectively?
1.1 Interactive skills - exchanging thoughts, messages and information effectively through interaction
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a.  Give and receive meaningful feedback
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b. Use intercultural understanding to interpret communication
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c. Use a variety of speaking techniques to communicate with a variety of audiences
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d. Use appropriate forms of writing for different purposes and audiences
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e.  Use a variety of media to communicate with a range of audiences
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f. Interpret and use effectively modes of non-verbal communication
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g.  Negotiate ideas and knowledge with peers and teachers
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h.  Participate in, and contribute to, digital social media networks
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i. Collaborate with peers and experts using a variety of digital environments and media
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j.  Share ideas with multiple audiences using a variety of digital environments and media
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1.2 Language skills - reading, writing and using language to gather and communicate information
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a.  Read critically and for comprehension L.A. Introductory: Can answer comprehension questions in instruction language Practice: Can answer comprehension questions in language of instruction and target language Master:They read texts to summarise and paraphrase in oral or written texts.
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b. Read a variety of sources for information and for pleasure
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c.  Make inferences and draw conclusions
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d. Use and interpret a range of discipline-specific terms and symbols
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e. Write for different purposes
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f.   Understand and use mathematical notation
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g.  Paraphrase accurately and concisely
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h. Preview and skim texts to build understanding x
L.A: I & P: guided activities to work with the texts. M:the student can use the techniques learned ot work with texts independently
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i.   Take effective notes in class XxZx
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j.   Make effective summary notes for studying xxxox
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k.  Use a variety of organizers for academic writing tasks
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l.   Find information for disciplinary and interdisciplinary inquiries, using a variety of media
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m. Organize and depict information logically
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n. Structure information in summaries, essays and reports
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Social
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2. Collaboration Skills
How can students collaborate?
Working effectively with others
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a.  Use social media networks appropriately to build and develop relationships
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b. Practice empathy
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c.  Delegate and share responsibility for decision-making
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d. Help others to succeed
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e. Take responsibility for one’s own actions 3rdIPPPPPPPPPPMMx, X, x,o, xxxxxIndividuals are aware and able to explain their actions and the impact that each action has on others - consequently they are able to make amendments to their behaviour. In each subject the teachers should ask the students to: - Make a list of the responsabilities that each student believes that she,he has regarding that subject, describe the action to be taken regarding each responsibility on the list (how does it look like when I am acting responsibly regarding...) and describe the consequence of not acting responsibly (what can happen if I dont take the correct action).
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f. Manage and resolve conflicts and work collaboratively in teams 2ndIPPPPPPPPPPMMx, X, x, X,x,o, xxIndividuals are able to listen, communicate, negotiate,compromise, understand other perspectives and acept them in order to work with others
1. Identify point of conflict
2. Describe the perspectives that are not meeting
3. Describe the emotional responses to the different perspectives
4. Identify the commonalities in those perspectives
5. negotiate and compromise regarding the outcome to take, using the commonalities
6. Review the process
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g. Build consensus 8thIPPPPPpPPPPMxxxx
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h.  Make fair and equitable decisions 10thIPPPPPPMMMMMMX, X, x,zxStudents can make fair decisions taking other students' perspectives into consideration and can look beyond individual sympathies and antipathies to ensure effective and equitable collaboration.

Resources allocation;
Students are presented with a resource that they have to decide on how to use by taking needs and wants of the group into consideration so it results in a fair and equitable decision.
Examples:
- class trip (destination, budget, purpose...)
- play time (games, grouping, toys....)
- classroom purchase (purpose, budget, needs...)
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i.  Listen actively to other perspectives and ideas 1stIIPPPPPPMM MMMx, X,xx,oxxxxMastery occurs when student can maintain eye contact, note body language and other non-verbal communication cues, along with verbal communication. Student must be able to paraphrase, and give feedback to show understanding. Student can also listen to the emotional undercurrent or the motive behind the communication.As routine practice, teachers within all subjects should implement the following procedure, whenever they feel that it is important for students to practice that skil - or at least once per lesson (Example: Think, pair, share). Procedure questions: - What have I just heard? (paraphrase) - My understanding of what I heard? (main point or feeling regarding what was said) - My opinion, feeling or point of view (feed-back)
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j. Negotiate effectively x, xx,o
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k.  Encourage others to contribute 4th xx, x, Xx
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l. Exercise leadership and take on a variety of roles within groups
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m. Give and receive meaningful feedback
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n. Advocate for one’s own rights and needs
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Self-Management
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3. Organization skills
How can students demonstrate organizational skills?
Managing time and tasks effectively
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a. Plan short- and long-term assignments; meet deadlines5th IPPPPMMxx,oxxzStudents autonomusly break tasks into smaller parts. Each task has set deadline. Students utilise their plans to reach deadlines.Introduce task. Students record the goal of the task in their own words. Students breaks the task onto smaller sub-tasks(steps). Students record a goal completion date (or time) for each step. At the conclusion of each lesson, students record the actual completion date of the relavant step. If the goal is not completed on the decided date, the incomplete step must be completed as homework. NOTE: PYP use a graphic organiser https://docs.google.com/document/d/1F-gnbWpgJA9lKO28zk_21ccMDYuuL5lI2VQLa-3x7WI/edit . MYP can use google calendar, mobile phone or graphic organiser https://drive.google.com/a/this.no/file/d/0B6RjVHnpSs_Ha21JNVM3OGtWTTA/view?usp=sharing.
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b.  Create plans to prepare for summative assessments (examinations and performances) xx
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c. Keep and use a weekly planner for assignments xx
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d. Set goals that are challenging and realistic 6thIPPPPPPPPMMx, X,x,ox,zTo introduce this skill we will present a number of tasks in a given topic/subject; each task at a different level of difficulty. The teacher will begin by explaining the skill and why it is useful to be able to set your own goals that are suitable for your own level. Once the student has chosen their level and completed the task, they then share their experience - and articulate whether they chose the right level. The teacher can ask questions such as "did anyone chose a level that was too difficult" "how did that make you feel"?
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e.  Plan strategies and take action to achieve personal and academic goals x x, x,oxx
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f.  Bring necessary equipment and supplies to class 7thIIPPPPPMMMMx, x,xxStudents are aware of what supplies they need, when they need them and have strategies in place to remember these. Lack of supplies should not hinder students´ participation.Teacher outlines activity/ task - students must decide what supplies are needed; create task lists including equipment needed/ when it will be needed; can be applied to any activity: preparing for playtime, lunch, class trips, WW etc.
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g. Keep an organized and logical system of information files/notebooks xxx
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h.  Use appropriate strategies for organizing complex information 9thIPPPPPPx, X,o,Zx1. the students need to remember and learn two or three learning strategies to organize complex information. 2. they need to be able to argue and explain their choice of learning strategy for specific tasks/ using it in class.When they have learnt different strategies they can try them out. 1. have a list of known strategies to choose from. 2. The teacher will introduce a topic and the student need to choose their first strategy. 3. the teacher will introduce a new topic or more information from the same topic and the student have to choose a new strategy. 4. After trying out two strategies they will share their experience with a small group or in class. This is something all the subject teachers will do.
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j. Understand and use sensory learning preferences (learning styles)
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j.  Select and use technology effectively and productively
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4. Affective skills
How can students manage their own state of mind?
Managing state of mind
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4.1   Mindfulness
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a. Practise focus and concentration
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b. Practise strategies to develop mental focus
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c.  Practise strategies to overcome distractions
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d. Practise being aware of body–mind connections
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4.2 Perseverance
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a.  Demonstrate persistence and perseverance
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b.  Practise delaying gratification
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4.3 Emotional Management
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a. Practise strategies to overcome impulsiveness and anger
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b. Practise strategies to prevent and eliminate bullying
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c.  Practise strategies to reduce stress and anxiety
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4.4 Self-Motivation
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a.  Practise analysis and accurate attribution of causes for failure
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b. Practise managing self-talk
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c.  Practise positive thinking
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4.5 Resilience
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a.  Practise “bouncing back” after adversity, mistakes and failures
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b. Practise “failing well”
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c.  Practise dealing with disappointment and unmet expectations
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d. Practise dealing with change
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5. Reflection Skills
How can students be reflective?
(Re-)considering the process of learning; choosing and using ATL skills
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a.  Develop new skills, techniques and strategies for effective learning ML.A.: use these techniques effectively and being able to explain why/how they are useful
Be aware of which skills help you learn and apply them
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b. Identify strengths and weaknesses of personal learning strategies (self-assessment)
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c.  Demonstrate flexibility in the selection and use of learning strategies
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d. Try new ATL skills and evaluate their effectiveness
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e. Consider content
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   i.   What did I learn about today?
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ii.   What don’t I yet understand?
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iii.   What questions do I have now?
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f.   Consider ATL skills development
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   i.   What can I already do?
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ii.   How can I share my skills to help peers who need more practice?
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iii.  What will I work on next?
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g.  Consider personal learning strategies
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   i.   What can I do to become a more efficient and effective learner?
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ii.   How can I become more flexible in my choice of learning strategies?
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iii.  What factors are important for helping me learn well?
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