Module 5
This module will focus the Approaches to Learning (ATL) in the IB. The ATL skills are similar to the Ontario Ministry of Education Learning Skills, however, they are grouped differently and do not focus on exactly the same things.
The ATL skills are a required part of every unit planner - identifying exactly which ATL skills will be the focus of a particular unit as well as how they will be taught and assessed. This is to ensure that the teaching and assessing of these skills are done explicitly and with intent and that careful consideration is given as to when best to focus on the development of each skill. Too often we hear educators saying, "Oh but I do that every day in my classroom", which is probably true, but without making that practice explicit we have no way to map out a plan for ensuring balance and growth for students.
Please read the online sources and consider how we can assess the skills identified in the Approaches to Learning. For a comprehensive explanation of the Approaches to Learning we are going to refer to some of the IB online tools available through the Programme Resource Centre (see Announcements for info on accessing the PRC).
The ATL skills cross all the IB programmes. For this course you will review the DP area of the PRC:
Here you will find examples of explicit lesson ideas for the ATLs.
Review the online resources found in the PRC within the DP section --> Teaching and Learning --> DP Approaches to Teaching and Learning website. Here you will find videos, sample planners and reflection tools for the ATLs.
https://xmltwo.ibo.org/publications/DP/Group0/d_0_dpatl_gui_1502_1/static/dpatl/
After reviewing these resources your task is to identify a particular unit or lesson that you teach (or could teach) and align it with a specific ATL and skill/outcome addressed within that ATL. Explain how the ATL would be addressed through a specific unit or lesson, how you would teach explicitly the expectations within that skill and develop a tool with criteria for how you would assess the student's demonstration of that skill and give them feedback. Please review the Syllabus for specific success criteria as well as the assessment rubric.
Post your description/explanation of the task and tool in the discussion board for this module by Friday, July 4th
Give specific feedback to one other person using the Ladder of Feedback where you 1) value something in their post, 2) ask for clarification, and 3) make a suggestion. Feedback should be given by end of day Sunday, July 6th Please use the ATL reply for it.
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Discussion Post:
After reviewing the resources your task is to develop an assessment activity related to one of the ATLs for your programme (DP). You will:
1. Identify a particular unit or lesson that you teach (or could teach):
explain your grade level/subject and unit/ topic/overall and specific expectations from appropriate curriculum guidelines (your national curriculum)
provide a brief explanation of the activity and any prior learning that has taken place- enough information to give the reader a solid understanding of what you are planning
2. Align it with a specific ATL category and sub-skill (e.g. Thinking Skills - Creative Thinking Skills (generating novel ideas and considering new perspectives)
3. Provide learning goals and success criteria in relation to the chosen ATL
4. Explain how the ATL would be addressed through a specific unit or lesson, that is how you would explicitly teach the expectations within that skill.
5. Provide complete details of the assessment activity;
6. Develop a tool for assessing the student's demonstration of that skill and for giving them feedback.
7. Include the assessment tool that will be used (scale, checklist, rubric, etc.) and the assessment methods or strategies (self-assessment, peer assessment, observation, conference, etc.) if applicable.
Post here your work here by Friday, July 4th.
NOTE: The instructor has not completely unveiled the expectations through the assignment/content themselves, they are utilizing the course outline/syllabus as a vehicle to convey further expectations outside of the basic documented ideas provided formally. These have been documented in dark blue (criteria) and italics (my response) here,
Description of the task:
The task being introduced here is a 3-way venn diagram
Description of how the ATL will be assessed; using which assessment tool
Students organize issue-based evidence across three sources using a 3-way Venn diagram
explanation of how the students will receive feedback
Students will receive feedback in conference/conversation with the teacher as the teacher collects and observes the work produced by each student. This conversation will allow the teacher to not only also observe student agency but align student topics to ensure that a wider net is not cast, bringing student collective mindsets as closely together in one topic as possible while also rooting out blind participation in a topic that students think is "easy".
explain your grade level/subject and unit/ topic/overall and specific expectations from appropriate curriculum guidelines
Subject: IBDP Language and Literature (A) ; ENG4U
Grade Level: Year 1 or 2
Overall Expectations (Ontario ENG4U Curriculum)
Reading and Literature Studies
1. Reading for Meaning: Read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning.
2. Understanding Form and Style: Recognize and assess the effectiveness of the stylistic elements and conventions used by writers to communicate meaning.
3. Reading With Critical Awareness: Use critical thinking skills to analyze and evaluate texts.
Writing
1. Developing and Organizing Content: Generate, gather, and organize ideas and information to write for an intended purpose and audience.
2. Using Knowledge of Form and Style: Write for different purposes and audiences using appropriate style, tone, and structure.
Research and Inquiry Skills
1. Exploring and Planning: Explore and refine topics for inquiry, develop research questions, and identify information needs.
2. Researching: Locate and select information relevant to the inquiry from a variety of sources.
3. Processing Information: Assess, record, organize, and synthesize information gathered through research.
4. Evaluating and Communicating: Reflect on and evaluate the research process, draw conclusions, and communicate findings appropriately.
Specific Expectations Aligned with the Lesson:
Reading and Literature Studies
1.3: Identify the most important ideas and supporting details in texts, with a focus on author’s tone, voice, and thematic concerns.
1.6: Extend understanding of texts by making meaningful connections between the ideas in them and students’ own experiences, the world, and other texts.
2.1: Identify the characteristics of literary texts, including structure, point of view, and voice.
3.1: Identify the perspectives and biases evident in texts and examine how they affect meaning.
Writing
1.1: Identify the topic, purpose, audience, and form for writing tasks.
1.3: Locate and select information to support ideas for writing using a variety of strategies and print/digital sources.
2.2: Establish a personal voice and an appropriate tone in their writing.
2.4: Write complete texts using a variety of organizational structures suited to the purpose and audience.
Research and Inquiry Skills
1.1: Identify a topic, issue, or inquiry question and formulate questions to guide research.
1.4: Identify a variety of sources relevant to the research inquiry.
2.1: Locate information sources, using appropriate research tools and technologies.
2.3: Evaluate the reliability, accuracy, and currency of information sources.
3.2: Record, sort, and organize information and ideas using appropriate forms and techniques.
4.1: Synthesize findings and develop an informed opinion or conclusion.
4.2: Use appropriate citation and documentation to acknowledge sources.
learning goals, success criteria (what are you looking for?) in relation to a specific ATL
Learning Objectives
By the end of this lesson, students will be able to:
Understand key themes and contextual background of The Beach by Alex Garland
Make thematic and issue-based comparisons across three spheres:
a) Their own community issue (mind map)
b) A Small Place by Jamaica Kincaid
c) The Beach by Alex Garland
Employ use of citations to resemble research conducted
Make an informed decision about which text and issue to study further
Submit a 100-word write-up justifying their choice
Success Criteria
Clear articulation of research in regards to the author of texts
Personal connection or interest described through topical choice
Analytical anticipation of how the author engages with the issue
Approx. 100 words Student can articulate ideas in their own words rather than purely paraphrasing or quoting what had been read
ATL Skills (Approaches to Learning)
Research: Author background, issue investigation, citations
Critical Thinking: Synthesis, comparison, perspective taking
Communication: Writing for purpose (social media and reflective writing)
Organization: Structuring comparative ideas visually and textually
Brief explanation of the activity and any prior learning that has taken place- enough information to give the reader a solid understanding of what you are planning
Students organize issue-based evidence across three sources using a 3-way Venn diagram. Students are connecting their understanding of an issue from within their own community as it connects to the issues introduced in Kincaid's A Small Place and Garland's The Beach. The students in the previous few lessons would have already started brainstorming and connecting to their community with regards to issues as they understand them within their community.
Complete details of the assessment activity; including an assessment type (scale, checklist, rubric etc.) peer and self-assessment methods if applicable
Venn Diagram (graphic organizer), utilizes a rubric provided to students that dictates the criteria they should include in order to reach their desired outcome. This venn-diagram is a 3 way incorporation of information that they observed from the introductions to both texts and the issues they explored within their own community. Using this venn-diagram students will be able to identify which text they feel more closely relates with their selected topic as a matter of reference for the rest of the inquiry unit.
Your assessment philosophy and how it relates to this assignment and how it relates to IB philosophies as well as to local Ministry policies such as Growing Success and Learning for All grade level/subject, course title/ strand or unit/ topic/overall and specific expectations from appropriate curriculum guidelines and relationship to IB program/course being taught
This 3-way venn-diagram is essentially a diagnostic tool that renders prior knowledge and allows students to receive feedback as well as utilize the graphic organizer to better plan their line of inquiry. The idea of incorporating the following texts all for students to make a choice in regards to the text observed through the unit. Students selecting a text on their own, allows for students to build topical agency as they pursue their line of inquiry through the unit. Students are using the text to provide insights and perspectives as they continue through the unit. Concepts investigated through the include, Identity, Communication and Perspective (Language A: language and literature guide, pp.28-29) . This is recognized through the demonstration of perspectives accounted for in the diagram, as na example. ATL Observerd through the unit are Organization, Thinking, Research, Self-Management, and Communication, wherein this assessment, students are organizing their observations and making a choice based on their understanding that will be communicated through a corresponding exit ticket. This assessment provides the teacher with context to the students' decision and allows an opportunity for the teacher to provide input in order to better support the student. This assessment is associated with a diagnostic/formative rubric (AFL/AAL) that corresponds with Growing Success' Achievement Chart Categories (Knowledge and Understanding; Communication; Application; and Thinking and Inquiry).
Specific reference to appropriate IB documentation;
References:
1. “Creativity, Activity and Service Guide for students graduating 2017 and after”. Peterson House, Wales.
2.“Language A: Language and Literature First Assessment 2021.” Peterson House, Wales.
3. Ritchhart, R., Church, M. & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. San Francisco, CA: Jossey-Bass. (p. 51-52)
4. IBO. (2016). Approaches to teaching and learning. ibo.org. Retrieved July 6, 2025, from https://xmltwo.ibo.org/publications/DP/Group0/d_0_dpatl_gui_1502_1/static/dpatl/guide-introduction.html
5. International Baccalaureate Organization (UK) Ltd. (2018). Diploma Programme Language A: Literature School-supported Self-taught Student Guide [E-copy].
6. International Baccalaureate Organization (UK) Ltd. (2019). Diploma Programme Language A: Language and Literature Guide (5th ed.) [E-copy].
7. International Baccalaureate Organization (UK) Ltd. (2018). Assessment Principles and Practices—Quality Assessments in a Digital age. International Baccalaureate Organization (UK) Ltd.
A final product designed to allow any IB teacher to take your assessment and to use it without major
preparation.
Please take a moment to review and rate my TPT product please, this would be greatly appreciated.
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Subject: IBDP Language and Literature (A)
Grade Level: Year 1 or 2
Lesson Duration: 75 minutes
Unit Stage: Tuning Phase (Inquiry-Based Learning)
Lesson Title: “Escape or Exposure? Comparing Perspectives of Place”
Inquiry Focus: How do different authors represent community issues, identity, and escapism in relation to place?
Here are the Ontario ENG4U (Grade 12 University English) curriculum expectations—both overall and specific—aligned with the key skills and learning goals in the Tuning Phase lesson plan for IBDP Language and Literature (A) titled:
“Escape or Exposure? Comparing Perspectives of Place”
Overall Expectations (Ontario ENG4U Curriculum)
Reading and Literature Studies
1. Reading for Meaning: Read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning.
2. Understanding Form and Style: Recognize and assess the effectiveness of the stylistic elements and conventions used by writers to communicate meaning.
3. Reading With Critical Awareness: Use critical thinking skills to analyze and evaluate texts.
Writing
1. Developing and Organizing Content: Generate, gather, and organize ideas and information to write for an intended purpose and audience.
2. Using Knowledge of Form and Style: Write for different purposes and audiences using appropriate style, tone, and structure.
Research and Inquiry Skills
1. Exploring and Planning: Explore and refine topics for inquiry, develop research questions, and identify information needs.
2. Researching: Locate and select information relevant to the inquiry from a variety of sources.
3. Processing Information: Assess, record, organize, and synthesize information gathered through research.
4. Evaluating and Communicating: Reflect on and evaluate the research process, draw conclusions, and communicate findings appropriately.
Specific Expectations Aligned with the Lesson:
Reading and Literature Studies
1.3: Identify the most important ideas and supporting details in texts, with a focus on author’s tone, voice, and thematic concerns.
1.6: Extend understanding of texts by making meaningful connections between the ideas in them and students’ own experiences, the world, and other texts.
2.1: Identify the characteristics of literary texts, including structure, point of view, and voice.
3.1: Identify the perspectives and biases evident in texts and examine how they affect meaning.
Writing
1.1: Identify the topic, purpose, audience, and form for writing tasks.
1.3: Locate and select information to support ideas for writing using a variety of strategies and print/digital sources.
2.2: Establish a personal voice and an appropriate tone in their writing.
2.4: Write complete texts using a variety of organizational structures suited to the purpose and audience.
Research and Inquiry Skills
1.1: Identify a topic, issue, or inquiry question and formulate questions to guide research.
1.4: Identify a variety of sources relevant to the research inquiry.
2.1: Locate information sources, using appropriate research tools and technologies.
2.3: Evaluate the reliability, accuracy, and currency of information sources.
3.2: Record, sort, and organize information and ideas using appropriate forms and techniques.
4.1: Synthesize findings and develop an informed opinion or conclusion.
4.2: Use appropriate citation and documentation to acknowledge sources.
How the Lesson Aligns to ENG4U Curriculum
(*)Lesson Activity (^)Curriculum Connection
(*) Intro to Garland’s The Beach
(^) Reading 1.3, 1.6, 2.1; builds understanding of tone, voice, and theme
(*) 3-Way Venn Diagram Comparison
(^) Reading 1.6, 3.1; Writing 1.1; critical thinking and cross-textual analysis
(*) Facebook Wall Task
(^) Writing 1.3, 2.2, 2.4; Research 2.1–2.3, 4.2; demonstrating tone, structure, citation
(*) Text/Issue Justification Write-Up
(^) Writing 1.1, 2.2, 2.4; Research 1.1, 4.1
(*) Sourcing Local Knowledge (Brainstorm)
(^) Research 1.4, 2.1, 2.3, 3.2; identifying real-world perspectives and epistemologies
(*) Exit Ticket Interview Proposal
(^) Research 1.1, 4.1; Writing 1.1, 2.2
----Emphasis on ATL Skill Alignment----
Research (ATL Skill)
Research and Inquiry – 1. Exploring and Planning; 2. Researching 1.1, 1.4, 2.1, 2.3
Students brainstorm potential community sources, begin considering real-world epistemologies, and research authors
Communication (ATL Skill)
Research and Inquiry – 4. Evaluating and Communicating 4.1, 4.2
Students summarize findings in justification and demonstrate MLA citation in the Facebook Wall task
Self-management (ATL Skill)
Research and Inquiry – 3. Processing Information 3.2
Students organize issue-based evidence across three sources using a 3-way Venn diagram
---Emphasis on Assessments Objectives Alignment----
AO1: Knowledge and understanding of texts and contexts
Reading & Literature Studies – Overall Expectations 1 & 2 1.3, 1.6, 2.1, 3.1
Students explore key themes in The Beach and A Small Place, analyze tone/potential bias, and relate to personal and community issues
AO2: Analysis of language, style, and structure
Reading & Literature Studies – 2. Understanding Form and Style 2.1, 3.1
Students topically examine Garland and Kincaid’s narrative styles, tone, symbolism, and representations of place
AO3: Understanding of the use of literary, linguistic, and visual devices
Reading & Literature Studies3. Reading With Critical Awareness 3.1 Through the Venn diagram and Facebook Wall task, students develop a brief understanding of how each author uses experience and tone to influence perception by the audience.
AO4: Organization and development of ideas in writing
Writing – 1. Developing and Organizing Content 1.1, 1.3 Students plan and draft a justification write-up articulating their chosen text and issue
AO5: Language use appropriate to purpose and audience
Writing – 2. Using Knowledge of Form and Style 2.2, 2.4 The Facebook Wall simulates social media voice; the justification requires a formal tone appropriate for academic writing
TPT: https://www.teacherspayteachers.com/Product/IBEC_Assessment-and-Evalution_Lesson-with-ATL-and-Assessment-in-Mind-13885921
Overall Task feedback by Dr. Cristina Pennington,
There's a lot of great stuff here ! You’ve designed a rich, flexible, and student-driven experience that clearly encourages deep thinking, text-to-world connections, and skill development across multiple domains. The use of the 3-way Venn diagram is not only a smart visual organizer but also a powerful entry point for students to synthesize ideas and explore multiple perspectives. )I've always found using visible thinking supports student creative thinking, I'm a big fan of the Frayer model myself). Framing this as a diagnostic tool during the tuning phase works especially well, giving students space to reflect, connect, and choose a line of inquiry that matters to them. That kind of agency is exactly what the DP strives for...One of the strongest aspects of this task is how it encourages real language learning within LL. The focus isn’t just on comprehension but on purposeful expression. Students are invited to compare voice, tone, and theme across complex texts and relate those ideas to personal or community-based issues. That blend of literary analysis and self-reflection is a fantastic example of how language learning in the DP can feel both academically rigorous and personally relevant. The task also hits several ATL skills superbly, especially research, organization, and communication. And you’ve made that alignment very clear throughout. The inclusion of citations, planning, paraphrasing, and writing with voice all support real-world communication skills, while still respecting the analytical nature of the course Another strength is how you intentionally build in feedback opportunities. The use of conferencing gives students the chance to talk through their thinking and reflect in real time. This adds an important layer of formative assessment while reinforcing the social, dialogic nature of learning. It also helps keep students accountable to their inquiry and supports them in choosing issues that are genuinely meaningful, rather than defaulting to something safe or surface-level.
For next steps, you might consider offering even more structure for students who need it. Some sentence stems, anchor charts (or even sample Venn diagrams) could help less confident learners visualize how to go deeper in their comparisons. You might also consider incorporating a short peer-feedback moment before the write-up so students can refine their thinking based on how others have approached the connections. Finally, although this is clearly a diagnostic/formative task, a short reflection prompt after the conference could help capture student metacognition, even just a “What did you learn about your own thinking today ?” style question.
Overall, this is a rich, thoughtful, and IB-aligned task that shows how language learning can be analytical, personal, and inquiry-driven all at once. Your attention to ATL skills, student voice, and literary engagement is exactly what we want to see in DP classrooms. This is pretty fantastic !
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