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2-2022-DP Atl + Att

The document discusses the approaches to teaching and learning in the International Baccalaureate Diploma Programme. It defines approaches to learning as deliberate strategies, skills and attitudes that permeate IB teaching and learning. It lists the five approaches to learning skills as thinking skills, communication skills, social skills, self-management skills, and research skills.

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Nadine Salah El-Din
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39 views1 page

2-2022-DP Atl + Att

The document discusses the approaches to teaching and learning in the International Baccalaureate Diploma Programme. It defines approaches to learning as deliberate strategies, skills and attitudes that permeate IB teaching and learning. It lists the five approaches to learning skills as thinking skills, communication skills, social skills, self-management skills, and research skills.

Uploaded by

Nadine Salah El-Din
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Approaches to teaching

and learning in the International


Baccalaureate (IB) Diploma Programme

What are the approaches to learning


(ATL)?
What are the IB
• ATL are deliberate strategies, skills and attitudes that permeate approaches to learning skills?
the IB teaching and learning environment.
1. Thinking skills
• ATL supports the IB belief that a large influence on a student’s
education is not only what you learn but also how you learn. 2. Communications skills

• Teaching students how to learn has always been a part of IB 3. Social skills
teaching, but now the IB is providing more explicit support for
4. Self-management skills
teaching these skills, aligning the Diploma Programme (DP)
with the Primary Years Programme (PYP), the Middle Years 5. Research skills
Programme (MYP) and the IB Career-related Programme (CP).
The IB approaches to teaching
• Focus on ATL will improve the quality of teaching and learning
skills are...
across the programmes and may result in more engaged
teachers and students. 1. based on inquiry

2. focused on conceptual understanding

3. developed in local and global contexts


ATL has always been part of IB teaching
4. focused on effective teamwork and
“What is of paramount importance in the pre-university stage is
collaboration
not what is learned but learning how to learn … What matters
is not the absorption and regurgitation either of fact or pre- 5. differentiated to meet the needs of
digested interpretations of facts, but the development of powers all learners
of the mind or ways of thinking which can be applied to new
situations and new presentations of facts as they arise.” 6. informed by formative and
summative assessment.
—Alec Peterson
Peterson, A. 1972. The International Baccalaureate: An experiment in International Education. London.
George Harrap.

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