Outline of ATL:<br />1. About ATL & its aims.<br />2. Intercultural Learning.<br />3. ATL Learning Model and the Learner.<br />4. Detailed ATL structure.<br />a. Thinking <br />Ethical thinking<br />Personal and professional values<br />Different cultural values<br />Universal values<br />The ethical dimension<br />Critical thinking<br />Characteristics of the critical thinker<br />Aspects of critical thinking<br />Critical thinking skills<br />Creative thinking<br />Comparison with critical thinking<br />Problem solving<br />The problem-solving process<br />Lateral thinking<br />Parallel thinking, concept mapping and brainstorming<br />b Intercultural understanding<br />Your culture<br />Your cultural profile<br />Your cultural characteristics<br />Other cultures<br />Cultural differences<br />Impacts on culture<br />Language and culture<br />Language and communication<br />Language use<br />Intercultural engagement<br />Cultural interaction<br />Cultural perspectives<br />Cultural intelligence <br />c. Communication<br />Interpersonal communication skills<br />Group dynamics<br />Listening attentively<br />Non-verbal cues<br />Empathy<br />Conflict resolution<br />Leading others<br />Formal writing skills<br />Research<br />Writing essays and reports<br />Presentation skills<br />Appropriate use of ICT<br />Speaking to an audience<br />IT Skills<br />When and how to use information technology<br />d. Personal development<br />Emotional intelligence<br />Emotional Quotient (EQ) compared to the Intelligence Quotient (IQ)<br />Domains of emotional intelligence<br />Self-awareness<br />Self-management<br />Social awareness<br />Relationships management<br />Process skills<br />Change management<br />Organizational skills<br />Time management<br />Commitment<br />Decision-making<br />Self-appraisal<br />5. IB Learner Profile sheet.<br />A<br />TL-approaches to learning<br />The approaches to learning strand is designed to introduce students to life skills and to help students operate in a variety of contexts, now and in the future. This course helps the students to develop values which shape their behaviour.<br />According to the IBCC, the aims of the approaches to learning strand are for the student to develop:<br />good intellectual habits<br />practical problem-solving skills<br />self-awareness and an appreciation of identity, individual strengths and individual limitations<br />an appreciation of ethical issues relating to his or her personal, social and work experience<br />an awareness of his or her own perspective as one of many perspectives, and one that has been shaped by contingent cultural factors<br />intercultural awareness<br />the skill of communicating clearly and coherently<br />personal and interpersonal skills for the workplace and beyond<br />the skills of reflection and critical thinking in personal, social and professional situations<br />an understanding that many questions, issues or problems do not always have simple right or wrong answers.<br />Approaches to learning course must focus on the intercultural learning process.<br />Intercultural learning must hold pride of place in the IBCC curriculum.<br />An interculturally responsive curriculum;<br />connects to each student’s cultural background<br />values the contributions and perspectives of every person in the classroom<br />identifies those aspects of the group’s culture that are important to its members<br />is effective in both mono-cultural and multicultural classrooms<br />helps students make connections between local and global identities<br />encourages active engagement in promoting intercultural connections<br />Approaches to learning model<br />Technology, Communities, Work place, Environment<br />Context<br />LearnerPersonal skillsThinking skillsCommunication skills<br />Perceptual skills<br />The approaches to learning model<br />The learner is the most important person of this course. Through this course the learner is not only learning new things but also acquiring skills for life, which can be applied in different situations of life.<br />DETAILED ATL STRUCTURE <br />Note:1. 2 hours a week would be dedicated to this course.<br />2. The IB learner Profile would be emphasized after each of the strands have been finished ,the students would be given a sheet where they have to see if the goals of the learner profile has been met in that strand and also mention the activity which helped them to fulfil that goal . The sheet then would be signed by the Co-ordinator and the student. This sheet is attached.<br />3.The activities in each of the strand would be arranged in such a manner that the skills achieved by the student at the end of each strand, would be applied in the four main context of “Technologies, Communities, Environments, Workplaces”<br />4. All other parameters are discussed in the structure.<br />
Thinking SkillsTeacher Activity:Student ActivityFeedback and assessmenta.Ethical Thinking(5hrs)Note:(In our school there are NOCN days, where they mainly deal with ethical issues and activities .It is conducted- 5 days in a year .Usually it starts from 8:35-3:10 and we are thinking of adapting the ethical thinking strand of the IBCC to this course.)The teacher through the power point explains what is ethics and different questions related to it.The teacher reads through the article from http://www.culturalvalues.org and explains the importance of values in our livesThe students undertake activities based on the article from http://www.culturalvalues.org and explains the importance of values in our lives.The Students are divided into groups and asked to develop a presentation that looks at both sides of an issue with an ethical dilemma. They are encouraged to choose the topic they have selected for reflective project.Oral feedback by students and oral assessment by the teacher.Oral feedback by students and oral assessment by the teacher.b.Creative thinking(5hrs).The teacher explains who is called a creative thinker and the questions related to it.The students do the activities individually on the computer they use The following websites http://www.virtualsalt.com/crebook2.htmhttp://www.brainstorming.co.uk/tutorials/creativethinkingcontents.htmlhttp://www.ahapuzzles.com/creative_thinking_1.htmThe students work is checked on the website by the teacher and immediate feedback is given. c.Problem solving(5hrs).The teacher shows 2 videos on a particular issues to the students and ask the students the following questions: . What do I see as the problem from the scenario given?What are the possible solutions? Which solution is best? How will the solution be implemented? What have I learned?Students watch the video and give oral feedback.The students are divided into groups and they are each given a casestudy related to an issue and they have to identify the issue, give solutions which are realistic. The case studies are the same for all the groups.The students have to enact a drama which shows how a particular problem gets solved. The following websites are three among many that can be used to help design problem-based learning (PBL) scenarios that will enhance problem-solving skills in students.http://capewest.ca/pbl.htmlhttp://www.usc.edu/hsc/dental/ccmb/usc-csp/mainpgscen.htmlhttp://www.psychology.heacademy.ac.uk/docs/pdf/p20040422_pals.pdf(For the drama, they have to decide on what topic they are going to do the drama, the roles, and the script and then they have to present the drama the next lesson).Oral assessment by the teacherStudents have to make a presentation of the solutions they have found and they themselves have to tell who has given the best solution and why –Which is peer assessment.The students’ drama is assessed orally and also the feedback is given orally by the teacher.d.Lateral thinking(4hrs).The teacher mainly explains about what is lateral thinking, Bono`s Six hat, brain storming, mind mapping etc.Students give oral feedback on any questions asked.The teacher begins the activities on mind mapping , brainstorming etc.The Six Thinking Hats Lessons for Schools CD-ROM would be purchased for various activities in this section.The teacher assesses the work by getting oral feedback from the students, also sometime they would be told to do the presentation on certain topics.e.Critical thinking(8hrs)_(Note: This section would be carried out by a teacher from the critical thinking department)The teacher would be mainly explaining about .Characteristics of the critical thinker.Aspects of critical thinking.Critical thinking skillsThe teacher would be doing activities and he/she can use the following website for this purpose:http://www.teach-nology.com/worksheets/critical_thinking/.http://www.freethinkinggames.com/free-mind-stimulation-games/what-word-stimulation-games.html.http://www.sjsu.edu/depts/itl/graphics/apps/apps.htmlThe students listen to the teacher and give verbal feedback wherever necessary.Students do activities given by the teacher.The teacher can give verbal or oral assessment and also the assessment might sometimes be done by the students themselves.
Intercultural understandingTeacher Activity:Student ActivityFeedback and assessmenta.Your culture and other cultures(7hrs).The teacher would be asking the students to group according to similar culture and also at some point the students from different culture would be grouped together and then the teacher conducts activities.The students of similar culture would be asked to make a website/PowerPoint presentation based on their culture.The next lesson, they have to bring their traditional food, clothes, etc anything related to their culture in the class . The students of different culture are grouped together and they are asked to make a presentation on the differences and similarities between their cultures.The students present their work in front of the class and the teacher checks the work of the students and writes written comments on it.The students present the various aspects of their culture to the class and the teacher gives oral feedback to them.The students present their work in front of the class and the teacher checks the work and gives comments on their work.b.Language and culture(7hrs).(Language department would be responsible for this section and could be adapted to some of the topics taught in the English department).The teacher asks the students questions related to their language , other languages and about languages in general. The teacher would be using the website given below for the lessons.(http://anthro.palomar.edu/language/)Use of semiotic systems: The teacher explains about the semiotic system and to help the students understand full, the teacher would Consider wildlife documentaries, clips from popular films dealing with certain issues, in order to enable students to see semiotic systems in action. The students would also be asked to reflect on their own semiotic systems.The students would also be explained how language can be used to persuade others .They would be shown advertisements where persuasion is the main tool to attract the customers.The students would also be explained how metaphors are used in languages and they are given activities to do on finding metaphors in a particular article, the activities could include making a list of metaphors, that we use in our life..Students are involved in discussion as a class.. Students are asked to look at film clips and told to write down what are the semiotic systems that they could see in the films..Students are asked individually to show some of the semiotic systems used n their language and the student making the presentation has to ask the students in the class if the system used in their language is the same as that used in the language of the presenter. Students are to look at persuasive advertisements and they would be divided into groups where they have to give an example of persuasive language through a DramaStudents are given articles where they have to find the metaphors in the article. (Individual)The students do pair work where they have to make a list of 10 metaphors .Oral answers given by students.Students’ works is assessed by the teacher and comments are given.Students works is assessed by the teacher by giving oral feedback.Peer assessment is usedTeacher assess the work and gives comments on it.c.Intercultural engagement(7hrs)(Note :in this section the teacher would be grouping students from different culture together).The teacher shows a video related to this subject from the following website: (http://video.nationalgeographic.com/video/player/movies/god-grew-tired/cultural-differences-ggtu.html)The teacher explains different questions on culture some of the examples are as follows such as :1. What is popular culture?2. What are ‘third culture kids’ and what problems do they face?3. What is ‘culture shock’ and what is Schumann’s theory of acculturation?4. In what sense is cultural intelligence different to cultural awareness?5. Howard Gardner coined the term ‘multiple intelligences’. What are his categories of multiple intelligences and who would be some famous people closely aligned with each of the categories?6. Identify three of Gardner’s multiple intelligences that you believe are important elements of cultural intelligence. Why did you choose these three?7. What are the dangers of ‘ethnocentrism’ and ‘ethnorelativism’ as extremes of our views on cultural differences?The teacher would be doing many activities with the student form the following website: http://www.eslflow.com/interculturalcommunication.htmlOther activities to be included are :Role play – students are asked to perform a role play of an intercultural situation from the perspective of their own culture or another cultureSimulation games – designed to simulate ‘culture shock’ where students experience cross-cultural problems arising from new and unfamiliar situationsGuest speakers – people from different cultures are invited into the classroom to talk about their intercultural experiencesStudents would be doing different activities given by the teacher Assessment would be oral/written, done by teacher or sometimes by the students themselves.
Communication Teacher Activity:Student ActivityFeedback and assessmenta.Interpersonal communication skills(7hrs).(The debate society in the school could be adapted for this section, because by participating in debates the students develop good interpersonal communication skills)The teacher would be discussing in the class about different aspects of interpersonal communication skills, such as the importance of team work, body language, solving conflicts etc.The students would give verbal feedback.One of the student activity is that the student would be told to do a small skit based on the different emotions of human beings such as anger, jealousy, humour, greed etc..Students would also be told to participate in the debate society in the school for some hours and would be encouraged to do debates on different topics.The teacher gives assessment in writing and comments on the drama.The oral feedback given by the teacher on the debate is to be used.b.Formal writing skills(4 hrs-).(At the beginning of the reflective project the teacher would be giving guidance on the different aspects of formal writing and this section could be included when the information on the essay for reflective project is being given)The teacher has to explain certain terms before they start with this section such as what is an abstract, references, citations, end notes, foot notes etc.The teacher then gives many examples of abstract , references, citations, end notes, foot notes etc. to read as a group .The final activity would be to give some idea of an abstract for the reflective project that the students have undertaken.The students in different groups explain to the class the meanings of the terms in their own words.Students tell the class what will be their abstract for the essay.Oral feedback by the teacher.Oral feedback by the teacher.c.Presentation skills4 hours (Note: If students have joined the debate society then they would not have to do the speech activity from this section. As debating is a way to improve the public speaking skills.)The teacher would be talking to them about how to do good presentation , the website : http://www.presentationmagazine.com/Essential_Presentation_skills.htm, is a very good resource.The teacher would also be showing videos on public speaking such as:http://www.youtube.com/watch?v=s1H5m0S-sdQhttp://www.youtube.com/watch?v=DmGh3MvLCps.http://www.youtube.com/watch?v=wNtXE_auuRw&feature=relatedIndividual students are told to give a 6 minute speech on any topic of their choice.The students are told to work in groups of 4 and they have to do a PowerPoint presentation on any topic of their choice. They have to remember that everyone is given a chance to speak in front of the class.The teacher gives oral feedbackd.IT skills(6hrs)Class discussion: How do you think internet can be used in an appropriate way in the educational context.The teacher would be explaining about e-learning and m-learning and how it is useful in terms of learning and sometimes disadvantageous for the studentsThe students would be told to activities on: word processing, spreadsheets, power point presentation, email, databases .The teacher gives written feedback.The students would be told to build a portfolio of all the IT skills they possess and do a presentation on how these skills can be applied in the workplace. The teacher gives written feedback on the work.Students are involved in class discussion. The students would be listening and answering questions if any and they would also be asking the teacher questions on the topic.Students would be doing the activities. and.The students do the portfolio and do the presentation.oral comments give n by teacher wherever necessarythe work would be checked by the teacher and written comments would be givenWritten feedback given by the teacher.
Personal skillsTeacher Activity:Student ActivityFeedback and assessmenta.Emotional intelligence(4hrs)The teacher would be explaining mainly the following topics: What is emotional intelligence? Importance of emotional intelligence How is the EQ different to the IQ? score in the EQ that is considered desirable The teacher would be using the website http://www.emotionalliteracyeducation.com/index.shtml,For delivery of the lessonClass discussion- How meaningful and important are the IQ and EQ scores?The students can participate in the emotional intelligence test in order to know their E-IQ score.The following websites are very useful:http://www.helpself.com/iq-test.htm.http://quiz.ivillage.co.uk/uk_work/tests/eqtest.htmThe students would be listening and answering questions if any and they would also be asking the teacher questions on the topic.Students are involved in class discussion. The students would undergo E-IQ test to determine what their score is and this will give them some insight on their emotional and intelligent side.oral comments given by teacher wherever necessary.b.Domains of emotional intelligence3hours -The teacher would be explaining mainly the following topics: Daniel Goleman’s four domains of emotional intelligence and his nineteen categories of emotional intelligenceThe following website would be useful for delivery of the lesson:http://www.valuebasedmanagement.net/methods_goleman_emotional_intelligence.html.http://en.wikipedia.org/wiki/Emotional_intelligenceCan domains of emotional intelligence be acquired and developed over time.? This will involve class discussion.The students would be listening and answering questions if any and they would also be asking the teacher questions on the topic.Students are involved in class discussion. Oral comments given by teacher wherever necessary.c.Process skills4hrsClass discussion: The teacher asks the students about the changes that have taken place in their lives and in the society as a wholeThe teacher would then explain about the change curve and the stages of change.The following website would be used to deliver the lessonhttp://www.internalcommshub.com/open/change/toolkit/curve.shtml.http://www.addictioninfo.org/articles/11/1/Stages-of-Change-Model/Page1.html.http://www.timlebon.com/stagesofchangemodelprochaska.htmlThe website- http://www.businessballs.com would be used for different acti vities to be done with the students, related to organizational skills, better time management, greater commitment, more decisive decision-making, self-appraisal, which will help in the personal development of the individual.Students are involved in class discussion. The students would be listening and answering questions if any and they would also be asking the teacher questions on the topic.Students are involved in different activities.Oral comments given by teacher wherever necessary.The teacher may either give oral/written feedback.
IB learners strive to be:<br />IB Learners GoalsMeaning of the IB learners` goalHave you achieved the particular goal (Yes/no)Write/mention the activity which helped you fulfil the particular goal.InquirersThey develop their natural curiosity. They acquire the skills necessary to conductinquiry and research and show independence in learning. They actively enjoylearning and this love of learning will be sustained throughout their lives.KnowledgeableThey explore concepts, ideas and issues that have local and global significance.In so doing, they acquire in-depth knowledge and develop understandingacross a broad and balanced range of disciplines.ThinkersThey exercise initiative in applying thinking skills critically and creatively torecognize and approach complex problems, and make reasoned, ethicaldecisions.CommunicatorsThey understand and express ideas and information confidently and creativelyin more than one language and in a variety of modes of communication. Theywork effectively and willingly in collaboration with others.PrincipledThey act with integrity and honesty, with a strong sense of fairness, justice andrespect for the dignity of the individual, groups and communities. They takeresponsibility for their own actions and the consequences that accompanythem.Open-mindedThey understand and appreciate their own cultures and personal histories, andare open to the perspectives, values and traditions of other individuals andcommunities. They are accustomed to seeking and evaluating a range of pointsof view, and are willing to grow from the experience.CaringThey show empathy, compassion and respect towards the needs and feelings ofothers. They have a personal commitment to service, and act to make a positivedifference to the lives of others and to the environment.Risk-takersThey approach unfamiliar situations and uncertainty with courage andforethought, and have the independence of spirit to explore new roles, ideasand strategies. They are brave and articulate in defending their beliefs.Balanced They understand the importance of intellectual, physical and emotional balanceto achieve personal well-being for themselves and others.Reflective.They give thoughtful consideration to their own learning and experience. Theyare able to assess and understand their strengths and limitations in order tosupport their learning and personal development<br />Co-ordinator`s signature:_____________________________________________________<br />Student’s signature:___________________________________________________<br />