www.taolearn.com

ATL resources available – ATL tab

To help students:

gain good qualifications?

get into a good university?

get a good job?

prepare for life?

develop into brilliant learners?

self-motivated

self-directed

self-regulated

autonomous

independent

lifelong learners?

… and if so, how do we measure our success?

• Could part of the problem be a lack

of the right skills to be able to learn

successfully in a self-regulated

learning environment?

up to 73% of university students report difficulties preparing for an exam

most tertiary students have been found to have weak or ineffective strategies for processing information both in the classroom and in their own study

when making notes from lectures or from text most students miss 60 - 70% of the key points

- good note making is positively correlated with academic achievement

- material omitted from notes has only a 5 - 15% chance of being recalled

Even when they have good notes many students still have great difficulty organising the information they have collected.

52% admit that their notes are disorganised

61% report having trouble sequencing the ideas to make coherent sense

At the secondary level, even given well organised, well structured notes with summaries provided:

two thirds of students study for tests purely by rereading their notes

more than half of them do that reading the day before the test or exam

around 12% of students do nothing more than recopy their notes verbatim

50% use passive repetition of key points as their single study technique.

setting learning goals

planning out study, managing time well

asking good questions

generating self-motivation and perseverance

processing information effectively – skimming, sifting, sorting, comparing, verifying, paraphrasing, recording

overcoming procrastination, working to deadlines

reflecting on learning progress – process and content

learning from every mistake and ‘bouncing back’

making changes to learning processes where necessary and trying again

Do your students have all these skills?

How do you know? What is your evidence?

Achieving good grades and passing exams is not necessarily evidence of the use of effective, self-regulated learning skills, techniques and strategies

1) Oral and written communication skills

2) Critical thinking and problem solving skills

3) Professionalism and work ethic

4) Collaboration across networks

5) Ability to work in diverse teams

6) Fluency with information technology

7) Leadership and project management skills

Knowledge of mathematics came 14th on the list just ahead of science

knowledge and foreign language comprehension

(Wagner, 2010; Trilling & Fadel, 2009)

400 USA top corporate recruiters look for:

Ways of Thinking

Creativity and innovation

Critical thinking, problem solving, decision making

Learning to learn, metacognition Ways of Working

Communication

Collaboration & teamwork Tools for Working

Information literacy

ICT literacy Living in the World

Citizenship – local and global

Life and career

Personal & social responsibility – including cultural awareness and competence

(Binkley, Erstad, Herman, Raizen, Ripley & Rumble, 2010)

2008 QCA - “A Framework of personal, learning and thinking skills that are essential to success in learning, life and work”:

Independent inquirers

Creative thinkers

Reflective learners

Team workers

Self-managers

Effective participators

CCSS – Common Core State Standards – adopted by 47 states

Critical Thinking: Analyze, Evaluate, Problem Solve

Creative Thinking: Generate, Associate, Hypothesize

Complex Thinking: Clarify, Interpret, Determine

Comprehensive Thinking: Understand, Infer, Compare

Collaborative Thinking: Explain, Develop, Decide

Communicative Thinking: Reason, Connect, Represent

Cognitive Transfer of Thinking: Synthesize, Generalize, Apply

Learning Skills and Work Habits:

Responsibility

Organization

Independent Work

Collaboration

Initiative

Self-Regulation

PolandBelgium

ItalyKorea

SingaporeMexico

New ZealandThe Slovak Republic

Spainand Turkey

have all developed (or are currently developing) curricula of essential learning

skills for students

Thinking Skills

Critical Thinking

Creative Thinking

Transfer

Social Skills

Collaboration

Communication Skills

Communication

Self-management

Skills

Organization

Affective Skills

Reflection

Research Skills

Information literacy

Media literacy

Communication Interactive - the skills of effectively exchanging thoughts, messages

and information through interaction

Language - the skills of reading, writing and using language to

communicate information

Collaboration The skills of working cooperatively with others

Organization The skills of effectively managing time and tasks

Affective skills The skills of managing state of mind

Reflection The metacognitive skills of re-considering what has been taught

and learned by reflection on content, ATL skill proficiency and

learning strategy use

Information

literacy

The skills of finding, interpreting, judging and creating information

Media literacy The skills of interacting with different media to compare and

contrast different representations of information

Critical thinking The skills of critique of text, media, ideas and issues

Creative thinking The skills of invention – developing things and ideas that never

existed before

Transfer Utilising skills and knowledge in multiple contexts

The full ATL Skills for MYP document looks like this:

Only 20% of teachers believe that teaching students how to learn is a priority

Only 17% of students report that teachers actively help them learn or improve their ‘study skills’

ATL is not a subject in itself, it is a collection of

the processes - skills, techniques and strategies

- needed to learn any and every subject.

ATL is not more content to be learned it is

process to be experienced.

Metacognition – thinking about thinking - helping students

to notice their own learning and thinking processes:

Metacognitive Knowledge – students gaining awareness

of the thinking and learning strategies, techniques and

skills they use at present

Metacognitive Performance – students using that

knowledge to improve their performance, to change

ineffective strategies, try new techniques, learn new skills

The ‘Student’ – tries to solve the problem and describe their own problem

solving process - out loud

“I see ......” “I imagine …....”

“I think .......” “I notice ........”

“I know ......” “I am trying to ........”

The ‘Teacher’ – keeps the ‘student’ talking by only asking questions:

focus on the process not the solution

draw out learning and thinking strategies from the ‘student’

ask process focused questions

DO NOT HELP THE ‘STUDENT’ FIND THE ANSWER

The aim of the exercise is for the ‘student’ to use

the Tengram puzzle to investigate their own

problem solving strategies for visual puzzles

The ‘teacher’ is trying to help them get clear

about their thinking and learning strategies

The ‘observer’ is trying to keep them both on

task

What is one thing you have learned so far today?

How did you deal with that information?

Reception – how was the information presented to you?

Processing – what did you do with the information in order

to understand it?

Storage – how have you stored the information – in what

form are you now bringing it out of memory?

Why do you think that particular thing stuck with you rather

than other things?

Process focused teaching:- does that mean Learning Styles??

learn by: thinking in: sensory mode:

looking pictures Visual

listening and

talking

sounds Auditory

doing feelings Kinesthetic

Visual Auditory Kinesthetic

- using video, film,

photographs

- pictures, posters, diagrams

and graphs

- creating flowcharts of

processes

- using mind maps and

THOrTmaps

- using colour on the board

- highlighting key words in text

- using gestures, facial

expressions

- being aware of non-verbal

(body) language

- using visualisation,

imagination

- accessing video based

websites

- talking, describing, dictation

- asking and answering

questions

- playing recordings

- playing quiet instrumental

music

- reading out loud

- creating discussions or

debates

- having students teach each

other

- inviting in guest speakers

- using word games, puns,

jokes

- formal and impromptu

speeches

- telling stories, myths,

legends, parables, metaphors

- accessing websites with

podcasts, audio

- using real life examples

- making mindmaps of key

points

- field trips, workshop and

laboratory sessions

- visiting museums, exhibitions

- using interactive dvds

- providing things to touch, to

pull apart and put together

- allowing for physical

comfort, thirst, hunger

- using role play, drama

- allowing standing,

movement, stretch breaks

- creating question and answer

games

- accessing websites with

games, interactive

One new thing

that I learned

today/yesterday

was…

Where was I? What time of

day was it?

How was I

taught -

pictures,

diagrams,

listening,

discussing,

hands-on,

activity…?

Who helped me

to understand

and learn?

I learnt well

because…?

what an isosceles

triangle is

in maths class 11am reading, drawing

looking at a model

my friend I could see what

was needed and

talk it over with

someone else

One time I noticed I

wasn’t learning well

was was…

Where was I? What time of day

was it?

How was I taught -

pictures, diagrams,

listening, discussing,

hands-on,

activity…?

I found it difficult to

learn because…

in Geography on

Tuesday

in class 2.30pm watching a video I got distracted and

sleepy

ATL skills are the learning skills students need to succeed at school

ATL skills are a combination of:

Cognitive and Affective

- processes, skills, techniques and strategies

Organising and transforming information

Asking good questions

Taking good classroom notes

Using memory techniques

Goal setting

Reviewing information regularly

Time management

Organising the study environment

• Define the parameters of the skill - characteristics,

examples of high and low proficiency

• Describe best practice in the field – how do the

best students do it?

• Break each skill down into strategies and

techniques

• Teach them through practical examples

• Allow for personal difference

1) Buy or make a full year planner, put on it

- whole school year with all semester/term dates & holidays

- all test and exam dates

- all assignment due dates

2) Doing assignments – break each one down into steps:

a) as soon as you get an assignment mark the due date in your

phone calendar and later transfer that date to your year

planner

b) timeline every assignment

What are the stages of completing an assignment?

i. Research - finding the information

25% of the time?

ii. Processing the information – reading

25%?

iii. Planning the piece of work – sequencing ideas

5%?

iv. Doing the writing

40%

v. Proof reading, making corrections and handing it in?

5%

c) Mark on your year planner when you need to

have each stage of each assignment completed

3) Overcome procrastination by treating each stage as a

deadline – “due in the next day”

4) Create “To Do” lists each week

5) Update your “To Do” lists regularly – cross off everything

done as soon as it is done

6) Make your year planner a ‘living’ document

Persistence and perseverance

Focus and concentration, overcoming distractions

Self-motivation

Mindfulness

Reducing anxiety

Delaying gratification

Managing impulsiveness and anger

Developing resilience

• Define the parameters of the skill - characteristics,

examples of high and low proficiency

• Remember a time when you were exhibiting this

skill

• Describe your experience in detail focusing on

strategies and techniques

• Practice using those techniques deliberately when

next you need to exercise that skill

• What does courage mean?

.. doing something that you know is going to be hard

• What is the hardest thing you have ever got

yourself to do?

• How did you get yourself to do it?

• That is your courage strategy – write it out

• Practice it

• Then when you need it, do it on purpose

What gets the highest praise at your school?

Process or Outcomes?

What if high praise was meted out to process

– courage, determination, perseverance,

resilience, self-motivation…….

Who would be celebrated then?

How could that influence your school culture?

universal

essential to the learning process

not age specific

they persist throughout the life of the learner as

the most fundamental skills

they do not change in nature but may well

increase in complexity with the age of the

learner

To turn up, get to school on time, get to class on time

To bring the correct books, instruments, homework

To be able to listen, follow instructions, ask questions

To be able to record information accurately

To be able to stay on task, focus and concentrate

To work effectively in a team or group situation

To set short and long term goals, manage time well

To research well, skim read, paraphrase accurately

To organise own study at home for homework and assessments

To reflect on processes used and understandings gained

At the entry into the MYP?

Grade 8

Grade 10

At the entry to the Diploma?

At the completion of the Diploma?

Do students need to be taught those skills before they make

the step-up or will they learn them after they do?

1. Form 8-10 interdisciplinary groups

2. Take one Core Generic Skill (or group of CGSs)

3. Consider the development of that skill through all the ‘key

step-ups’

4. Map out the evidence of the proficiency of that skill that

you would expect to see at each ‘key step up’ – write on

butchers paper – what do you expect a child to be able to do

in order to be successful at that level?

5. Use Appendix 1 & 2 as the reference documents for Skills

practices to keep a uniform coding system

The Core Generic ATL Skills document looks like this:

5. Cut your page into appropriate strips

6. Stick all the skills evidence statements together on

individual ‘Key Step-up’ pages

7. Consider the development of each CGS across the years -

challenges and opportunities

1) Explicit Teaching means directly teaching a learning

skill outside the subject based lessons – teaching a

lesson on Time Management, Note Making,

Concentration etc. focused on strategies, practices,

techniques.

2) Implicit Teaching means embedding the learning

skill development and practice within the subject

focused lesson.

• In Languages – reading, writing, note making, key word summarising, paraphrasing .....

• In Science – creating questions, researching, developing hypotheses, running experiments, gathering data, analysing data, drawing conclusions, reporting findings

• In TOK – the quality of argument• In Maths?• In the Arts?• In Technology?• In PE?

• Should I give students ATL grades? No.

• Does the MYP require schools to report on students’ ATL skills development? No

• Do schools have to develop a detailed scope and sequence, or formal curriculum map

for teaching ATL skills? No

• Is it necessary to plan for teaching, assessing and reporting on all 5 IB ATL skill

categories, all 10 MYP ATL skill clusters or all ~150 skills practices listed in the MYP

ATL framework? No

• Do schools have to provide documentary evidence of horizontal articulation of ATL

skills? No, but schools must be able to identify resources for and commitment to

collaborative planning that includes opportunities for both horizontal and vertical

articulation of the curriculum.

• Robust horizontal articulation (year-level planning across subject groups) will include

discussion about ATL skills that cross disciplinary boundaries.

In pairs:

Assume the other person has no knowledge at all

of this skill (they have to pretend) and teach them

how to - tie a tie or lace a shoe

Notice what the steps are in the process

What are the universal steps needed to teach any

skill – up to mastery level?

Demonstration (Watch)

Copying (Copy)

Independent practice, failure and

improvement, up to mastery level (Do)

Teaching others (Teach)

Johnny 1 – never gets to class on time

2 – sometimes gets to class on time

3 – about half the time gets to class on time

4 – most of the time ….

5 – always …..

What are you actually measuring?

Frequency not proficiency.

SKILLS HEIRARCHY

Level 1

The Novice

Observation

Level 2

The Learner

Emulation

Level 3

The Practitioner

Demonstration

Level 4

The Expert

Self-Regulation

Observes others performing

tasks and using the skill

Gains an understanding of

how the skill

operates and what the

distinguishing characteristics

of the skill are

Gathers procedural

information about the

performance of the skill, asks

questions to clarify

procedure

Errors are frequent

High levels of scaffolding

from teacher needed -

explanations, training,

structural support

Copies others performance

of the skill

Works through the skill in a

step by step fashion, seeks

clarification for correctness

of performance

Consolidation of learning is

occurring through

experience

Is very conscious of

performing the skill and

correcting errors with

deliberation

Performs skill only with

known content in known

context

Medium level of scaffolding

needed - correcting poor

Can demonstrate the skill on

demand

Flexibility of skill use in

different contexts is

developing

Automaticity is developing

Errors are corrected quickly

Can perform skill either with

different content or in

different context

Minimal teacher scaffolding

required – setting directions,

goals, assessable outcomes

Can perform the skill without

thinking through the process

first

Can teach others the skill

Automaticity is established

Can use skill with unfamiliar

content in unfamiliar context

High levels of performance

occur

Any errors are corrected

automatically

No teacher scaffolding

needed

Level 1

Watch

Level 2

Copy

Level 3

Do

Level 4

Teach

Can watch others performing tasks and using the skill

High levels of scaffolding from teacher needed

Can copy others performance of the skill

Medium level of scaffolding needed

Can demonstrate the skill on demand

Minimal teacher scaffolding required

Can teach others the skill

No teacher scaffolding required

ATL Skill Novice Learner Practitioner Expert

Watch Copy Do Teach

Watch Copy Practicing Getting

there

Got it! Teach

Could Johnny assess himself?Could you use this for parent feedback?

3) Peer teaching:

Use self-assessment to find the best practitioners in the class

Ask them to teach the rest

Provide learning opportunities for:

Watchers

Copiers

Doers

Teachers

Having identified what and where CGS need to

be taught now you need to discuss:

When - is there room in the timetable at any

year level where explicit CGS could be placed?

Who – who are the best people to teach CGS?

Could you use the student teaching model?

How – how will each skill be taught?

Could you reach agreement on a consistent

model of how each CGS will be taught?

Could you get every teacher to reinforce the

same model of each CGS in their classroom?

Start every lesson with a closed book preview of the

previous lesson – “what did we do last time?”

Finish every lesson with a closed book review of that

lesson – “what did we just do?”

At the end of each week have students create a

summary of the content covered in that week – open

book

At the end of each month have them put their weekly

summaries together into a one month summary

What is concentration?

What would someone who was really good at concentrating

be able to do? Someone who was really bad at it?

Remember a time when you were concentrating really well.

What was that like, what were you thinking of, saying to

yourself, imagining?

What do you have to do to get yourself to concentrate really

well?

What could you practice doing to get better at concentrating?

What is one thing you learned yesterday?

How did you deal with that information?

Reception – how was the information presented to you?

Processing – what did you do with the information in order

to understand it?

Storage – how have you stored the information – in what

form are you now bringing it out of memory?

Why do you think that particular thing stuck with you rather

than other things?

The skills of:

- Scientific literacy?

- Mathematical literacy?

- Creative literacy?

- Artistic literacy?

- Language literacy?

- Technological literacy?

- Physical literacy?

Do they occur at the same points as the Core

Generic ATL skill ‘step-ups?’

Entry to MYP

Grade 8

Grade 10

Entry to DP

Exit from DP

Do they occur at the same points as the Core

Generic ATL skill ‘step-ups?’

Entry to MYP

Grade 8

Grade 10 – pre-DP

Exit from DP

1. Form disciplinary/subject groups

2. Decide what the key step-up points are for your subject

3. What are the ATL skills specific to your subject (outside

of the Core Generics skills) that students need at each

‘key step-up’ point

4. For each skill describe the standard expected at each key

step-up point – draw relevant details from your unit

planners.

5. Code each skill using the MYP Subject Specific Skills

(SSS) document as the reference document

The Subject Specific ATL Skills document looks like this:

5. Post the SSSkills needed for each key step-up point on the

relevant page on the wall – mark with your subject name

6. Take a gallery walk around all the charts and pick out any

ATL skills that appear more than once

7. Highlight these

8. Consider, who takes responsibility for any SSSkills that occur

in more than one subject?

Having identified which SSS need to be taught in

your subject at each point now you need to

discuss:

Who takes responsibility for each one?

How will you get the same model of each skill

reinforced by every teacher within your subject?

• Many skills remain the same throughout the IB years but the

complexity of the use of each skill increases

• Each skill is manifested through the successful completion of

the summative task

• Once the skill is identified in the ATL section of the unit planner

and the complexity of the use of the skill is specified in the

ACTION section of the unit planner, self-assessment can then

be used to measure proficiency

Potentially, many skills may be developed within the

teaching and learning in a unit, so it is important to be

strategic by considering:

The objective strand(s) that are being taught and

assessed by the subject group criteria

The summative task

The learning experiences that build to the

summative task

Mathematics Criterion C: Communicating (year 5),

Organize information using a logical structure

In order for a student to (strand) Organize information using a logical structure , students must (skill practice) organize and depict information logically.

ATL Category: Communication, Skill Cluster

Communication – Language Skills (1.2.m)

Unit- Chemical Reactions

Summative task: scientific

investigation

ATL Category

Social

ATL Cluster

Collaboration:

Skill practice: Give and receive

meaningful feedback (2.m)

Application to the summative task: Students will practice

giving and receiving feedback on their chemical reaction

investigation

For learning experiences that you plan to

deliver within the unit, consider which ATL

skills must be practiced in order to

successfully achieve the objective and access

the learning.

Look at all your present unit plans

From the Core Generic ATL skills and the

Subject Specific ATL skills, pick the skills to

emphasise in each unit

Write in your ATL skill descriptor in the

appropriate place

Keep it as simple as possible

decide on the ATL skills to focus on

make the skills clear – description, examples

have students self-assess skill proficiency

analyse class results for general skill deficiencies

develop lessons to bring all students up to the same

skill level – (explicit)

build skill practice into subject lessons – (implicit)

encourage students to regularly self-assess

proficiency up to Mastery level

Content – understanding of subject matter

- what don’t I understand yet?

ATL skills proficiency – progress towards mastery

- how competent do I now feel in each learning skill?

Learning Strategy Use – effectiveness of

learning/teaching strategies I have been exposed to?

Metacognition 1 – Reflection on Content

Evaluate understanding of subject matter, identify gaps

What I don’t understand is .......................

How do I .................?

What do I have to do to .......................?

What I need to know is .....................?

The thing I just don’t get is ....................?

What do you mean when you say ................?

What questions do you have so far?

....................................................................................................................................

....................................................................................................................................

....................................................................................................................................

....................................................................................................................................

....................................................................................................................................

................................................................................................

Metacognition 2 – Reflection on ATL Skill proficiency

ATL Skills Novice Learner Practitioner Expert

Watch Copy Do Teach

Practicing Getting

there

Got it!

Metacognition 3 – Reflection on Learning Strategy

Effectiveness

Topic Learning/Teaching

Strategy

Worked well

for me

Worked OK for

me

Did not work

for me

Students’ ATL skills Data presentation

ATL at my school Group discussion

Think Alouds Tengrams

Metacog. awareness Consider own learning

Mgng Assignment time Listening, discussion

Courage Video, reflection

Key Step-Ups Discussion

Mapping Core Gen Skills Group work

Teaching Skills Tie a shoe activity

Self-Assessing Skills Discussion

CGS when, who, how Group work

Mgng Exam Study Time Listening, discussion

Growth

intelligence, personality

and abilities are open to

development

effort makes the difference

failure is an opportunity to

learn

focus is on improving

Fixed

intelligence, personality

and abilities are fixed

the more effort you have to

put in the less your ability

failure is catastrophic

focus is on proving

“you didn’t try hard

enough”

“you weren’t paying

attention when I

taught that”

(effort attribution)

Feedback to boys

“you’re just not very

good at maths”

“you never check your

work”

“you’re just too thick”

(ability attribution)

Feedback to girls

“I’m not very good at

word games”

“I guess I’m just not

that bright”

(ability attribution)

Feedback from girls

“I wasn’t paying

attention”

“I didn’t try very hard”

“Who cares about your

stupid test anyway?”

(effort attribution)

Feedback from boys

…for effort

“you are so hard working,

persistent, determined.…”

links approval to an

attribute of the child over

which they have control -

they can grow, develop and

improve

assessment becomes a

measure of progress, an

opportunity to learn

…for ability

“you are so smart, talented,

intelligent….”

links approval to an

attribute of the child over

which they have no control

- they can’t grow, develop

or improve

assessment becomes a

critical judgement, an

opportunity to fail

1) Get the words right

- change “I can’t” ”I haven’t yet”

(ability attribution) (effort attribution)

2) Get the pictures right

- imagine yourself doing it right

3) Get determined – practise persistence

4) Celebrate every success

Resilient Students ‘Helpless’ Students

Goals set learning goals –

learn for understanding

set performance goals –

learn for grade

Tasks to test themselves to gain approval or avoid

disapproval

Challenge seek out new

challenges

avoid new challenges

To achieve success believe effort is more

important than ability

believe ability is more

important than effort

Reaction to failure take responsibility,

learn from mistakes

take no responsibility,

repeat, give up

View of intelligence is flexible, can be

developed and grown

is fixed, unalterable with

definite limit

Locus of Control internal external

Future expectations optimistic pessimistic

Locus of Control – Rotter (1966)

Learned Helplessness – Optimism/Pessimism – Seligman (1975)

Take the Gnostates test at: www.taolearn.com/gnostates/index.htm

Takes

action

- Internal

LOC

Positive

Thinking

RESILIENTHOPEFUL

STOICVULNERABLE

Takes no

action

- External

LOC

Negative

Thinking

Op

tim

ism

an

d P

ess

imis

m

Locus of Control

Takes

action

Positive

Thinking

RESILIENTHOPEFUL

STOICVULNERABLE

Takes

no

action

Negative

Thinking

Takes

action

- Internal

LOC

Takes no

action

- External

LOC

Locus of Control

Internal:

Absolute need to be in control Uninterested in others opinions

Takes full responsibility for own success and failure

Makes changes in response to failure

More resilient

LOCUS OF CONTROL

External:

“There’s nothing I can do” Takes no responsibility

All success and failure is due to outside forces

Makes no changes in response to failure

More helpless

The belief that you can take action to affect your own life

Positive

Thinking

Negative

Thinking

Op

tim

ism

an

d P

ess

imis

m

LEARNED HELPLESSNESS

Your beliefs about the origins of good and bad luck

Optimistic:

“I create my own good luck, any bad luck is due to others”

Challenge seeking, risk taking

Bounces back in response to failure

More resilient

Pessimistic:

“My bad luck is my own fault, any good luck is due to others”

Challenge avoiding, risk averse

Gives up in response to failure

More helpless

OPTIMISTIC THINKING

personal pervasive permanent PESSIMISTIC THINKING

Good Luck“I caused it” “Everything

will be like this now”

“It will last forever” Bad Luck

Bad Luck“Someone or

something else caused

it”

Nothing else will be

affected”

“It is already over” Good Luck

Optimistic thinkers have:

•better physical health

•50% more antibodies in response to vaccine

•reduced risk and less severe disease

•less depression and mental illness

•longer life

•more happiness

•more resilience after failure

Pessimistic thinkers are:

•more accurate judges of their own abilities

•less inclined to take risks

•less likely to blame others for their mistakes

but they suffer from:

•poorer health

•more depression

•more helplessness

Internal LOC

Optimistic

RESILIENTHOPEFUL

STOICVULNERABLE

External LOC

Pessimistic

Gnostates – for full analysis go to taolearn.com - Gnostates

RESILIENTHOPEFUL

STOICVULNERABLE

33%

37%

17%

13%

Take the Gnostates test at: www.taolearn.com/gnostates/index.htm

Gnostates

RESILIENTHOPEFUL

STOICVULNERABLE

bounces back

takes control

always learning

leader

takes calculated

risks

self-motivated

conservative

pessimistic

solid, reliable

frustrated

diligent, persistent

self-blaming

positive attitude

easy-going, relaxed

risk taker

procrastinator

prefers the easy

option

self-promoting

accepting

passive

depressed

“I can’t”

helpless

self-limiting

Take

control

where you

can

Practice optimistic thinking

Efficacy + Agency + Action

Efficacy – belief that success in learning is

possible

Agency – the skills, strategies and techniques of

effective learning

Action – taking action, making mistakes and

failing well

role models – biographies, own stories

self confidence – measuring self against self

self esteem – valuing children for who they are

reaction to challenges

– helping them move from

“I can’t” “I haven’t yet”

Thinking Skills

Critical Thinking

Creative Thinking

Transfer

Social Skills

Collaboration

Communication Skills

Communication

Self-management

Skills

Organization

Affective Skills

Reflection

Research Skills

Information literacy

Media literacy

Failure is - the state or condition of not meeting a desired or intended objective”

1) Think of a failure in your life, one for which you were responsible, when through your own action or inaction you failed to achieve your goal, your objective

2) Then think of how you responded to that failure, how did you process that failure afterwards, what did you do subsequently?

A time when I made a mistakeor set a goal and didn’t achieve it was…

What I did after that was…

The most significant difference between the

high achievers and the underachievers was

that all the high achievers had

learned how to fail well

- whereas all the underachievers were

failing badly

Failing Well

Acknowledge your failures

- take responsibility for your

own actions

- work out what you did

wrong

- make changes, and

- have another go

Failing Badly

Shift blame to others – the

school, the teachers, other

people

Ignore or deny failure

Catastrophise – add drama to

failure to avoid dealing with it

Avoid any activity that could

possibly result in failure

Universalise failure

1) Managing the emotional response to failure

What can we do in school to help students get comfortable

with the word/concept failure?

1) Taking action to re-process the failure to turn any failure

into a learning experience

What can we do in school to make sure all failure is re-

processed?

Failing Well Failing Badly

Emotional reaction to failure is short livedand fuel for improved performance

Emotional reaction to failure is longlasting and debilitating

Expecting to experience some failure innew learning situations

Denying failure exists or believing thateverything is failure

Using strategies to learn from failure No strategies to learn from failure

Being adaptable and making changeswhere necessary

Focusing on own shortcomings, believingit is impossible to change

Using perseverance, organisation andeffort to minimise the possibility of failure

Eliminating any subject or task in which failure is experienced

Establishing complete control in someareas

Avoiding situations where failure ispossible

Viewing failure as temporary and specificeg. lack of effort

Viewing failure as pervasive andpermanent eg. lack of intelligence

Taking responsibility for own actions infailure situations

Being content with underachievement

IF AT FIRST YOU DON’T

SUCCEED,

MAKE SURE YOU

FAIL WELL

Help students to see any academic failure as a

failure of process not of the individual and as an

important step to success – process focused

classroom

Teach the skill of failing well

Always allow for the reprocessing of failure

Celebrate learning from mistakes

When they have problems understanding or

learning schoolwork, focus them on the

factors they can control – effort and strategy

use

Focus any praise for achievement on observed effort

rather than ability

Help them to focus on the processes of learning –

the strategies they are using – as the best source of

improvement

Help them learn to use internet resources well

khanacademy.org- really clear clips explaining every part of most subjects

brightstorm.com- great videos and much more in Maths, Science and English (American English anyway)

getrevising.co.uk/resources- all subjects at all levels, great new shared resources arriving from other students daily

studyblue.com/notes/high-schools/- make and share online flashcards, quizzes and notes, study on-line and on your phone

johndclare.net and spartacus.schoolnet.co.uk - good sites for history, all countries, all ages

s-cool.co.uk and bbc.co.uk/schools/gcsebitesize/- good resources for all subjects for IGCSE

swipestudy.com- self-tests in most subjects – sent to your phone!

quizlet.com and easynotecards.com/index- flash card makers for most subjects

LOOK

THINKPLAN

DO

Teach the process of failing well

take action

describe what happened list the facts

take responsibility for your own

actions

what did I do that worked?

that didn’t work?

what will I do differently next

time?

then make sure you have another go

Advantage effort over ability as the key to academic

success

Focus on learning for understanding rather than

learning for grades

Develop internal LOC and an optimistic outlook

Make resilience a high value attribute in the school

Celebrate the overcoming of adversity

Directly teach the process of failing well

take control of your life where you can

practice optimistic thinking

take responsibility for your own failures, make changes

learn for understanding

test yourself against yourself

take on new challenges

maximise your effort

celebrate all your successes