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Approaches to learning: supporting research skills among learners through the language of instruction

This article talks about the insights gathered  (through a Visible Thinking Routine)  from Grade 2 – 5  English  learners  when  they expressed the ir  struggles  conducting  research  in  their  homeroom .    

  T hese reflec tions unearthed  how language can be a barrier and how teachers can collaboratively play a role in bridging these gaps for  learner s , for them  to overcome these challenges with simple  research  strategies .  

By Lamiya   Bharmal  

“ I was curious to know  if teachers’ thinking is visible to students and if students’ thinking is visible to teachers  and this  was the catalyst for my research. “

The PYP Approaches to  l earning, focuses on skills that students can develop to help them “learn how to learn”. One of the skills is Research skills and this connects with the subject I teach – Information Literacy.   

Passionate about teaching and learning, I enrolled for a Making Thinking Visible course. I gained some fresh insight on how to develop my students’ research skills.  I was curious to know  if teachers’ thinking is visible to students and if students’ thinking is visible to teachers  and this  was the catalyst for my research.   

This article talks about the insights gathered when Grade 2 – 5 students reflected on the challenges they face when assigned research tasks. Students’ voices unearthed how we as teachers can collaboratively play a role in bridging some gaps with simple strategies to support all learners  when they are seeking information .  

We can support EAL  (English as an additional language)  students in different ways. Learners are comfortable when paired to complete tasks using  G oogle translate to research in their home language  and  to then present their findings with simplified expectations.   

This served as a provocation to ‘Generate’ a response from  all the  students to express what their struggles and challenges were. Their responses were documented on sticky notes.  

It surprised me that ALL students had struggles and that ALL were able to express their struggles. Their notes just showed the support that each student required from us and how.  

When seeking permission from students to read their notes aloud, I initially experienced resistance from some EAL students and from the ‘not so confident’ students when having inhibitions and reservations of disclosing their struggles. Through modeling the expectation of respect when reading aloud from the few confident  students  who gave permission to share their work, the other EAL and ‘not so confident’ students realised the impact this could have on their learning and that they were not the only ones who had struggles/challenges. This  turnaround in resistance  was an “aha” moment for me .  

Having ‘Generated’ a response from students I now ‘Sorted’ these into groups. This was valuable in moving their learning forward  through  creating a culture of learning for ALL students and in how they could support one another as many had common struggles.  

“ While sorting their struggles, the role that language plays when conducting any research became evident. “

While sorting their struggles, the role that language plays when conducting any research became evident.  It hinges on how students access and interpret information. This was validated as the teachers echoed the same notion.  

We then ‘Connected’ with learners’ homeroom  unit of inquiry  to extend and ‘Elaborate’ on simple strategies we could apply.   

Some simple strategies that we brainstormed and suggested  -   

W hen looking for information and even for images  In a search, include words such as the following after the search term, ‘ for kids/primary children/junior/easy/beginners/simple/basic or a specific age 8-9 ’ , at the end  after the search term .  The results are more child friendly.  

Ask an adult for meanings, look for meanings through the dictionary/phonetic dictionary, when you right click on the word you can explore  its  meaning  or  alternatively look for synonyms to help you find  the  word that fits best.   

Read or watch  video clips  not once but twice ,  and reread or re-watch a couple more times if necessary.  

To read the words you come across the first time – sound it out, decode/break the word into parts before you pronounce/sound the whole word, for example  –   com – pre – hend   for comprehend.   

Choose a quiet space or what works best for you, read  aloud  or read a bit slowly.    

Pay careful attention to  what you use as a keyword ,   and   the  correct spelling.   

Change the way you use a keyword search  by  refram ing  the question differently.   

Reframe questions by using synonyms/different words.  

Skim and scan   –  use a highlighter when you come across important relevant information.   

Next  to encourage  students to  empathise  with how language impacts the way we access information, I made a word  using  shapes  instead of letters   –  a triangle represented C, a square represented A and a circle represented T, alphabet. Students were then asked to read this.  

Students were perplexed and  reflected  on how difficult reading in another language is, and  this helped them  to  empathise  with the EAL learners. Finding representations and translating information for EAL learners now made  more  sense to them.  

F eedback by teachers  included  “Are students able to synthesize information when conducting research from various sources?”   

Here I wanted students to know the meaning of the word  ‘ synthesize ’ . To simplify  this,  I first asked 5 students about the places they visited during their holidays. These 5 students represented 5  different  websites. I later asked one student to create a report when combining all that he gathered through these 5 students (5 websites). When this report was read aloud the 5 students then pointed out if their peer had forgotten to include the most important information or misinterpreted the information. This way each student was able to comprehend the concept of synthesizing.  

“ Research skills can be learned and taught  and  improved as we practice and  are  developed  as  learners advance in age and in their levels of understanding . “

To conclude we brainstormed solutions for each of their struggles. We looked at possible strategies and steps to keep in mind when gathering information.

First step – Keyword strategies in the search box to include exactly what you are looking for with better spellings which will give better results.  

Second step  –   taking notes of the information found   

Third step – Paraphrasing and Synthesising  when making meaning  from  the information.  

Concept map strategies  are also useful in organizing the information students find.

It was great to see students taking ownership of the way they could get better at  information gathering  research.  

Research skills can be learned and taught  and  improved as we practice and  are  developed  as  learners advance in age and in their levels of understanding .  By   focus ing  on language and its connection to  information gathering , we can enhance students’ ‘Learning how to  l earn’ to  improve  research skills.  

Lamiya   Bharmal   has been   a PYP Librarian and Information Literacy teacher  working at  Stonehill International School in Bangalore, India for 8 years.  She  has  taught in IB PYP schools and  n ational curriculum schools since 2001  and has  been a homeroom teacher  and primary librarian  for an equal number of years . As the  PYP emphasizes student voice, choice, ownership,  reflection  and  r esearch skills,  she aims  to equip learners to research independently and take ownership of their learning

feedback , research , well-being

24 Responses to Approaches to learning: supporting research skills among learners through the language of instruction

Ms Lamia, I liked your process of identifying shortfall and expressing them on a sticknote.

I obeserve two things, number one identifying their own weakness and voiceout which helps the child to overcome their fear and secondly it’s a wonderful literacy activity on it’s own.

A well articulated article by Ms. Lamiya. This is so true to allow students to take ownership of research. At the same time not to forget our responsibility of mentoring and guiding them to explore different possibilities to unpack through research their own chosen topic. The exemplars are good reference for teachers and librarians for collaboration on multiple aspect of research along with ATL skills. Appreciate Ms. Lamiya sharing her absolutely empirical experience and best practice. Thanks for a very informative and useful article.

Lamiya, Thank you very much for sharing your knowledge with this amazing research which gives a very clear explanation of how we can encourage and inspire children carry our research at a very early age. I particularly resonated with the part about children’s struggle and how your tackled it using thinking strategies. Good learning for both students and teachers. Mina

Thanks Parimala for this feedback. Yes this shortfall was experienced by ALL students. As the article suggests there is a connection of language being a barrier for students to research better.

Thank you Anil for your feedback

Thank you Mina, I appreciate your feedback

Dear Lamiya, A nicely written article that addresses the ATLs in a specific way. Interesting to read the thought process of the children. The tips are well appreciated, thanks for sharing. Keep up the good work Regards Sharayu

Dear Lamiya, an interesting read, the mindset of children has been well looked into. Thanks for the tips, it will help us even when we try to build these skills in the Early Years class. Well done

Lamiya, yes, you are right; focusing on connection with language and other transdisciplinary concepts and ideas are important.

Information gathering, evaluating resources, inferencing, and providing evidence with writing are skills that need to be practised when interacting with complex information as students grow each year.

I like how you used the sticky notes and were able to match struggles with solutions. It was a cool way to map out strategies. I like to use sticky notes as a writing technique for plot structure and character development so the same “sticky” technique for organizing thoughts gets reinforced in different subjects and can become a habit for those students who connect with that technique.

Hello Ms.Lamiya, Awesome blog post. Lot of insights on the struggles the students face while researching. After reading your article, I wondered if it is only the EAL students who struggle or do all the students have some kind of struggle which might not be visible to the teacher. Thank you for this thought provoking blog post that made me think how best, we as educators can empower the student’s learning and research.

Dear Vicki, Thank you for your feedback. This was a whole circle complete for students to be able to come up with strategies to match their struggles.

Dear Sharayu, Thank you for your feedback. I think the Making Thinking Visible PD really helped me to gain this fresh insight

Thank you Sharayu for your feedback

Dear Heeru,

Thank you for your feedback. Yes language is important in gathering information and we need to provide learners with linguistic tools with which to learn as we are all language teachers as well.

Thanks Vinita for your feedback, In reply to your question – ALL students were facing struggles not only EAL which is why many times you will come across ALL written in capital letters

Thanks Vicki for your feedback. This was a whole circle complete for students to be able to come up with strategies to match their struggles. It served its purpose when students were able to reflect and to match this thus taking ownership as part of their learning.

Thanks Vicki for your feedback. A circle complete for students to be able to come up with strategies to match their struggles. It served its purpose when students were able to reflect and to match this, thus taking ownership of their learning.

Very lucid and insightful writing. I like the way you have brought out the the often ignored link between language competency and it’s consequent impact on effective research skills. On another level you could write an entire article that focuses on this critical aspect

Thank you Sapna for your encouraging words.

Excellent article Lamiya. You have given students a voice into the many ways they struggle with research. Once those struggles were identified you helped the students overcome their issues and gave them creative solutions. Very helpful article.

Thank you Sheryl for this valuable feedback, especially when it comes from someone who has been witness to this process.

I am a beginner in IB PYP. Reading this article gave me a good insight upon how ti build research skills in our learners. Moreover, I found that the pointers will help me to remember when I am actually implementing it in my classroom.

Hello Lamiya.. My PYPC just shared this article with me today – evening time. It is a very useful and insightful article both for IB or non IB school librarians. I read all the comments and I found a nice comment from a name who I look up too; Madam Heruu Bojwani. warm hi from Jakarta

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About the IB

The International Baccalaureate (IB) is a global leader in international education—developing inquiring, knowledgeable, confident, and caring young people. With more than 7,700 programmes being offered worldwide, across over 5,600 schools in 159 countries, an IB education is designed to develop well-rounded individuals who can respond to today’s challenges with optimism and an open mind. For over 50 years, our four programmes provide a solid, consistent framework and the flexibility to tailor students’ education according to their culture and context. To find out more, please visit www.ibo.org.

ATL Skills: A teacher's guide

Dr nancy macharia.

March 22, 2022

How can the IB's approaches to teaching and learning skills be successfully embedded in your classroom?

Nancy Macharia, D (2022, March 22). ATL Skills: A teacher's guide. Retrieved from https://www.structural-learning.com/post/atl-skills-a-teachers-guide

What are the Approaches to Learning Skills? 

The International Baccaulearette (IB) has four programs namely; Primary Year Program (PYP), Middle Year Program (MYP), Diploma Program (DP), and Career Path (CP).  Approaches to Learning Skills (ATLS) are an integral part of the International Baccaulearette Programme. The ATLS  skills are designed to enable students in the IB programme to “ learn how to learn .” They are intended to be applied across curriculum requirements as well as provide a common language for teachers and learners to use when reflecting throughout the learning process.

There are five categories of ATL skills. In recent years, the spotlight has moved away from the development of generic skills and this has been thoroughly embraced in this approach to learning. By embracing effective learning strategies , student success can involve both the development of individual skills and subject-specific knowledge . Becoming an effective learner involves understanding some important principles of how to learn and the idea of adopting the ATL skills framework means that schools can focus on a holistic approach to classroom instruction.

The ATL Skills are presented in five broad skill categories:

Thinking skills

• Communication skills .
• Social skills
• Self-managemen t skills 
• Research skills

This article  focuses on the Primary Years Program (PYP) . The five ATLS are further broken down into sub-skills so that they are intentionally selected to align with the learning goals . For example, research skills have two main subskills which are information literacy and media literacy . In this article, I will unpack the five categories of ATLS and explain how they can be used in transdisciplinary learning alongside the Learner Profile in an inquiry-based learning environment. The learner Profile is an important element of the IB curriculum as it is attributes, that can assist students to become responsible members that can connect with  local, national and global communities (IB, 2018).  

How are ATLS taught?

Approaches to Learning Skills are transferable across different disciplines. For example, when students are taught the key tenets of research such as identifying the relevant information using skimming and scanning through the text or identifying keywords , students could use the same strategy in a social studies lesson as well as during a literacy session when they are reading a non-fiction text.  ATLS should therefore be explicitly taught by modelling how they “ should look like ”.

It is vital that teachers and students collaborate to create a success criterion as this  teaching and learning practice assists students to visualize what the ATLS looks like.   When students understand what is expected from them, they are able to monitor their learning and to know when they have demonstrated the skills. Students understanding of ATLS is developed incrementally through practice.

Connection Between ATLS and Transdisciplinary Learning

ATLS can be used across various disciplines as they enhance transdisciplinarity. Teachers should therefore be intentional by identifying the ATLS that best aligns with the purpose of the unit. Learning engagements should be planned that are targeting the selected ATLS. An analogy that best describes the ATLS is a wheel as all the spokes are revolving and connected at the center. Transdisciplinary learning is at the center and all the ATLS should be connected and supported by the learning .

Skill-based questions to enhance student responsibility

Questioning is an integral part of the Primary Years Program as students are encouraged to be inquirers . While planning units of inquiry, teachers should consider identifying questions that enable students to reflect on the skills that connect to the concepts that they are inquiring into. For example, when teachers ask “how” questions, students are inclined to gravitate towards a skill-related response. For example, how did you find out information about children’s rights?

A student may respond by sharing that they interviewed a member of the learning community. According to Kaye (2014), students should be encouraged to research using Media, interviews, surveys, or observations (MISO) depending on the scope of their inquiry. Student engagement can also be enhanced using higher-order questioning. With the right sort of questioning, students' collaboration skills and communication skills can both be addressed.

Creating an activity with students that uses an inquiry approach often brings with it ample opportunities to practice strategies that lead to greater student responsibility. Coaching students to identify when they are utilising personal learning strategies such as communication skills or critical literary skills will help to build a common whole-school approach to nurturing inquisitive learners who can think for themselves.

How ATL research skills can be developed throughout a unit of inquiry

Fourth-grade students were inquiring about children’s rights worldwide. The teachers identified research skills as a tool that would provide students with a lens on factors that impact children’s rights worldwide. Using various forms of research such as listening to current news, reading non-fiction texts that highlight various local and global issues, students were able to identify a topic that they would research further, and ultimately take action. After reflection , students were able to make connections about how different factors that affect childrens’ rights are inter-connected . These connected skills taught through explicit teaching strategies in relevant activities help children adopt the ATL Skills in purposeful ways.

Communication Skills

Communication skills are concerned with how one  expresses themselves confidently and creatively in diverse ways. Students are encouraged to collaborate and share their ideas using different learning modalities. Communication skills are grouped into sub-categories such as:

• Exchanging information, listening, interpreting, and listening.
• Literacy, reading, writing, and using language to gather and communicate information
• ICT- communication using to gather, investigate and share information  

For example, during class engagements, teachers should aim and create opportunities for students to share their learning with other learners and reflect. Whilst enforcing communication skills, teachers would also assist students to connect with the learner profile of communicators which focuses on students ability to express themselves confidently and creatively using various learning modalities . The emphasis should therefore be on listening carefully to the perspectives of other students. In order for students to see the connection between the ATLS and Learner Profile, teachers may consider using Guy Claxton’s (2010) split-screen which assists students to understand what they are going to learn and  how they will learn the concept ;

• what we are going to learn (knowledge),
• how we will learn (skills),
• what we are becoming/ will become during and after the learning ( disposition ie Learner Profile)

Teachers should be intentional about teaching objectives that enforce thinking skills. The lessons should be planned in a way that encourages students to become more skilful in their thinking . Thinking strategies such visible thinking routines assist students to focus their attention on certain concepts and ultimately develop high order thinking skills. In the classroom, making  thinking more explicit would provide students with opportunities to think more clearly.

A consideration or adjustment is for teachers to create learning engagements that allows students to reflect on their thinking process using skilful crafted thinking skills- related  questions . An example of a practice that may support students thinking  is ongoing reflective journaling where students can document their learning throughout the unit. Teachers can connect thinking skills to the Learner profile of thinker by using the attributes through the unit. Students demonstrate the Learner Profile of thinker when  they  use critical and creative thinking skills in various contexts to explore complex problems and to take action. Students show initiative in making decisions that are ethical. 

Self-management skills

Self-management refers to the ability for students to manage their behaviors, thoughts, and emotions in a manner that supports the progression of learning  productive way.  This has been a skill that has been brought to the fore during Covid-19 period where students have had to work independently when schools transitioned to Distance Learning . Self-management like all other ATLS require time to develop and they look different depending on the age and context.

Students demonstrate that they have acquired self-mangement skills when they can plan learning strategies and take action to achieve their goals. The goals should be realistic and achievable but teachers may be required to scaffold the process.  A checklist may be a useful strategy for students to use as they develop their independence and ultimately mastery . 

Social Skills

Social skills are concerned with students cooperating and accepting responsibility as they work with other students . Students are expected to respect others,  resolving any conflict that may arise and to be involved in group-decision making as they  adopting a variety of group roles during the learning and sharing process. Depending on the focus of the unit, the teacher may assist students to make connection with the Learner profile attribute of principled.

Students demonstrate the Learner Profile of principled when they interact with others with integrity and honesty. The teacher may set up learning experiences  where students work in pairs or in groups so that students can collaborate and while doing so be able to have a sense of fairness and respect other students perspectives. The set up can take the form of games or discussions. For example students can watch a video together and then discuss its content.

How do the ATL Skills Foster Lifelong Learning and Growth?

As educators, our primary focus for teaching should be fostering the interrelated skills of the ATL framework. The ability to communicate effectively, think flexibly, and work collaboratively are just a few examples of the essential skills we aim to cultivate in our students.

To do so, we must incorporate the language of the learner by providing student-facing language, so they can grasp the fundamental concepts we are teaching. Debating and discussion questions allow students to apply and connect concepts to their personal lives, while key questions framed through the lens of inquiry-based learning help build towards a deeper conceptual understanding.

Incorporating the interdisciplinary nature of the skill-cluster approach to teaching can lead to exciting ideas for skill-based activities that encourage growth through meaningful assessment. The development and application of these interrelated skills not only prepares students for academic success but also enhances their ability to think critically and work collaboratively in various social situations.

They form the foundation for lifelong learning, where growth is a continuous, iterative process of reflection, self-improvement and consistent practice.

Final Thoughts on the ATL Skills

In conclusion, by incorporating the ATLS and Learner Profile in instruction, students are provided an opportunity to use their skills and to develop the desired attributes . It is worth considering using the ATLS and Learner Profile in the reflection process each day. For example; 

“How did you use your research skills?”

“When did you use self-management skills today?

“ What skills did we use today?

Student success encompasses more than just passing exams , providing a focus of approaches to 'how we learn will provide students of all ages with the effective learning strategies they need to be successful lifelong learners. Providing children with opportunities to practice strategies is as much a part of the education experience and passing SATs. Developing stronger, more self-regulated learners doesn't mean reinventing the wheel. Embracing the ATL skills clusters sits side by side with your subject content. If anything, promoting skills development using deliberate strategies will help the next generation take on the complex challenges that life throws at them.

Nancy Macharia is an experienced IB Educator and Primary Years Curriculum Coordinator at an IB school. She is an instructional designer and is passionate about developing students’  Service and Action learning capabilities. She can be contacted using this email address: [email protected]

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How we teach research skills to primary students at owis.

• October 19, 2021

Knowing how to research can help children solve problems and become functioning members of their communities. At OWIS, we teach research skills to our learners in our IB PYP Grades 1 to 5, so they have the tools they need to solve problems, think critically and become lifelong learners.

Importance of Research Skills for Primary Students at International Schools In Singapore

Learning to research is crucial in other ways. For example, children who learn to perform research independently also learn how to distinguish between good and bad data, ask questions that help them reach answers to their inquiries and solve their problems.

Once grown, they can carry their research skills into their years of higher study and employment. All sectors benefit from having professionals who can conduct proper research. Children who know how to conduct research grow into highly employable adults who can serve in a global economy. They’re also more capable of succeeding in secondary school, which helps them become more attractive job candidates when looking for their first job.

Students who learn to research at their IB school in Singapore also learn to take notes, develop higher-level thinking and reasoning skills and how to communicate their ideas through writing. In short, students who learn how to conduct their research become better students, more poised to succeed in school.

What Are the Important Research Skills We Teach at OWIS?

At OWIS, the IB PYP is implemented in its true form, which means students enjoy both inquiry-led learning and opportunities for student agency. Research finds a role in both of these. For example, suppose a student mentions a festival day they celebrate in their home, and another student finds this detail interesting. The interested student can use this observation as a jumping-off point and will inquire about it further. They can use their research skills to attain more information about the festival day. Students learn to become critical thinkers just by observing new topics that they can apply to their research.

At OWIS, we teach the following essential research skills to our students:

‍ At OWIS, we teach students how to observe the world around them and also make important observations about texts. For instance, in a recent Unit of Inquiry about ancient civilisations, students in Grade 5 researched aspects of the daily lives of citizens in ancient Egypt. Using their iPads, they also explored various aspects about specific groups from society such as pharaohs, farmers and slaves which were then discussed. Finally, they created a hierarchy of society in that era.

• Investigation: Information is everywhere, and students must learn to sort through that information by asking probing questions. At OWIS, our teachers help students learn to ask these probing questions. They pose deep, open-ended questions to students to help them understand the value of such questioning. Teachers ask “why” and allow students to contemplate the answers. This helps students understand concepts rather than surface-level facts. ‍
• Veracity: Students at OWIS are taught about media literacy to understand the source of their information and distinguish between reputable and non-reputable sources. Being able to evaluate the reliability of a source can help a student arrive at the truth, even if it is hard to find. ‍
• Analysis: Once the information has been found, students must learn to analyse that information to gain a conceptual understanding. Teachers at OWIS guide children through this process.  ‍
• Recording the research: It’s not enough to find the information; the data must be recorded for future use. The students at OWIS are taught to take proper notes and record their data. In primary grades, we see this output in the form of mind maps, illustrated timelines, presentations, project work and more.

Students are taught to become better researchers through constant practice and by exploring diverse topics of interest to them.

The IB PYP culminates in Grade 5 with students preparing projects for the PYP exhibition to develop and showcase their academic skills. The exhibition is a showcase of the research skills students have developed throughout their primary years. See the results of our 2021 IB PYP Exhibition here.

Imparting Skills that Go Beyond School

Research skills are transferable into student’s everyday life, interests and hobbies. By asking the right questions in class, our teachers help students see the connection between their school activities and activities outside school and show how research skills relate to everyday life.

OWIS teachers are IB-trained and able to create a learning environment that nurtures research and inquiry. Want to learn more about life at OWIS?   Join a virtual tour today!

(This blog was written in collaboration with Rónán Donohoe, former Grade 4 teacher at OWIS.)

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• Nov 18, 2023

Research Skills in the PYP

Research skills are crucial for students as they can be applied in everyday life, interests, and hobbies, helping them become critical thinkers and lifelong learners.

This is the first post in a series focusing on research skills in the PYP. This post is about why research is important and how, in the PYP, we lay down the foundations of research by developing natural curiosity and wonderings about the world around us and gradually scaffold the many facets of research through inquiry-based learning.

The development of research skills can be supported through language instruction and visible thinking routines, and can be improved as learners advance in age and understanding. Teaching research skills to primary students is essential as it equips them to solve problems, think critically, and become independent researchers.

Teaching research skills in the Primary Years Programme (PYP) has several benefits. Here are five of them:

1. Developing critical thinking skills: Research skills help students learn how to analyse information, evaluate sources, and draw conclusions based on evidence.

2. Fostering inquiry-based learning: The PYP is an inquiry-based learning programme, and research skills are an essential part of this approach. By teaching research skills, teachers can help students develop a deeper understanding of the world around them.

3. Promoting transdisciplinary learning: Research skills are a key component of the PYP's transdisciplinary approach to learning. By teaching research skills, teachers can help students make connections between different subject areas and develop a more holistic understanding of the world.

4. Encouraging lifelong learning: Research skills are essential for lifelong learning. By teaching research skills in the PYP, teachers can help students develop the skills they need to continue learning throughout their lives. Learning should never stop and the natural curiosity and love of learning is present from an early age. The hardest part is keeping it going.

5. Preparing students for the future: In today's information-driven world, research skills are more important than ever. By teaching research skills in the PYP, teachers can help students develop the skills they need to succeed in the 21st century. On the one hand, research is getting easier. Just type in a question to a chatbot or AI powered platform and the answer appear in seconds. How else can this knowledge base be utilised in the workplace of the future. In my mind constantly is the question, how can we teach the research skills required for the future?

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Approaches to Learning (ATL)

Go to Approaches To Learning (ATL) Resources

Approaches to Learning (ATL): Summary

The International Baccalaureate (IB) Approaches to Learning (ATL) are a set of skills and strategies that aim to help students become self-regulated, lifelong learners. The ATL skills are designed to be integrated into the curriculum and applied across all subject areas. There are five categories of ATL skills:

Thinking Skills:

Critical-thinking skills (Analyzing and evaluating issues and ideas).

Creative-thinking skills (Generating novel ideas and considering new perspectives).

Transfer skills (Using skills and knowledge in multiple contexts).

Reflection/metacognitive skills (re)considering the process of learning).

Research Skills:

Information-literacy skills (Formulating and planning, data gathering and recording, synthesizing and interpreting, evaluating and communicating)

Media-literacy skills (Interacting with media to use and create ideas and information)

Ethical use of media/information (Understanding and applying social and ethical technology)

3. Communication Skills:

Exchanging-information skills (Listening, interpreting, speaking).

Literacy Skills (Reading, writing and using language to gather and communicate information [oracy]).

ICT skills (Using technology to gather, investigate and communicate information).

4. Social Skills:

Developing positive interpersonal relationships and collaboration skills (Using self-control, managing setbacks, supporting peers).

Developing social-emotional intelligence ( Managing emotions and building positive relationships).

5. Self-Management Skills:

Organization skills (Managing time and tasks effectively).

State of Mind (mindfulness, perseverance, emotional management, self-motivation, resilience).

Source: ibo.org

ATL Diagram

PYP Approaches to Learning (ATL) Poster

PYP ATL Poster

Purpose of ATL

Understanding A TL

Detailed Explanation of ATL Skills in Eight Podcasts

These episodes by IB Matters are part of a series on the IB Approaches to Learning Skills known as the ATL’s that are at the core of all four International Baccalaureate Programmes.  John Harvey and the host will, in these eight episodes, try to give you a coherent, sustainable, values aligned strategy to implement ATL Skills in your school. They want to help you build your team of coordinators, teachers, librarians, and support staff.

Episode 1: the IB Approaches to Learning

Episode 2: States of Mind

In this podcast, John described how he moved some of the skills around to optimize teaching 'States of Mind' in the different IB Programmes. Here is a link to his spreadsheet so you can see how he did it: John Harvey's States of Mind Continuum Framework

Here are the 11 models John suggested. Take a look and pick one or two (or more) that fit you and your school. Links to each model can be found in the Continuum Framework document.

Locus of Control

Pomodoro Technique

Guided Meditation

Dr. Rob Bell's 8 Ways to Build Perseverance

Michelle Borba's 6 R's of Bullying Prevention

Prof Steve Peters Control Your Inner Chimp

5 Levels of Self Talk

Carol Dweck’s Growth Mindset

SMARTER Goals

Lance King’s Failing Well   

Monroe's Motivated Sequence

Episode 3: Thinking Skills

In the podcast, John described how he prefers the Gibb's Reflective Cycle. You can learn more using this link .

John also mentioned the 'Thinking Skills Across the Continuum' document he has compiled. Here is a link to that document. Be sure to check out all the tabs in the spreadsheet to access Critical thinking, Creative thinking, Information transfer, and Reflection & Metacognition.

Episode 4 : Research Skills

In the podcast, John referred to the Big 6 and Super 3 models for building research skills. Here is a link to explore more.

Episode 5 :  Communication Skills

In the podcast, John referred to the Thinking Pathways 'Ladder of Feedback' model for building communication skills. Here is a link to explore more.

He also referred to the Verbal Signposts activity. Here is a link to the pdf document which can also be found in the MYIB site.

Episode 6 :   Social Skills

In the podcast, John referred Belbin Team Roles model for developing social skills Here is a link to learn more.

Here is the list of the nine Belbin Team Roles:

The Social roles: Resource Investigator, Teamworker and Co-ordinator

The Thinking roles: Plant, Monitor Evaluator and Specialist  

The Action or Task roles: Shaper, Implementer and Completer Finisher

Episode 7 :  Self-Management Skills  

In the podcast, John Harvey described how he moved some of the Self-management Skills around to optimize teaching 'States of Mind' in the different IB Programmes. Here is a link to his award-winning spreadsheet so you can see how he did it: John Harvey's States of Mind Continuum Framework

Episode 8 :  How to Make the ATL's Work for You and Your School

This episode is a sort of panel discussion looking at the big idea of using approaches to learning as a framework within IB to deliver the promise of an IB education as captured in the IB mission.  The panel guests are Adrian von Wrede-Jervis, Nigel Gardner and John Harvey who has developed and led this series. With this episode the panel takes time to look at what might be missing, what might be done better, and what each of you in an IB school can do to make the Approches to Learning more useful to your teachers and students.

From Nigel: Integrating ATLs with concepts - here is the link to the framework that I was referring to: https://www.repurposedlearning.com/post/the-my-place-in-the-story-model

Linking with CASEL - 5 areas of social and emotional competency https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/ . Also see SEL Page and CASEL Section

   ( Y o u can check out all the IB Matters Podcasts Here. )

Approaches to Learning (ATL) Alignment

Student Personal ATL Learning Plan Example

This set of five ATL skills playbooks, produced by Toddle , is designed to help you target specific skill indicators in your teaching and learning processes. The playbooks collate exciting ideas for skill-based activities that can be aligned with subjects or used independently for homeroom and other learning spaces.

How to Use the Playbooks 

Each playbook contains printable strategy or activity cards aligned with 50+ skill indicators within the five ATL skill clusters

Cards are written in student-facing language and also link to templates, worksheets, and graphic organisers students can readily use 

Each card also indicates a learner profile attribute that can potentially be developed through the activity; educators may encourage students to reflect upon the same.

Thinking skills playbook helps develop the ability to think critically and creatively, and transfer knowledge across disciplines.

ATL Descriptors - PYP

ATL Descriptors: EY-G12

ATL "I Can" Statements

ATL "I Can" S tatements : 

ATL Skills Continuum

K-8 ATL Continuum 

Approaches to Learning (ATL) Resource Toolkit

Here are some strategies that can help to build ATL skills curated by Alison Yang . While the Toolkit is targeted for MYP teachers, you will find that many of the resources are very applicable to the PYP, especially upper elementary.  Select each ATL by selecting a tab at the top of the spread sheet. It's truly a bountiful resource! 

Note: The skill indicators are merely suggestions by the IB. These skills are not the definitive or exhaustive list of ATL skills. Schools are not required to cover them all. Instead, the important point is for schools to consider their own contexts, reflect on their school missions and develop their own continuum of approaches to learning skills that can prepare students for the future. 

Strategies must be used intentionally and practice deliberately. When choosing the strategy to explicitly teach specific skills, we need to consider our subject-specific objectives, the complexity of summative assessment, desired learning outcomes, and age appropriateness.

Also see another version by Lenny Dutton ( Direct Download )

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Podcast: Interview Sonya Terborg About the Approaches to Learning (ATLs)

Angeline Aow interviews Sonya Terborg about the Approaches to Learning (ATLs).  Sonya has been a PYP educator since 2003 when she began working with 2nd Grade students at Bonn International School and has since worked as an art teacher, homeroom teacher, and technology integrator. Sonya is currently teaching MYP Design at Nanjing International School. Sonya is a PYP workshop leader and has worked with the IB on developing the PYP Blog and on several projects in relation to the PYP Enhancements. Her interest lies in challenging ideas and seeking understanding in how we can best “do school”. To find out more about Sonya and her work, you can follow her on Twitter or check out her website .

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PYP studies

The following Curriculum studies address a range of research topics related to the PYP. These studies support the review and development of the programme, aim to improve the effectiveness of learning and teaching, and provide evidence-based strategies for students, teachers and schools.

School-based curriculum development in the PYP (2022)

This study describes how PYP schools develop curriculum and perceive their own capacity to undertake the challenging yet invigorating task of school-based curriculum development (SBCD).  

Facilitating curiosity and creativity in the classroom: An international multisite video study (2022)

The purpose of this study was to understand how teachers from diverse contexts endeavour to facilitate curiosity and creativity among International Baccalaureate (IB) Primary Years Programme (PYP) students.

Student thinking and learning in the PYP transdisciplinary framework (2016)

This study focuses on how the International Baccalaureate (IB) Primary Years Programme (PYP) transdisciplinary framework can advance deep thinking and learning for PYP students aged 3–12. 

Social constructivist approaches to language learning in multilingual classrooms (2016)

This study, conducted in two phases, investigates professional learning practices in language education. In the first phase, the researchers conducted a comprehensive literature review and developed preliminary design principles for the professional learning of PYP teachers. The second phase of the study involved applying and testing the principles that emerged from the literature review. 

The potentials of K-12 literacy development in the PYP and MYP (2016)

The purpose of this study is to investigate literacy development across the International Baccalaureate (IB) Primary Years Programme (PYP) and Middle Years Programme (MYP) and to inform programme development. The full report consists of a literature review and an analysis of key PYP and MYP documents.

Read more studies:

Assessment of student development and learning in PYP schools (2016)

The aim of this study is to examine how International Baccalaureate (IB) Primary Years Programme (PYP) schools define the purpose of educational assessment in their assessment policies and practices.

An exploration of transdisciplinarity in the PYP (2015)

The purpose of this study is to investigate how Primary Years Programme (PYP) teachers, coordinators and administrators conceptualize and apply transdisciplinary approaches to teaching and learning.

A review of current thinking and practices in assessment in relation to the Primary Years Programme (2014)

The principal purpose of this research project is to contribute to a substantial review of the Primary Years Programme (PYP), by critically reflecting on the PYP curriculum framework in light of the approaches, strategies and tools of assessment of 21st century primary education.

Additional language teaching and learning in International Baccalaureate Primary Years Programme schools (2013)

This study focuses on additional language (AL) teaching and learning in a range of diverse Primary Years Programme (PYP) settings. It explores aspects and practices in relation to school language policies, cultural influences, teacher beliefs and pedagogical strategies, professional development, assessments, and student learning outcomes as well as their alignment with PYP principles and practices in language and learning. 

How schools evaluate the success of the International Baccalaureate Primary Years Programme (2013)

This study aims to investigate schools’ definitions of the “success” of the Primary Years Programme (PYP) and how they evaluate their definitions of success in relation to the following: 1) school leadership, 2) teachers’ pedagogical beliefs and practices, 3) parent satisfaction with the PYP, 4) student learning outcomes, 5) students’ demonstration of IB learner profile attributes, 6) development of international-mindedness and 7) school ethos and culture.

Primary education: A literature review (2013)

This literature review project focuses on the written and taught curriculum for students aged six to twelve years.

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