critical thinking atl skill

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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ATL Skills Progression: How to Plan and Track Progress

Written by Adrian von Wrede-Jervis , Bavarian International School

Why teach skills?

For a long time now education has been accused of pandering to the factory model by encouraging the transfer of knowledge but to do so in ways that encourage a compliancy that was arguably needed for the workplace of its time. Many of the arguments for teaching skills come from the fact that the workplace is changing and increasingly employers say that they are looking for a particular set of skills. Each year several lists are published as which skills are top of the most wanted lists.

BUT, are we building skills because they are functionally important and prepare students for the world of work? It would be ironic to suggest we only work on skills because the factory has changed.

OR are we building skills because they shape who we are and how we can contribute to a better society?

This leads us to ask ourselves, when thinking about implementing progression in the ATL skills, “why we are doing it?”. This is essential and best done as a faculty as it frames the nature of the venture. Are we teaching skills for improving a student’s functional competence or it the goal bigger than that? As Simon Sinek has said (though he may have been quoting Herb Kelleher):

I might argue that teaching skills is a route to teaching attitude. In IB the attitude we are aiming for is International Mindedness (and all that comes with it) making a skill like dialectic thought (an identified PYP skill where we acknowledge the opinion of others) really rather important.

Further to this a skilled person tends to be more proactive. We need this right now. Greta Thurnberg needed her skill set to be the change maker she is.

Even futurist Gerd Leonhard argues that we need to teach the skills that make us human:

So then, we work on the skills to release students to being proactive changemakers whether in grand global ways like Greta or in more individual and personal ways through the change of a habit. Skills enable AGENCY and they lead to ACTION.

Generic skills and/or domain (subject) specific skills?

There are some (John Sweller and David Geary in particular) who suggest that we have evolved our generic skills but these are basic. They propose that these skills need not be taught because they are naturally learnt (through evolutionary pressure) and can be assumed to be present. Examples are: learning to communicate and work together as a team. In the same way they argue basic knowledge also naturally formed. They call these basic skills Biologically Primary skills and the knowledge formed Folk Knowledge.

Both, they argue, are very resistant to change and both are overcome by teaching explicit domain knowledge. For example, they argue that more sophisticated skills are reliant on taught content and are domain specific. This comes from the discovery that whilst grandmaster chess players brains are different to novices this change of brain structure only really helps them be better at chess and does not necessarily to make them overall better thinkers (they discovered that actually the brain growth area is in the region of memory, that decisions on best moves to take is informed by a huge memory bank of possible moves and chess piece layouts). They argue therefore to not focus on teaching skills but to teach knowledge, both to develop domain specific skills and also to overcome folk knowledge, by creating a large memory reservoir of facts.

Whilst I do not agree with their conclusion, we must take note of the evidence. I think that we must question the assumption that skills are only generic and transferrable, but I also believe that these generic skills can be taught beyond an innate competency. We can for example learn how to cooperate better or communicate with each other better. In fact, I interpret the evidence to show the necessity of teaching generic skills explicitly because if we don’t they will not change. I think the insight on some skills being domain specific is also helpful; critical thinking in Maths IS different to critical thinking in Science, History or Art.

What this means is that schools should take the time in their faculty to consider what skills are generic (and therefore taught for transference) and sought after by all subjects in a consistent manner, e.g. learning how to do a presentation. To aid transfer, these skills should be approached in a consistent manner and language.

In the same vein students should be given clarity on how to approach domain specific skills. A great strategy for identifying domain specific skills relevant to your course is to pull these skills from the subject specific assessment criteria. For each descriptor pull out the skills needed to evidence this criteria. As a quick mock-up example, from Individuals & Societies:

For both the generic and the domain specific skills consider what progression in that skill looks like and encourage students to reflect on their usage of that skill.

What are the MYP requirements?

From the Standards and Practices document:

• The written curriculum includes an approaches to learning planning chart for all years of the programme. (C2.1b)
• There is a system for the regular review of individual unit plans and of the planning of approaches to learning skills. (C2.1f)
• Collaborative planning and reflection addresses vertical and horizontal articulation. (C1.3)

From Principles into Practice:

Leadership should

• ensure that teachers understand ATL skills and their role in the programme
• help to decide how ATL can be addressed by subject-specific content and special activities
• develop a plan for the vertical articulation of ATL skills across all years of the programme
• support teachers in developing teaching strategies for ATL skills.

So, the MYP requires that schools produce a planning chart that shows skill development vertically through the Programme (it does not require school to evidence horizontal alignment but it does acknowledge this as best practice).

It requires as a minimum that the skills are mapped but again it states that “over time, the chart may become more detailed and comprehensive (and) … reflect the school’s current emphasis and work plans in terms of ATL skills development.” Whenever we want to show development, a mapping tool is not sufficient, we need to add to it an articulation of progression.

Progression of what?

The MYP has several levels to the ATLs. It has:

• 5 skill categories
• 10 skill clusters
• 140 named skills

It does not require you to use any or all of these categorisations in the ATL planning chart. Pragmatically though it is too onerous and difficult to articulate progression in 140 skills, and not granular enough to do it in 10 clusters. So the first piece of advice is:

 Design your own sub clusters that you think are possible to articulate progression in.

How to articulate progress

• Competency expressed in terms of CONSISTENCY.

“Student can sometimes/usually/always use skill X.”

• Competency expressed in terms of INDEPENDENCE.

“Student can with guidance/with reminders/alone/teach others use skill X.”

• Competency expressed in terms of GENERIC COMPLEXITY.

“Student can use skill X in a simple/multi step/complex task”

• Competency expressed in terms of SPECIFIC COMPLEXITY.

“Student can, in written communication, write in full sentences/ in paragraphs with clear focus / evaluate perspectives”

These each have their benefits but my personal favourite idea is:

Monitoring Growth

Monitoring can be simply identifying the presence and use of ATL skills, or it can monitor the growth of the skills in an individual. If you can unify the monitoring of the skill to the articulation of progression this will be best. The best solutions here are, in my mind, digital as it allows easy communication amongst the key stakeholders in a learners growth – the school, the student and the home.

I know of four useful possible strategies

• Through garnering student reflections – see the work of Tracker Apps
• Through working through a skills training programme – see the work of Callido
• Badging accomplishments stored in a digital portfolio – see the work of the Badge Alliance
• Competency tagging – see the functionality of ManageBac

And finally planning, assessing and reporting on ATLs

For me, ManageBac, given that it is highly customisable, remains one of the most effective systems for identifying the skills you wish to teach, selecting the skill you wish to assess and even reporting on that skill with a qualitative comment.

ManageBac has a built-in way of creating ATL skills clusters in each MYP unit that can be used to link MYP Curriculum Objectives and their strands to specific ATL skills. This is done in the Connections tab of MYP Unit Plans.

Furthermore, teachers can plan for how they want to address specific ATL skills in their Units through Learning Experiences linked to the skills clusters.

If wanted, you would also be able to assess the overall ATL skills for end of term grades per class in ManageBac. Please feel free to visit the ManageBac Help Centre for further information on assessment of ATL skills in the MYP.

• the IB does not require you to assess or report on ATLs
• it has further stated that it opposes reporting ATL skills as grades

To conclude

Skills are valuable assets in any learning experience, give therefore considered thought as how you might articulate for students what growth in these skills looks like.

Watch Adrian’s webinar, ATL Skills Progression: How to Plan for it and Track Progress here . 

ABOUT THE AUTHOR

Adrian von Wrede-Jervis has been teaching for over 25 years. He cut his teeth as a science teacher and Head of Faculty in UK state schools until he moved to Germany ten years ago where he has worked at the Bavarian International School as Assistant Principal and International Baccalaureate (IB) Diploma Coordinator; Director of Studies and TOK Coordinator; and Director of Continuum Learning. In these roles he has developed a thorough working knowledge of school management systems, data analysis (Diploma results analysis and pupil monitoring), and a deep understanding of each of the four IB Programmes and how they can be more closely aligned to one another towards a coherent Continuum of IB education.

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Prior to the Enhanced PYP empathy was an "PYP Attitude" attribute. In the Enhanced PYP, it has been subsumed into the Learner Profile under "Caring".  Since empathy needs to be explicitly taught, I encourage PYP teachers to consider teaching empathy as an ATL skill under "Social Skills" (as it is in the MYP). Learn more about the importance of teaching Empathy.

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It is critical to incorporate differentiation and assessment strategies during collaborative planning and teaching for implicit and explicit opportunities for all students to develop ATL skills both inside and outside the programme of inquiry. Learn more about Differentiating Instruction and Assessment.

What Is The 3-2-1 Strategy And How Can It Be Used For Critical Thinking?

What’s the 3-2-1 strategy? The 3-2-1 strategy is simply a format that can frame–well, really anything. Great for stimulating critical thinking and ATL understanding.

Examples Of The 3-2-1 Strategy

It doesn’t even have to be about about teaching and learning. You might ask someone to name…

3 of your favourite genres of music, 2 of your favourite songs, and 1 pattern you noticed making that list of genres and songs

3 cities you’ve visited, 2 of your favourite memories of those 3 cities, and 1 place you’d like to go next

3 causes of pollution, 2 solutions that could help address those causes, and 1 thing a person can do every day to help immediately/have an immediate effect

3-2-1 is a tried-and-true way to frame anything from a pair-share or journal entry (e.g., ask students to write 3 things they think they know, 2 things they know they don’t know, and one thing they’re certain of about a topic) pre-assessment to a post-assessment (e.g., list three ways your project or learned skill reflected mastery of skill X, two ways skill Y still needs improving, and one way you can make your presentation stronger in the next five minutes) to a reflection of the post-assessment.”

The most common use of 3-2-1 is in response to a reading or lesson–usually 3 things you learned, 2 things that made you curious or confused, and 1 most important thing you learned or should do with what you’ve learned.

Using The 3-2-1 Learning Strategy For Critical Thinking

Note that these are just rough examples of using the 3-2-1 for learning. Feel free to take any of these and improve them or create your own based on an idea you get reading them.

Also note, the use of vague or imprecise words like ‘thing’ and ‘name’ and ‘could have’ and ‘might have.’ This is done to make it general enough to be plainly useful to a range of grade levels of content areas. The ‘thing’ can be anything from fractions or the water cycle to a discussion about Shakespearean sonnets. 

Analytical/Conceptual

3 differences between metaphors and symbolism, 2 things they have in common, and 1 general effect on a text that they each have

3 underlying assumptions of democracy, 2 common misunderstandings of democracy, 1 reason democracies have endured as a form of modern government

You could also have asked students to name 3 strengths of democracy, 2 forms of democracy, and 1 way it might have to evolve to maintain relevance in a changing world (misinformation, deep fakes, propaganda, partisanship, etc.)

Write 3 questions at the recall or understanding level, 2 questions at the ‘apply’ level, and 1 question at the evaluate level

Discussion/Listening/Debate

3 ways you agree, 2 ways you disagree, and 1 thing you learned (or that surprised you) during your conversation

3 things they said, 2 points they made, 1 thing you’d like to know more about

Metacognitive

3 things I know (generally) about mindset, 2 examples of the effect of mindset (generally), 1 thing I’ve noticed about my mindset today/before or during this lesson/recently, etc. (specifically)

3 ways my thinking occurs easily or naturally for me, 2 ways my thinking requires focus or effort on my part, 1 adjustment I can make in response

3 things I remember thinking during the lesson, 2 things I remember doing during the lesson, and 1 thing I could’ve done but didn’t

Spend 3 minutes summarizing, 2 minutes clarifying, and 1 minute writing one sentence that concisely summarizes the ‘thing’

3 things I could do with what I’ve learned, 2 things that other people do with this kind of knowledge or skill, 1 thing I am going to do with what I’ve learned

3 similarities, 2 differences, 1 question-to-guide-future-learning

3 things I learned, 2 things that were a bit confusing, 1 ‘big idea’ that sums up the relevance of it all

3 open-ended questions, 2 closed questions, 1 deepening question

3 clarifying questions, 2 probing questions, 1 contextualizing question

Reading Response Prompt Examples

Non-fiction text/simple: Name 3 things you remember or learned from the reading, 2 things that made you confused or surprised, and 1 thing you’d like to learn more about

Non-fiction text/less simple: Name 3 examples of text structure, analyze 2 ways that structure affected its meaning, and name 1 claim that the text seemed to make that was or was not well-supported

Fiction: Describe 3 ways the author developed the protagonist over the course of the book, describe 2 ways that development affected the plot’s development, and identify and explain 1 change the author could’ve made in that development and how that change would have affected the meaning of the text/your enjoyment of the text, etc.

Using 3-2-1 To Guide Inquiry Examples

Identify 3 places your inquiry could ‘start,’ identify 2 pros and cons of each, then create 1 driving question to guide your inquiry

Write 1 question, 2 answers, and 3 follow-up questions

Write 1 question, 2 revisions of the question, and 3 effects of those revisions

Write 3 questions, 2 possible answers each, and 1 implicit idea in either

2 sources for every (1) claim

3 sources, 2 media forms, 1 recent study

3 sources published within the last 5 years, 2 sources published between 5 and 20 years ago, 1 source published 20+ years ago

Lesson Planning

What are three ways I have designed with enough flexibility to meet the needs of a range of learners? What are two questions or challenges I anticipate? If they can only learn one thing from this lesson, what do I want it to be (ideally in one sentence)?

Curriculum Planning

What are three most important ‘big ideas’ in this curriculum? (Obviously, this could be any number–six, ten, etc.) How can they unify the ‘less important’ or less broad ideas? What are curriculum planning strategies I can use to promote enduring understanding (or critical thinking, transfer, etc.)? What is one change I can make to this curriculum to make it more flexible for all learners?

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OECD Future of Education and Skills 2030 Project

The OECD Learning Compass 2030 , a product of the Organization for Economic Cooperation and Development (OECD) Future of Education and Skills 2030 project, is an evolving learning framework that sets out an aspirational vision for the future of education with a focus on individual and collective well-being. The compass framework connects well to IB PYP standards and practices through its offering of a broad vision of the types of competencies students will need to thrive in 2030 and beyond. 

These include core foundations , knowledge , skills , attitudes and values , transformative competencies , well-being and a cycle of anticipation, action and reflection (AAR) . The concept of learner agency and co-agency are also central to the Learning Compass.

For example, The OECD Learning Compass 2030 distinguishes between three different types of skills : cognitive and metacognitive skills which include critical thinking, creative thinking, learning-to-learn and self-regulation (PYP ATL Thinking & Research Skills); social and emotional skills – which include empathy, self-efficacy, responsibility and collaboration and the ability to communicate, (PYP ATL Social & Communication Skills); and physical and practical (PYP ATL Self-Management Skills) –which include using new information and communication technology devices, daily manual tasks, such as feeding and clothing oneself, but also with the arts.

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ATL Visual MYP (2021).  ATL Visual MYP.pdf . [online] Google Docs. Available at: https://drive.google.com/file/d/17EtYRXcX7gm6lQ5L1Q2z1Z4_cefLg-4E/view [Accessed 21 Feb. 2021].

Critical Thinking Exercises: Define the problem

Critical thinking in problem-solving means knowing exactly what it is you are trying to solve, and that means clearly defining the problem. Begin this exercise by pinpointing a problem and then asking these kinds of crucial questions.

•  What are the details of the challenge we face?
•  What do we want to overcome specifically?
•  What do we know about this problem?
•  Why is it important to address?
•  Is this a time-sensitive problem?
•  How does it affect me, the community, or the world?
•  Where do we begin?

[Source]   Wabisabi Learning

Fact vs Opinon

A fact can be proven either true or false. An opinion is an expression of feeling or point-of-view and cannot be proven true or false.

•  How can this statement be proven beyond a doubt?
•  Does the statement have a bias?
•  Is the statement based on verified information or assumption? How can we tell?
•  Does the statement make use of descriptive language to appeal to our emotions?
•  Is there anything misleading about this statement?
•  Are the facts reliable?
•  Are the opinions based on facts?
•  If we all agree on something, does that make it a fact?
•  How else can we verify something?
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MYP & DP ATL: Home

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The Approaches to Learning (ATL's) skills framework supports and empowers learning across & beyond the academic curriculum. 

ATL Skills are organised in clusters , within five main areas :

• Thinking Skills
• Social Skills
• Research Skills
• Communication Skills
• Self-Management Skills

ATL: Social Skills

COLLABORATION

How can students collaborate? Working effectively with others

• Use social media networks appropriately to build and develop relationships
• Practise empathy
• Delegate and share responsibility for decision-making
• Help others to succeed
• Take responsibility for one’s own actions
• Manage and resolve conflict and work collaboratively in teams
• Build consensus
• Make fair and equitable decisions
• Listen actively to other perspectives and ideas
• Negotiate effectively
• Encourage others to contribute
• Exercise leadership and take on a variety of roles within groups
• Give and receive meaningful feedback
• Advocate for one’s own rights and needs

ATL Skills from "MYP: From Principles to Practice (2014)"

ATL: Self-Management Skills

ORGANIZATION SKILLS

How can students demonstrate organization skills? Managing time and tasks effectively

• Plan short- and long-term assignments; meet deadlines
• Create plans to prepare for summative assessments (examinations and performances)
• Keep and use a weekly planner for assignments
• Set goals that are challenging and realistic
• Plan strategies and take action to achieve personal and academic goals
• Bring necessary equipment and supplies to class
• Keep an organized and logical system of information files/notebooks
• Use appropriate strategies for organizing complex information
• Understand and use sensory learning preferences (learning styles)
• Select and use technology effectively and productively

AFFECTIVE SKILLS

How can students manage their own state of mind? Managing state of mind

Mindfulness

• Practise focus and concentration
• Practise strategies to develop mental focus
• Practise strategies to overcome distractions
• Practise being aware of body–mind connections

Perseverance

• Demonstrate persistence and perseverance
• Practise delaying gratification

Emotional Management

• Practise strategies to overcome impulsiveness and anger
• Practise strategies to prevent and eliminate bullying
• Practise strategies to reduce stress and anxiety

Self-Motivation

• Practise analysing and attributing causes for failure
• Practise managing self-talk
• Practise positive thinking
• Practise “bouncing back” after adversity, mistakes and failures
• Practise “failing well”
• Practise dealing with disappointment and unmet expectations
• Practise dealing with change

ATL: Research Skills

INFORMATION LITERACY

How can students demonstrate information literacy? Finding, interpreting, judging and creating information

• Collect, record and verify data
• Access information to be informed and inform others
• Make connections between various sources of information
• Understand the benefits and limitations of personal sensory learning preferences when accessing, processing and recalling information
• Use memory techniques to develop long-term memory
• Present information in a variety of formats and platforms
• Collect and analyse data to identify solutions and make informed decisions
• Process data and report results
• Evaluate and select information sources and digital tools based on their appropriateness to specific tasks
• Understand and use technology systems
• Use critical literacy skills to analyse and interpret media communications
• Understand and implement intellectual property rights
• Create references and citations, use footnotes/endnotes and construct a bibliography according to recognized conventions
• Identify primary and secondary sources

MEDIA LITERACY

How can students demonstrate media literacy? Interacting with media to use and create ideas and information

• Locate, organize, analyse, evaluate, synthesize and ethically use information from a variety of sources and media (including digital social media and online networks)
• Demonstrate awareness of media interpretations of events and ideas (including digital social media)
• Make informed choices about personal viewing experiences
• Understand the impact of media representations and modes of presentation
• Seek a range of perspectives from multiple and varied sources
• Communicate information and ideas effectively to multiple audiences using a variety of media and formats
• Compare, contrast and draw connections among (multi)media resources

ATL: Thinking Skills

CRITICAL THINKING SKILLS

How can students think critically? Analysing and evaluating issues and ideas

• Practise observing carefully in order to recognize problems
• Gather and organize relevant information to formulate an argument
• Recognize unstated assumptions and bias
• Interpret data
• Evaluate evidence and arguments
• Recognize and evaluate propositions
• Draw reasonable conclusions and generalizations
• Test generalizations and conclusions
• Revise understanding based on new information and evidence
• Evaluate and manage risk
• Formulate factual, topical, conceptual and debatable questions
• Consider ideas from multiple perspectives
• Develop contrary or opposing arguments
• Analyse complex concepts and projects into their constituent parts and synthesize them to create new understanding
• Propose and evaluate a variety of solutions
• Identify obstacles and challenges
• Use models and simulations to explore complex systems and issues
• Identify trends and forecast possibilities
• Troubleshoot systems and applications

CREATIVE THINKING SKILLS

How can students be creative? Generating novel ideas and considering new perspectives

• Use brainstorming and visual diagrams to generate new ideas and inquiries
• Consider multiple alternatives, including those that might be unlikely or impossible
• Create novel solutions to authentic problems
• Make unexpected or unusual connections between objects and/or ideas
• Design improvements to existing machines, media and technologies
• Design new machines, media and technologies
• Make guesses, ask “what if” questions and generate testable hypotheses
• Apply existing knowledge to generate new ideas, products or processes
• Create original works and ideas; use existing works and ideas in new ways
• Practise flexible thinking—develop multiple opposing, contradictory and complementary arguments
• Practise visible thinking strategies and techniques
• Generate metaphors and analogies

THINKING SKILLS: TRANSFER

How can students transfer skills and knowledge across disciplines and subject groups? Using skills and knowledge in multiple contexts

• Use effective learning strategies in subject groups and disciplines
• Apply skills and knowledge in unfamiliar situations
• Inquire in different contexts to gain a different perspective
• Compare conceptual understanding across multiple subject groups and disciplines
• Make connections between subject groups and disciplines
• Combine knowledge, understanding and skills to create products or solutions
• Transfer current knowledge to learning of new technologies
• Change the context of an inquiry to gain different perspectives
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Leanyer ATL Skills Toolbox: Thinking Skills

• Social Skills
• Thinking Skills
• Research Skills
• Communication Skills
• Self Management Skills
• ATL Skills Online
• ATL Skills in the library
• ATL Visuals

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Fairview Models Thinking Skills

• Critical Thinking Skills
• Creative Thinking Skills
• Transfer Skills A series of ATL models on the subject of collaboration produced by Fairview International School more... less... If log in is required, please use your printer code as your username and leave the password blank

Graphic Organisers

• Graphic Organisers to Enhance Thinking Skills in the Learning of Economics A 107 page PFD that runs through a wealth of graphic organisers to encourage logical thinking. It ranges from simple to very complex. Although used for Economics, most organsers could easily be applied to other fields.
• Graphic Organisers A list of over 30 downloadable templates of graphic organisers that can be adapted to various subjects.

Video Resources

Critical Thinking Links

• 26 Critical Thinking Tools Ideas for teaching critical thinking skills, aligned with Bloom's taxonomy.
• The CORT Thinking Program A powerpoint that runs through a number of thinking routines.
• Teacher Tools - Thinking Skills A list of links about creative and critical thinking.
• Visible Thinking A well organised site with a range of common thinking routines.

Creative Thinking Tools

• Models for the Creative Process An outline of a number of creative thinking models.
• Introduction to Creative Thinking An outline of creative thinking, how it differs from critical thinking, and how it can be blocked and unblocked.

Visible Thinking Tools - Harvard Project Zero

• Portable Knowledge
• Exploring Complexity
• Global Thinking
• Developing Students Memory and Note-taking Skills

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What Are Critical Thinking Skills? (Example List Included)

Mike Simpson 0 Comments

By Mike Simpson

Ah, critical thinking skills. As a candidate, it’s vital to understand that pretty much all employers are on the hunt for job seekers with critical thinking skills. Why? Because it’s universally helpful on the job.

When employees know how to think critically, they are more effective in their positions. They’ll be more productive and self-sufficient. In the eyes of employers, that matters a ton.

But what are critical thinking skills exactly? And, if you don’t have them, what can you do to improve your ability to think critically?

If you’re asking yourself questions like those, you’re in luck. After all, you’re here, and we’re about to tell you all about the characteristics of critical thinking and how to get better at it. So, if you’re ready to dig in, here’s what you need to know.

What Are Critical Thinking Skills?

If we’re going to talk about critical thinking skills, it’s best to begin by answering a crucial question: what are critical thinking skills?

Well, to figure that out, it’s helpful to know what critical thinking means. According to the Cambridge Dictionary , critical thinking is “the process of thinking carefully about a subject or idea, without allowing feelings or opinions to affect you.” That’s actually a pretty solid place to start.

In many ways, critical thinking is a two-fold process. First, it focuses on information-gathering and fact-analysis. It’s all about understanding a subject thoroughly.

Second, it’s about setting your feelings aside. With critical thinking, it isn’t about what you want the facts to say; it’s about the reality of the situation. It’s a very Vulcans-from-Star-Trek approach to topics. Emotions and personal preference simply aren’t part of the equation in the vast majority of cases. Instead, objectivity reigns.

Alright, so what are critical thinking skills then? Well, critical thinking skills are the soft skills and hard skills that help you assess situations, collect data, analyze information, identify solutions, determine the viability of solutions, and make decisions without letting your emotions run the show. Any capability or trait that makes it easier to do those things can qualify.

In many cases, thinking critically plays a bigger role in your day-to-day than you’d expect. When you approach any task, you usually spend a moment analyzing it. That way, you can find the best path toward success.

When a task is simple, it doesn’t take much time to do a quick critical thinking once over, so you probably don’t even notice you’re doing it. It’s only when an activity is challenging or when something unexpected occurs that your thought process really stands out. As a result, you probably spend far more time thinking critically than you realize.

How Are Critical Thinking Skills Relevant to a Job Search?

Okay, we’ve given you a solid overview of what critical thinking skills are. Now it’s time to talk about the importance of critical thinking during a job search.

When you’re hunting for new opportunities, critical thinking skills are immensely valuable. For example, they can help you figure out if a job opening is genuinely a good fit for your capabilities and career.

When you find a job ad, do you just apply without seeing if it matches your skills and aligns with your goals? Of course not. Instead, you take a look at the requirements, examine the job ad for potential, and decide whether or not that opportunity really fits. That’s critical thinking.

But that’s not the only way these skills make a difference during your job search. They may also help you identify what points to include in your resume and cover letter to stand out to a hiring manager or what to talk about when you’re answering specific job interview questions.

How can it do all of that? Well, when you decide what to list in your resume or cover letter, or add to an interview answer, you have to do some analysis. You consider the hiring manager’s needs. Next, you find a matching accomplishment that highlights what they are after. Then, you figure out present it in an engaging way. That’s all critical thinking, too.

Plus, thinking critically can also make a difference post-interview. You’ll have an easier time assessing your own performance, allowing you to identify areas for improvement. Good stuff, right?

When it comes to why hiring managers prefer candidates with these skills, there are actually several reasons. The biggest is that employees with strong critical thinking skills tend to be more self-sufficient and productive. They are better equipped to assess situations and find their own solutions, and that matters, particularly in faster-paced environments.

Plus, workers that know how to think critically may have an easier time collaborating. They can separate their emotions from the situation, allowing them to focus on what’s best for the team and company.

So, which critical thinking skills are they after? Well, that can depend on the hiring manager. However, most want to see you possess capabilities in four core areas: information-gathering, analysis , problem-solving, and creativity. If you tap into all of those, you usually have what it takes to think critically.

How to Highlight Critical Thinking Skills for Job Search

Okay, at this point, you probably understand the importance of critical thinking skills. Now onto the next part of the equation: how to show off your capabilities during a job search.

Let’s start with the earliest part of the job search: your resume and cover letter. When you’re writing a resume or creating a cover letter , the best thing you can do is focus on achievements.

Highlighting accomplishments where you put your critical thinking skills to work lets you “show” the hiring manager you have what it takes instead of just telling them. After all, anyone can say, “I’m an excellent critical thinker,” even if they aren’t. By having examples, you prove that you have those capabilities. That matters.

How do you pick the right achievements? By using a winning strategy, like the Tailoring Method . The Tailoring Method focuses on relevancy. It helps you choose accomplishments that showcase the skills the hiring manager wants to see, increasing the odds that they’ll view you as an excellent match for their needs.

Now that your resume and cover letter are squared away, it’s time to talk about the interview. Luckily, you can use the Tailoring Method here, too. It’s a great technique for straightforward job interview questions , as well as behavioral interview questions .

When you’re dealing with behavioral interview questions, couple the Tailoring Method with the STAR Method . That way, your answers are engaging and relevant, making them even more impactful.

How to Develop Critical Thinking Skills If You Don’t Have Them

Some people may think that they don’t have any critical thinking skills. In reality, that probably isn’t true.

Nearly everyone develops some critical thinking capabilities over the course of their lives; they just may not realize it. Luckily, that’s a good thing. It means you probably have a solid foundation, even if you don’t know it.

Why does that matter? Well, it means you can focus more on developing what you have. You aren’t actually starting from scratch, which can make it easier.

Ready to take your critical thinking skills to the next level? Great! Here’s how you can.

Understand the Critical Thinking Process

When it comes to how to think critically, there is actually a core process involved. By understanding the steps, you can make sure you approach situations properly.

Usually, the critical thinking process involves:

• Observation
• Information-Gathering
• Brainstorming

Typically, you start by observing the issue at hand. Next, you do some research, helping you gather more information. After that, you focus on brainstorming ideas on how to proceed. Then, you consider each option, identifying the best one. Finally, you decide to proceed, taking actions based on what you’ve learned.

It’s a systematic way to address a range of scenarios. By learning the process, you can put it into use more often, allowing you to increase your skills.

Take Up a Hobby

Many hobbies actually require quite a bit of critical thinking. For example, if you want to have a thriving garden, you need to take several factors into account. Soil condition, water availability, the amount of sunlight, aesthetics… those are just some of the points you need to analyze if you want to succeed.

Arts and crafts can also help you boost critical thinking. When you’re making something, you have to evaluate your options for materials, techniques, and more, ensuring you choose a path that leads to the best final product.

Join a Debate Club

If you’re looking for possibly one of the best critical thinking examples around, debate is probably it. That means, if you want to take your skills up a notch, joining a debate club can be a great option.

You have to support a position – at times one that doesn’t align with your personal beliefs – and try to convince others that your side is correct. You’ll dive into unfamiliar topics, gather data to support the perspective you’re assigned, and choose how to present information in a convincing way.

While you might think that, if you aren’t in high school, that this isn’t an option, that isn’t the case. There are many meetups that focus on debate, giving people of all ages a place to boost their skills.

List of Critical Thinking Skills

There are quite a few characteristics and capabilities that support critical thinking. By knowing which skills fall into that category, you can decide what to showcase during your job search.

So, let’s dig in. Here is a quick list of critical thinking skill examples:

• Self-Reliance
• Decision-Making
• Open-Mindedness
• Deductive Reasoning
• Problem-Solving
• Communication
• Collaboration
• Attention to Detail
• Pattern Recognition
• Interpretation
• Active Listening
• Conceptualization

Now, these aren’t the only skills that can help you think critically. Practically anything that enables you to navigate the process can count.

Additionally, you don’t have to fit all of these skills on your resume to show that you know how to think critically. Instead, you want to highlight a range, demonstrating that you have what it takes to navigate situations effectively and accomplish your goals.

Spend some time reflecting on your work history or educational experiences. Then, identify moments where you used critical thinking to accomplish something noteworthy. Once you have, think about the skills that came into play, and make sure to mention them as you describe what led up to the achievement.

If you’re looking for more skills to put on a resume , we’ve actually taken a deep dive into that topic before. Along with various critical thinking skills, we tap on a ton of other areas, making it easier for you to figure out what you should feature during your job search.

Putting It All Together

In the end, critical thinking skills are essential for nearly every member of the workforce. By elevating yours as much as possible and showcasing them during your job search, you won’t just be a stronger candidate but also a more capable employee. That’s all great stuff. It’ll help you have your ideal career and, ultimately, isn’t that what it’s all about?

Co-Founder and CEO of TheInterviewGuys.com. Mike is a job interview and career expert and the head writer at TheInterviewGuys.com.

His advice and insights have been shared and featured by publications such as Forbes , Entrepreneur , CNBC and more as well as educational institutions such as the University of Michigan , Penn State , Northeastern and others.

Learn more about The Interview Guys on our About Us page .

About The Author

Mike simpson.

Co-Founder and CEO of TheInterviewGuys.com. Mike is a job interview and career expert and the head writer at TheInterviewGuys.com. His advice and insights have been shared and featured by publications such as Forbes , Entrepreneur , CNBC and more as well as educational institutions such as the University of Michigan , Penn State , Northeastern and others. Learn more about The Interview Guys on our About Us page .

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