You’ve seen it a hundred times: students can complete the task, but the process is messy. They jump in with no plan, copy-paste “research,” or end up in group work where one student does everything. The work gets finished, but the learning feels thin.
That’s where Approaches to Learning (ATL) helps. In
plain terms, ATL is “learning how to learn.” Across the IB continuum, ATL is
grouped into five skill categories: thinking, communication, research,
self-management, and social. The helpful part is not the labels, it’s the
subskills, the small, teachable moves students can practice.
This post breaks ATL into practical subskills, what they look like in student work, and simple ways to teach and assess them across PYP, MYP, and DP. https://www.youtube.com/watch?v=E-SYGEb4hNY
The 5 ATL skill categories, broken into
teachable subskills
ATL can feel
broad until you name the subskills you actually want to see. Here’s a
classroom-friendly breakdown you can teach this week.
Thinking skills (how students handle ideas)
Thinking skills
show up when students make choices, not just when they get answers.
Key subskills
and what they look like:
- Critical
thinking: Students test claims with evidence, spot
weak reasoning, and adjust their view after feedback. You’ll hear, “My
source doesn’t support that,” or “I changed my claim because…”
- Creative
thinking: Students generate options, combine ideas,
and try more than one approach before settling. You’ll see quick
prototypes, alternative solutions, or varied interpretations of the same
text.
- Transfer:
Students use learning in a new setting. They apply a math pattern in
science data, or a narrative technique in a history podcast script.
A simple
teach-this-week move: give students two sample responses and ask them to
explain which is stronger and why, using a short evidence checklist.
Communication skills (how students share
meaning)
Communication is
not “talk more.” It’s sending a message that lands.
Key subskills
and what they look like:
- Active
listening: Students can restate a peer’s idea before
disagreeing, ask a follow-up question, or refer back to a comment made
earlier.
- Clear
speaking and writing: Students use topic sentences, define
key terms, and keep claims linked to evidence.
- Using
different modes: Students choose a diagram, chart,
video, or model because it fits the idea, not because it looks nice.
- Discussion
and argument: Students build on ideas, challenge politely,
and use sentence frames that keep the tone respectful.
If you want a
quick refresher on the IB framing, CASIE’s post on Approaches
to Learning skills is a useful overview that also connects ATL to
whole-school goals.
A
teach-this-week move: provide a “one-claim, two-evidence, one-explanation”
structure for any short response, no matter the subject.
Research skills (how students find and use
information)
Research skills
are where “looks impressive” can hide “isn’t reliable.”
Key subskills
and what they look like:
- Questioning:
Students write research questions that are focused and answerable, not
just topics. “How did access to clean water affect health in X?” beats
“Clean water.”
- Information
literacy: Students can find sources, judge
credibility, and cite correctly. They don’t treat the first Google result
like a fact.
- Media
literacy: Students notice bias, purpose, and
persuasion. They can explain why a source might frame an issue a certain
way.
- Data
gathering and interpretation: Students collect results, label
variables, and describe what the data shows without stretching it.
For a deeper
look at MYP language around ATL, this ATL
skills document is a solid reference when you’re aligning planning or
building a shared staff vocabulary.
A
teach-this-week move: do a “source showdown,” two short sources on the same
question, students rank them with a three-point credibility rule (author,
evidence, date).
Self-management skills (how students run
their learning)
Self-management
is the difference between “I forgot” and “I had a plan.”
Key subskills
and what they look like:
- Organization:
Students break tasks into steps, use deadlines, and keep materials in a
system that works.
- Time
management: Students estimate how long work will take,
start early enough to revise, and adjust when plans slip.
- Affective
skills: Students handle stress, keep going after
setbacks, and make choices that protect focus (phone away, asking for
help).
- Reflection:
Students can describe what worked, what didn’t, and what they’ll try next
time, with specific evidence.
A
teach-this-week move: ask for a “next step plan” at the end of class (two
bullet points, one risk, one solution).
Social skills (how students work with people)
Group work does
not automatically teach teamwork. Social subskills need practice.
Key subskills
and what they look like:
- Collaboration:
Students divide roles, share workload, and keep the group on track without
one person taking over.
- Respect
and perspective-taking: Students disagree without dismissing.
They can explain another viewpoint fairly.
- Leadership
and followership: Students know when to guide and when
to step back.
- Conflict
resolution: Students name the problem, suggest options,
and choose a fair solution.
If you want a
teacher-friendly summary with examples, ATL
Skills: A Teacher’s Guide offers practical ways to connect skill language
to classroom routines.
A
teach-this-week move: use a short team contract with one rule about airtime and
one rule about accountability.
Research, self-management, and social
subskills teachers ask for every day
These three
categories show up in almost every unit, especially projects and performance
tasks. They’re also where student pain points are loudest.
Research: moving past copy-paste
When students
copy and paste, it’s often a skills gap, not laziness. Many haven’t learned how
to skim for meaning, track sources, or paraphrase without losing accuracy.
Look for (and
teach) these subskills:
- Search
terms that get better results: students try more than one keyword set
and use filters (date, domain, file type).
- Source
checks in plain language: “Who made this, when, and how do they
know?” Students can answer those before they cite.
- Note-making
that forces thinking: students write a 10-word summary next
to each quote, then tag it (claim, context, counterpoint).
Self-management: beating the last-minute
spiral
Last-minute work
is rarely about one deadline. It’s often weak planning, weak monitoring, and no
strategy for getting unstuck.
What helps:
- Task
chunking: students list steps in the order they’ll do
them (research, outline, draft, revise, finalize).
- Time
estimates: students guess how long each step will take,
then compare to reality after.
- “If-then”
plans: “If I’m stuck, then I’ll ask a peer to check
my plan,” or “If my source is too hard, then I’ll find a simpler overview
first.”
Social: stopping the group work blow-ups
Group conflict
usually comes from unclear roles or unclear standards. Students need language
for feedback and a process for decisions.
Teach these
routines:
- Role
clarity with flexibility: one student tracks deadlines, another
tracks sources, another checks quality, roles can rotate.
- Feedback
that’s safe: “I like… I wonder… Next time…” keeps
critique focused on the work.
- Decision
rules: consensus when possible, quick vote when
time is short, teacher check-in when the group is stuck.
For another
accessible breakdown that many schools use when planning, Approaches
to Learning (ATL): Summary is handy for aligning language across teams.
How to teach and assess ATL subskills without
adding a ton of extra work
ATL works best
when it’s embedded, not bolted on. You don’t need a new unit, you need a
smaller spotlight.
Start with one
subskill per task. Write it into the success criteria in student-friendly
terms, like: “I can justify my claim with evidence from two credible sources,”
or “I can share airtime and keep my team on track.”
Then make it
visible:
- Model
the subskill for two minutes (think aloud while choosing a
source, planning a paragraph, or resolving a disagreement).
- Use
a tiny checklist students can actually follow during
work time (three to five items, max).
- Give
feedback on the subskill, not just the product. A quick note
like “Good source choice, now paraphrase in your own sentence” goes a long
way.
Assessment can
stay light. Collect one piece of evidence, a plan screenshot, an annotated
source, a reflection exit ticket, or a peer feedback note. Reuse the same
evidence types across subjects, and students start to recognize the pattern.
Conclusion
ATL subskills
are already in your classroom. What’s missing is often the shared name and the
repeat practice. Pick one subskill, model it clearly, look for simple evidence,
then cycle it again in the next lesson. Over time, students start to plan,
research, and work with others without you pulling every string. Choose one ATL subskill to target next week, tell
students what it looks like, and collect one small piece of proof that it’s
growing.
