what is research atl skills

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-management 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]

Enhance Learner Outcomes Across Your School

Download an Overview of our Support and Resources

We'll send it over now.

Please fill in the details so we can send over the resources.

What type of school are you?

We'll get you the right resource

Is your school involved in any staff development projects?

Are your colleagues running any research projects or courses?

Do you have any immediate school priorities?

Please check the ones that apply.

Download your resource

Thanks for taking the time to complete this form, submit the form to get the tool.

ATL Skills Toolbox: Research Skills

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

Fairview Research Skills Models

• Media Skills
• Information Literacy A series of ATL models on the subject of Research skill 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.

Video Resources

Media Literacy

• Media Literacy Fundamentals Canadian site that explores what media literacy is, why it's important and how to embed it in the classroom.
• Girls, Boys, and Media: A Gender and Digital Life Toolkit for Schools Commonsense Media Education provides a series of lessons to help students navigate challenging issues in social media. Lessons are divided into primary, middle and senior, with supporting materials including films and worksheets.
• Oversharing: Think Before You Post Poster to encourage students to think about what is appropriate and inappropriate to share
• Digital Civics Toolkit A series of activities to teach digital citizenship, around the themes of participate, investigate, dialogue, voice and action.

Information Searching Skills

• Searching Lesson Plans from Google This is a series of lesson plans to take students through from beginner to advanced in a number of search skills
• Four Nets for Better Searching A simple four-step process to improve searching skills.
• 10 Tips for Searching Tips for using Google's advanced searching features to improve search accuracy.

Referencing

• Year 6 Referencing Guidelines Harvard (AGPS) Referencing guidelines for year 6.
• Year 7/8 Referencing Guidelines Harvard (AGPS) Referencing guidelines for year 7/8.
• Year 9/10 Referencing Guidelines Harvard (AGPS) Referencing guidelines for year 9/10.
• SACE Referencing Guidelines Harvard (AGPS) Referencing Guidelines put out by the SACE Board .
• Reference Generator A reference generator for Harvard (AGPS) Referencing produced by the School Library Association of South Australia. The reference generator covers a large range of text types and has options for junior, middle and senior students.
• Sample Essay in Harvard (AGPS) Referencing This essay is an example of an essay with a reference list and in text citations, from Charles Darwin University. This resource is suitable for senior students.

Research Skills in the Library

• << Previous: Thinking Skills
• Next: Communication Skills >>
• Last Updated: Mar 24, 2020 11:18 AM
• URL: https://goodshepherd-nt.libguides.com/atlskills

• Baldwin Early Learning Pilot Academy
• Beethoven-Ohrenberger
• Blackstone Elementary
• Boston Adult Technical Academy
• Ruth Batson Academy 7-12 Pilot School
• BPS Office of Human Resources
• Channing Elementary School
• Charles Sumner Elementary School
• Charlestown High School
• Community Academy of Science and Health
• Martin Luther King, Jr. Elementary School
• Dr. William W. Henderson K–12 Inclusion School
• Ellis Elementary School
• English High School
• Fenway High School
• Gardner Pilot Academy
• Harvard-Kent Elementary School
• Henry Grew Elementary School
• Higginson-Lewis 3-8
• Horace Mann School for the Deaf and Hard of Hearing
• Washington Irving Middle School
• James F. Condon School
• Timilty Middle School
• James W. Hennigan K-8 School
• John D. O'Bryant School of Mathematics and Science
• John W. McCormack Middle
• John Winthrop Elementary School
• Joseph Lee K8 School
• Josiah Quincy Upper School
• Lilla G. Frederick Pilot Middle School
• Lyndon K-8 School
• Mary Lyon K-8 School
• Mary Lyon Pilot High School
• Mather Elementary School
• Donald McKay K-8 School
• Mendell Elementary School
• Mildred Avenue K-8
• Perkins Elementary School
• Richard J. Murphy K-8 School
• Rogers Middle School
• Roosevelt K-8 School
• Samuel Adams Elementary School
• Sarah Greenwood K-8
• School Demo Site
• Kenny Elementary School
• Umana Academy K-8
• Urban Science Academy
• West Roxbury Academy
• Winship Elementary School

International Baccalaureate (IB) Program

Page navigation.

• MYP Student Conference
• Personal Project
• Information for 11th-12th Families
• EE (Extended Essay)
• CAS (Creativity, Action, Service)
• TOK (Theory of Knowledge)
• WSC (IB World Student Conference)
• International Travel
• Learner Profile
• Approaches to Learning (ATL)
• Thoughtful Action

What are the approaches to learning (ATL)?

• ATL are deliberate strategies, skills and attitudes that permeate the teaching and learning environment.
• ATL supports the IB belief that a large influence on a student’s education is not only what you learn but also how you learn.
• ATL are intrinsically linked with the IB learner profile attributes to enhance student learning and assist student preparation for life after high school.   

Approaches to Learning (5 elements) 

• critical thinking
• creativity and innovation
• Communication skills
• Social skills
• organisation
• information literacy
• media literacy

Approaches to Teaching (6 elements)

• Teaching through inquiry
• Teaching through concepts
• Teaching developed in local and global contexts
• Teaching focused on effective teamwork and collaboration
• Teaching differentiated to meet the needs of all learners
• Teaching informed by assessment
• Questions or Feedback? |
• Web Community Manager Privacy Policy (Updated) |

Discover the freshest content on the Inspiring Inquiry website today! Check out the "What's New" page.

A TL Resourcrs  

Back to Approaches To Learning (ATL)

WEF Education 4.0 Taxonomy & IB ATL

Approaches to Learning Place Mat

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 .

PYP Early Years ATL Learning Card Example

Five Ways to Deepen Student Comprehension

ATL Thinking Sub-Skills Check List

Importance of Teaching Empathy as an ATL

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.

Developing and Implementing High-Quality Success Criteria

The Importance of Differentiating Instruction & Assessment 

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?

Characteristics of Critical Thinking Classroom

Critical Thinking Strategy for Note-Taking

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.

Helpful L inks

Publications

About the project

OECD Learning Compass 2030 concept notes

International Curriculum Analysis

The Future We Want videos

Trends in Education videos

FAQ about the OECD Learning Compass 2030

The Future of Jobs Report 2020

The Sciences of Teaching

Download Resources

Back to Top

Applications for the 2025/2026 CBCI Trainer Certification Institute are now open >>

Cbi collaborative membership, trainer certification institute, the cbi mathematics project, online courses, certification, the cbi mathematics project, in-person workshops, monthly masterclass, upcoming workshops, the learning lounge.

Conceptualizing the approaches to learning

by Angela Johnson

Using the Concept-Based Curriculum and Instruction model to support skills development in the IB MYP

The approach to learning (ATL) is a core element of all IB programs, but it can be challenging to fully integrate the ATL skills into the conceptual framework of a unit. All too often, ATL skills are treated like a box-ticking exercise. We may list them in our unit planners and even cover them in lessons, but are we taking the time to develop students’ understandings of those skills? MYP: From principles to practice (2021) states, “The most effective way to develop ATL is through ongoing, process-focused disciplinary and interdisciplinary teaching and learning. Teachers can use a wide range of content developed through MYP key and related concepts and global contexts as a vehicle for teaching effective learning strategies. Likewise, ATL skills can be powerful tools for exploring significant content. This dual focus (content and process, knowledge and skills) promotes student engagement, deep understanding, transfer of skills, and academic success” (MYP: From Principles into Practice, 2021). That last sentence echoes the basic principles of Dr. Lynn Erickson’s and Dr. Lois Lanning’s three-dimensional Concept-Based Curriculum and Instruction model, in which conceptual understandings are drawn from the Structures of Knowledge and Process. In a Concept-Based unit, knowledge and skills complement each other and are used as vehicles for developing higher order thinking and transferable understandings. According to Erickson, Lanning, and French, “(W)hen teachers implement the curriculum through authentic experiences that mirror the types of knowledge and processes students will most likely continue to use in their futures, understanding is advanced” (Erickson et al., 2017). But while From principles to practice makes it clear why we should be developing the approaches to learning, it falls short of giving teachers a clear framework for how. This is where Dr. Erickson’s and Dr. Lanning’s Concept-Based model can enhance the MYP unit framework. By developing generalizations that draw from Lanning’s Structure of Process, which complement an overarching statement of inquiry (many of which are drawn from the Structure of Knowledge), we can ensure that we move beyond the two-dimensional teaching of skills.

Beyond ‘skill and drill’: understanding why we do what we do.

In Concept-Based Literacy Lessons: Designing Learning to Ignite Understanding and Transfer, Lanning and co-author Tiffanee Brown assert that “…teaching students the strategies and skills within processes is not the end goal. Moving students beyond practicing strategies and skills to deeper conceptual understandings develops disciplinary expertise and enables students to transfer complex skills to new situations” (Lanning & Brown, 2019). When we develop generalizations from the Structure of Process, we move students beyond just doing to understanding why we do what we do. If we apply this principle to the approaches to learning, we can use the CBCI model to move beyond the superficial treatment of skills by generalizing. Rather than seeing the ATL skills as an additional layer to a unit — something on top of the content we deliver — we can embed them more authentically within the curriculum narrative. If we aren’t making those understandings of process explicit, we aren’t harnessing the full potential of a concept-based curriculum.

An example: using the reading process to develop collaboration skills

The process of conceptualizing the ATLs makes sense when it comes to discipline-specific academic processes, like writing or research or the scientific method. What about the softer skills, like collaboration? Often, we use collaboration as a classroom management strategy rather than a deliberate pedagogical practice. How often do we take the time to develop students’ understandings of why we collaborate? It is easy to treat collaboration as an activity rather than a meaningful learning engagement actively used to build students’ collective efficacy. A recent audit of our English Language & Literature curriculum revealed that most of our statements of inquiry are knowledge-based. Despite being a skills-based course, our conceptual focuses tend to be thematic and connected to the content of the unit’s core texts rather than the processes, strategies, or skills needed to understand and interpret those texts. So we started to renovate our curriculum, beginning with Grade 9 (MYP 4). When my Grade 9 teaching partner and I initially decided to upgrade our unit on gothic literature, we added reading circles to our learning experiences. Originally, the purpose of the reading circles was to supplement the gothic extracts we studied in class; in other words, the reading circles were essentially used to cover more content. As we continued to refine the unit the following year, we built the reading circles around the ATL of Collaboration skills, specifically, exercising leadership, taking on various roles within groups, and listening actively to other perspectives and ideas. This collaboration was a powerful means of developing a shared understanding of gothic conventions, which students then applied to their own creative gothic stories at the end of the unit. The reading circles also doubled as a writing workshop; students leveraged the knowledge and understanding they gained through analyzing shared texts to offer peer feedback on each other’s stories. Using the ATL as our lens and drawing from Dr. Lanning’s Structure of Process, we developed a generalization from the reading process (or the responding to and critiquing text strands of the CBCI unit framework for English Language Arts):

Effective collaboration depends on the skills and expertise of each participant to improve individual and collective efficacy .  

To nudge students towards that understanding, we used the following guiding questions:

GQ1. What roles and responsibilities did members of   your group take on to support   effective collaboration? (F)

GQ2. Did your group experience any challenges collaborating? Why might this be? How could you resolve these challenges?  

GQ3. What is the difference between cooperation and collaboration? (Z)

GQ4. What conditions support an effective collaboration? (C)

GQ5. How can individuals contribute to a positive group dynamic? (C)

GQ6. Can a group be successful without the contributions of each individual? (D)

Those questions are deliberately transdisciplinary, focusing on the transferability of the skill. Any subject could use those questions to understand the importance of collaboration. However, we could design factual questions more directly linked to the unit content, such as  What roles would help your reading circle be more effective?  We might also zoom in further and develop generalizations drawn from the specific skills rather than the skill cluster. For example,  Listening actively to other perspectives and ideas  could be transformed into: Through active listening of other perspectives and ideas , we can enhance our personal interpretations of texts.

Conclusion: using the CBCI model to develop cohesion

The IB curriculum framework can sometimes feel like several disparate parts (concepts, global contexts, approaches to teaching and learning, the learner profile). But the CBCI model can provide a cohesive thread to all those elements. The approaches to learning are, for many teachers, the most intimidating part of the IB curriculum framework. With roughly 140 individual skills, it can feel overwhelming to address each in a meaningful way, especially without a clear scheme to guide teachers. Of course, the key is prioritizing which skills are most important within an individual school’s, discipline, or grade level’s context. But unless we treat the approaches to learning as part of a unit’s conceptual framework, we risk skills  coverage  rather than skills  development .

Would you like to learn more about Concept-Based Curriculum and Instruction? Learn more about the Erickson and Lanning CBCI Institute HERE .

References:

Erickson, H., Lanning, L., & French, R. (2017). Concept-Based Curriculum and Instruction for the Thinking Classroom (2nd ed.). Corwin.

International Baccalaureate Organization (UK) Ltd (2021). MYP: From Principles into Practice .

Lanning, L., & Brown, T. (2019). Concept-Based Literacy Lessons: Designing Learning to Ignite Understanding and Transfer . Corwin.

About the author:

Social Media:

LinkedIn: Angela Stancar Johnson

Twitter: @inquirynerd

Web site/blog: conceptuallydriven.com

« Conceptual Collaboration

Why moving to a concept-based inquiry approach just makes sense », transforming education starts with you..

© 2023 Professional Learning International  |  Terms & Conditions   |  Privacy Policy

free Training

Inside the IB - ATL Skills

A view from dwight school - march 2019.

Every trimester, your Dwight IB Coordinators publish a newsletter highlighting our three Programs: Primary Years Program (PYP 3s - grade 5), Middle Years Program (MYP grades 6 - 10), and Diploma Program (DP grades 11 - 12). Our goal is to help to inform, educate, and excite our Dwight community about the wonderful things happening across our curriculum. Each newsletter will have a theme or topic designed to spotlight an element of the IB and how this connects to students' education.

The focus for this installment of the IB Newsletter is our Approaches to Learning (ATL). These skills are woven throughout our IB Continuum and aim to engage students in learning how to learn. The ATL skills in an IB context are as follows:

Thinking skills

Communication skills, research skills, social skills, self-management skills.

What are the Approaches to Learning (ATL)?

• ATL are deliberate strategies, skills, and attitudes that permeate the IB teaching and learning environment.
• ATL supports the IB belief that a student’s education is largely influenced not only by what is learned but how learning occurs.
• Teaching students how to learn has always been a part of the IB approach, but now the IB is providing more explicit support for teaching these skills, aligning the Diploma Program (DP) with the Primary Years Program (PYP) and the Middle Years Program (MYP).
• Focusing on ATL will improve the quality of teaching and learning across the Programs and may result in more engaged teachers and students.

Why have Approaches to Learning (ATL)?

How are the approaches to learning (atl) developed.

Learning How to Learn

— Alec Peterson Peterson, A. 1972. The International Baccalaureate: An experiment in International Education. London. George Harrap

Wishing you all a restful Spring Break! Wishing you all a restful Spring Break!

IB Coordinators Contact Information

Email: [email protected] Website: dwight.edu Location: 291 Central Park West Phone: 212 724 6360

• IB , IB Tuition

Know Everything About IB ATL Skills

• Author: Litera Centre
• Updated: April 3, 2023
• Language: English

Impact of Educational Technology on Student Learning Outcomes:

The International Baccalaureate (IB) recognizes the importance of ATL skills and places a strong emphasis on developing them throughout the entire curriculum. Through inquiry-based learning, collaborative activities, and thought-provoking challenges, IB students are encouraged to be active learners who are engaged in their own learning process.

Developing ATL skills requires a supportive and collaborative learning environment that allows students to take risks and learn from their mistakes. The IB curriculum is designed to provide such an environment, allowing students to flourish and reach their full potential.

The International Baccalaureate (IB) places a strong emphasis on Approaches to Learning (ATL), which are a set of skills and strategies that students can use to become effective learners. The IB recognizes that developing these skills is essential for success both academically and in life beyond the classroom.

The ATL skills that are emphasized in the IB curriculum include self-management, research, communication, and thinking skills. These skills are designed to help students become independent learners who are capable of managing their time, resources, and emotions effectively.

Additionally, these skills allow students to effectively navigate and evaluate information, communicate their ideas, and think critically and creatively.

The IB places an emphasis on developing these ATL skills throughout the entire curriculum, not just in specific subjects. For example, students are encouraged to reflect on their own learning process and set goals for improvement using self-management skills.

Research skills are developed through inquiry-based learning, while communication skills are honed through collaborative activities and presentations. 

Finally, critical, and creative thinking skills are developed through challenging and thought-provoking activities that encourage students to explore multiple perspectives and solutions.

IB and ATL Skills:

IB places a strong emphasis on Approaches to Learning (ATL) skills, which are a set of skills and strategies that students can use to become effective learners. These skills include self-management, research, communication, and thinking skills, and are developed throughout the entire IB curriculum . By developing these skills, IB students are well-equipped for academic success and personal growth, as well as for their future endeavors.

Connecting ATL with IB curriculum means incorporating approaches to learning into the teaching and learning of business intelligence concepts and practices. This integration can help students develop the skills and strategies they need to succeed in IB-related fields, such as data analysis and business decision-making.

For example, a teacher could incorporate time management strategies into a data analysis course to help students better manage their time when working with large data sets. Or a teacher could incorporate communication strategies into a business decision-making course to help students effectively communicate their ideas and decisions to others.

By connecting ATL with IB curriculum, students can develop a holistic set of skills that will help them succeed both academically and professionally.

In today’s rapidly changing world, it is becoming increasingly important for individuals to possess a wide range of skills and competencies to succeed in both their personal and professional lives. While knowledge in a particular subject area is certainly valuable, it is not enough to thrive in the 21st century. This is where the IB Approaches to Learning come into play.

5 Categories of IB Approaches to Learning:

The IB Approaches to Learning encompass five categories and their respective sub-skills, which are designed to help students become well-rounded individuals who are capable of solving complex problems and thinking critically. These categories include thinking skills, communication skills, social skills, self-management skills, and research skills. Each of these categories is essential for success in today’s world.

Thinking Skills:

Thinking skills, for example, are critical for individuals to develop because they enable them to analyze complex problems and come up with innovative solutions.

Communication Skills:

Communication skills are equally important, as they enable individuals to express themselves clearly and persuasively, collaborate with others, and build strong relationships.

Social Skills:

Social skills are also essential in today’s world, as they enable individuals to work effectively in teams, demonstrate empathy and cultural sensitivity, and resolve conflicts peacefully.

Self-Management Skills:

Self-management skills, such as time management and self-reflection, are also crucial for success, as they help individuals stay organized and focused on their goals.

Research Skills:

Finally, research skills are becoming increasingly important in today’s information-driven world, as individuals need to be able to evaluate sources of information, synthesize data, and draw conclusions based on evidence.

The International Baccalaureate(IB) is an educational program that places emphasis on developing well-rounded students who are knowledgeable, inquisitive, and empathetic.

ATL approaches integrated by IB curriculum that have been studied by researchers:

Behaviorist Approach:

One of the approaches to learning that is incorporated into the IB curriculum is the behaviorist approach . In this approach, students are motivated to learn by the promise of rewards or the fear of punishment. The IB encourages positive reinforcement for good behavior and academic achievement, while also emphasizing the importance of correcting negative behavior through appropriate consequences.

Cognitive Approach:

The cognitive approach is also emphasized in the IB curriculum, which emphasizes the mental processes involved in learning. The IB focuses on the acquisition of new knowledge and the development of new mental structures that enable students to effectively organize, store, and retrieve information.

Students are encouraged to engage in critical thinking, problem solving, and analysis to develop their cognitive skills.

C onstructivist Approach

The constructivist approach is also integrated into the IB curriculum, which emphasizes the importance of active learning and the role of the learner in the learning process. The IB encourages students to actively engage with the material they are learning, through inquiry-based learning, collaborative

activities, and reflection on their own learning process. Students are encouraged to ask questions, experiment, and work together to construct their own knowledge and understanding.

Sociocultural Approach :

The sociocultural approach is also emphasized in the IB curriculum, which recognizes that learning is influenced by social and cultural factors. The IB recognizes the importance of cultural norms and values in shaping learning and encourages students to engage in activities that are meaningful and relevant to their cultural context. Students are encouraged to develop intercultural understanding, respect, and empathy for others.

Humanistic Approach :

Lastly, the humanistic approach is also integrated into the IB curriculum, which emphasizes the importance of personal growth and self-actualization. The IB encourages students to pursue their own interests and passions and supports them in their pursuit of personal growth and fulfillment. This involves providing students with opportunities for self-expression, creativity, and exploration of their own interests and talents.

Teachers can help students develop Approaches to Learning skills by incorporating them into their teaching practices. 

For example, teachers can provide opportunities for students to practice self-management skills by giving them control over their learning process and providing feedback on their progress. Teachers can also teach research skills by modeling how to evaluate sources of information and providing guidance on how to conduct research effectively.

Communication skills can be developed through activities such as class discussions, debates, and group projects. Finally, teachers can teach thinking skills by asking thought-provoking questions and encouraging students to think critically and creatively.

Strategies that individuals may use to enhance their learning:

Active learning:

This involves actively engaging with the material being learned, such as by asking questions, taking notes, highlighting key points, and summarizing main ideas. This can help students better understand and retain the material.

Metacognition:

This involves thinking about one’s own thinking and reflecting on one’s own learning process. This may involve setting goals, monitoring one’s own progress, and adjusting one’s learning strategies as needed.

This involves using memory aids, such as acronyms or visual imagery, to help remember information.

Elaboration:

This involves adding detail and complexity to one’s understanding of the material being learned, such as by making connections between different concepts or relating the material to real-world examples.

Practice testing:

This involves actively testing one’s own knowledge and understanding of the material being learned, such as by taking practice quizzes or exams.

Work in groups:

Collaborating with peers can help students learn from each other and get different perspectives on the material. Group study sessions can also help students stay motivated and accountable.

Review and self-test:

Students should review their notes and test their knowledge regularly to ensure hey are retaining the material. Self-testing can help students identify areas where they need to focus more attention.

Take care of yourself:

Finally, it’s important for students to take care of their physical and mental health. Getting enough sleep, eating well, and engaging in regular physical activity can all help improve academic performance and overall well-being.

Conclusion:

The IB Approaches to Learning are vital for success in the 21st century. By honing these skills, individuals can become critical thinkers, effective communicators, and problem solvers, which are essential for success in both their personal and professional lives.

Approaches to Learning (ATL) are an essential component of the IB curriculum and a valuable set of skills for any student to develop. Developing these skills helps students become successful learners and sets them up for success in all areas of their lives.

Frequently Asked Questions ( FAQ )

What are atl skills.

ATL stands for Approaches to Learning Skills. These skills are a set of strategies, skills, and attitudes that are integrated into the International Baccalaureate (IB) curriculum. They aim to help students become self-regulated, lifelong learners by focusing on what they learn and how they learn.

What are the IB ATL skills?

The IB ATL skills are skills and strategies designed to be integrated into the curriculum and applied across all subject areas. They are divided into five major categories: Communication: Exchanging thoughts, messages, and information effectively through interaction. Social: Developing interpersonal skills, collaboration, and cultural awareness. Self-management: Managing time, setting goals, and organizing oneself. Research: Accessing and evaluating information, conducting research, and citing sources. Thinking: Developing critical thinking, problem-solving, and decision-making skills 

What is an ATL skill?

An ATL skill is one of the Approaches to Learning skills in the IB curriculum. These skills are transferable across different disciplines and help students learn how to learn. They can be learned, taught, improved with practice, and developed incrementally. ATL skills provide a solid foundation for learning independently and with others.

What is ATL in IB?

ATL stands for Approaches to Learning in the IB program. It is a framework of skills and strategies integrated into the IB curriculum to help students become self-regulated, lifelong learners. ATL skills are designed to be applied across all subject areas and are an essential part of the IB philosophy.

What are the ATL skills in IB?

The ATL skills in the IB program include communication, social, self-management, research, and thinking skills. These skills are developed throughout the IB curriculum and are designed to help students become effective learners in various contexts.

What is the IB curriculum?

The IB curriculum refers to the educational programs offered by the International Baccalaureate organization. The IB offers four high-quality international education programs: the Primary Years Program (PYP), the Middle Years Program (MYP), the Diploma Program (DP), and the Career-related Program (CP). These programs provide a comprehensive and rigorous education focusing on developing students’ intellectual, personal, emotional, and social skills.

What does ATL skills stand for?

ATL skills stand for Approaches to Learning skills. These skills are strategies, skills, and attitudes integrated into the IB curriculum to help students become self-regulated, lifelong learners. They emphasize not only what students learn but also how they learn.

What does ATL skills mean?

ATL skills refer to the Approaches to Learning Skills in the IB curriculum. These skills encompass communication, social, self-management, research, and thinking skills. They are designed to develop students’ abilities to learn effectively, think critically, collaborate, manage their time, conduct research, and communicate ideas.

Why are ATL skills important?

ATL skills are important because they help students become self-regulated, lifelong learners. These skills provide students with the tools and strategies to learn effectively, think critically, collaborate with others, manage their time, conduct research, and communicate ideas. By developing these skills, students are better prepared for future academic and professional success.

What are all the ATL skills?

The ATL skills in the IB curriculum are divided into five major categories: communication skills, social skills, self-management skills, research skills, and thinking skills. These categories encompass a range of specific skills and strategies that help students become effective learners in various contexts.

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

WAIT BUT WHY ?

When your demo class is free , international baccalaureate tuition with top ib certified tutors.

• IB Tutors in India
• IB Tutors in Singapore
• IB Tutors in Malaysia
• IB Tutors in Bangladesh
• IB Tutors in Nepal
• IB Tutors in UAE
• IB Tutors in Bahrain
• IB Tutors in Saudi Arabia
• IB Tutors in Thailand
• IB Tutors in France
• IB Tutors in Netherlands
• IB Tutors in USA
• IB Tutors in Denmark
• IB Tutors in Spain
• IB Tutors in Oman
• IB Tutors in Qatar

We bring you a world-class international (both Indian and expat) team of highly experienced and qualified faculty.

• IBDP Tuition
• IB MYP Tuition
• IGCSE Tuition
• IB Retake Tuition
• AS/A Level Tuition
• SAT Exam Prep
• Meet Our Experts
• Litera Fee Plan
• University Guidance

Quick Links

• Terms of Use
• Privacy Policy
• Refund Policy
• Refer a Friend
• Referral Terms of Use
• Enrollment Form

Have Questions ?

• 011-43632823
• +919871160718
• [email protected]
• New Delhi, India

Copyright 2024. All rights reserved with Litera Centre , part of Orbis Education powered by Orbis Future Learning Pvt. Ltd.

Get Amazon Voucher $25

Refer a friend and earn Amazon Voucher Worth $25(or equivalent to your local currency)

The learning platform trusted by 3,000+ schools worldwide. 600+ built-in academic and accreditations standards for your whole school.

IB Continuum

British, American and other international and national curricula

Combine features and make the most out of our unified learning platform

Resources that make a difference: guides, articles, classroom posters, trending topics, and EdTech.

By Curriculum

Support & Community

Ready to See ManageBac in Action?

• Strategies for foste...

Strategies for fostering the IB Approaches to Learning (ATL) in MYP and DP classrooms

The IB Approaches to Learning (ATL) embody the main pedagogical principles that underpin delivery of the IB programmes. The IB Approaches to Learning are skills and attitudes that allow students to develop as self-regulated learners, able to set and meet learning goals, generate motivation, self-interrogate, show perseverance, be resilient and reflect on their achievements.

In the wake of COVID-19, when so many of us suddenly found ourselves teaching in unfamiliar contexts, educators have faced a the challenge of incorporating teaching ATLs in the virtual learning environment.

It could be argued, however, that it has never been more important to deliver learning experiences that foster the IB ATLs through inquiry-based and collaborative approaches.

In this blog, you‘ll find flexible adaptive strategies to develop the ATLs across different learning settings, subjects and age ranges in MYP, DP and CP classrooms, whether face-to-face or online.

1. Clock Buddies

Clock buddies can be used over multiple lessons to quickly assign partners for experiential learning or project based-learning outcomes.

This strategy encourages organisational, self-management and collaborative skills as students work together to perform the activity.

Instructions

Give students a blank clock and ask them to circulate around the room to find partners for each clock hour. Once students have made appointments by filling in their clock, you can quickly pair up students for future activities by saying things like: “Everyone stand up and find your 2 o’clock partner. Instead of a clock template you could use Map Buddies, Compass buddies or Shape buddies.

In the virtual learning environment

Use a group making tool like this one from Instant Classroom or breakout rooms in Zoom.

2. Stump my Partner

This strategy first encourages critical thinking skills, as learners create questions for the opposing team. The second part encourages collaboration, open-mindedness and reflection, as learners make decisions about whether to answer based on their own understanding or whether to work as a team.

Use this strategy when you want students to demonstrate inquiry or open-mindedness as it supports IB pedagogical principles of inquiry-based learning and collaboration, and fosters thinking and self-management skills.

This strategy works well as a whole class activity.

• Divide the class into two teams.
• Assign numbers to members of both the teams. For instance, Team A & Team B each have student 1, student 2, student 3 and so on.
• Ask learners to come up with a name for their team.
• Give time to both the groups to prepare questions on the topic.
• Student 1 from Team A asks their question to Student 1 from Team B.
• The responding student can choose whether to answer the question themselves or work with their team to figure out the answer.
• Scores are calculated based on whether the questions are answered individually or with the help of the team.

Use breakout rooms to create teams and to prepare questions, and then carry out the questioning activity back in the main session.

3. Socratic Seminar

This strategy encourages higher-order thinking skills and self-management as students follow a sequenced protocol to explore open-ended questions. Use this strategy when you want students to be reflective and open-minded.

• Select a topic that you want students to understand more thoroughly. It works well to set a required reading task for the students prior to the seminar.
• Before the seminar, prepare interpretive questions that do not have a right or wrong response, but will instead invite thought and expression. This template is a useful resource to support the writing of questions.
• Up to 15 students sit in a circle. For a larger class, students could take turns sitting in the “inner circle” that is observed by the “outer circle” of students.
• Each student should participate. You may want to start the discussion with a Round Robin so that each student has an initial opportunity to participate.
• Students speak directly to each other (one at a time) so there is no discussion leader.
• Students should provide evidence for each statement they make and identify its source (personal experience, reading, etc.).
• Students can disagree with others in a respectful manner.
• Optionally, you can use a “talking piece” – something a speaker must be holding to have the floor.
• How is _______ similar to [another subject we’ve discussed]
• What do you think another point of view would be on this issue?
• What does it mean to be human?

Flipgrid is a tool designed to capture the voice of every student. This is ideal for sharing student responses to open questions. It can also be used when students are absent or unable to participate in the socratic seminar.

4. Know your partner

This strategy encourages affective skills as students learn about each other and develop respect for others’ opinions and choices. It also encourages emotional well-being through the development of authentic connections with one another.

• Ask students to gather around a table and form an inner and outer circle.
• Ask the students to sit facing each other, so they form partners.
• Have each team member share a unique trait about themselves to the partner which is not known to the class. Consider using a sentence starter such as: “One thing you can’t tell by looking at me is…” or “One thing I am really good at is…”
• Once the discussion is done, partners share each other’s unique traits to the whole class.
• This activity can be adapted to explore different hobbies, likes and interests.

Word Clouds by Mentimeter can be used to capture commonalities – the biggest words are the ones that are entered the most frequently by the group.

Zoom backgrounds are a great way to invite students to show their unique interests and experiences – ask them to use a photo of their favorite holiday destination, their favorite animal or their funniest meme.

Finally, add a bit of fun to your online classes by asking students to dress up by themes: you’ll be surprised what you can learn about one another when wearing your most eccentric headwear or your cosiest sweater.

5. Breaking Barriers, Building Bridges

This strategy encourages critical thinking, reflection and open-mindedness. It supports students to reflect on different perspectives in local and global contexts. It also fosters research skills.

• Students discuss a series of pictures based on race, class, gender or environmental problems.
• After the discussion, students reflect their thoughts and discussions in a writing journal.
• Then students use their journal responses to synthesize and take action to break barriers they have identified in their own world.
• Finally, students read the topic and discuss how the topic relates to the pictures they discussed.

In a science classroom, pictures of climate change or pollution can be used where students synthesize solutions to these problems.

In an Individual and Societies classroom pictures of different governments can be used to understand the topic of Governing bodies in the world, so students can criticise the strengths and weaknesses of these governments.

In a Language and Literature classroom, this strategy helps to provoke thoughts during a novel study.

In a virtual learning environment

Capture students’ ideas and reflections in a visual way on Padlet .

6. Learning Circles

This strategy encourages students to receive and give meaningful feedback, and respect the opinions and choices of others. It also fosters reflection, collaboration and communication skills as students are encouraged to share their thinking with the group.

• Prepare open-ended questions in advance, e.g. “What makes this topic interesting?”
• Students form circles in small groups (3-5 students).
• Present the first question to the class (read aloud or post on the board).
• Students reflect in writing on large post-it notes and then share out their answers verbally one by one.
• Other members of the group then take turns to give feedback, comments or ask questions.
• Students stick their post-it notes up on the wall to create a gallery of ideas, from which students can read about the views and discussions that happened in different groups.

Check out Wonder.me as an alternative to the usual video conferencing platforms. Students can move themselves around between groups and strike up conversations as they go.

Jamboard is a great tool for collecting ideas and reflections on specific topics or questions.

7. Assess Me

Metacognitive formative assessments are used to help students reflect on their process and progress. Students receive feedback from peers and instructors. It provides a chance for students to practice self-regulation and make changes to future behaviors. Use this strategy to foster resilience, affective and self-management skills.

Use formative assessments that are metacognitive. Consider these examples.

• What do you understand/not understand after today’s class?
• What one question do you still have?
• How did you study this time, what worked/didn’t work, how would you study differently?
• What did you get wrong on the exam and why? Where did you find the answer, could you solve/answer a new problem on the same topic now?
• Pick a questions you answered incorrectly on the test.
• Explain what you were thinking when you wrote/selected that answer.
• Explain how you figured out the correct answer.

Use assessment tools as AssessPrep , Quiziz or Kahoot to gamify assessment and capture student reflections afterwards using Padlet .

8. Doodle express

This strategy encourages creative thinking and reflective skills. Use this strategy with students who prefer to communicate with artistic expression over words.

Ask students to express their thoughts in the form of art rather than words. Students reflect what they understood in a lesson through a doodle activity. Read more about the benefits of doodling on student learning here .

Encourage student’s creativity online with Sketchnoting or use Mural for collaborative mind mapping and visualisation activities.

Alternatively, take the work offline and ask students to use the ManageBac built-in mobile scanner to upload an image of their product.

9. Secret Code

This strategy encourages communication and thinking skills. This strategy works particularly well with students learning subject specific terminology.

Create terminology cards where the cards contain part but not all of a word. For example, if students are learning the term “semi-lunar valve” this could be split into three cards: semi, lunar, valve.

This could be made more challenging by using sounds: se, mi, lu, nar, val, ve

Deal the deck of cards so each student has multiple pieces. Students circulate around the class to ‘crack the secret code’ and find the pieces of their word.

WebQuest is an inquiry-based activity where students are given a task and provided with access to online resources to help them complete the task.

Sign up or login to MiniPD to book a session with the author!

Chowning, Jeanne Ting (2009). “Socratic Seminars In Science Class: Providing a structured format to promote dialogue and understanding.” Science teacher (Normal, Ill.) vol. 76,7: 36-41.

Gutierez, Sally. (2017). Breaking barriers: Research-based collaborative professional development between in-service teachers and university researchers. New Trends and Issues Proceedings on Humanities and Social Sciences. 4. 261-269. 10.18844/prosoc.v4i1.2264.

Saibhavya Prabu started her career as a researcher at the Oral Cancer Institute (ACTREC) and moved into teaching over a decade ago with the aim of enhancing equity in education. Currently she works at Ebenezer International School, Bangalore India.

An an experienced education practitioner, Saibhavya has built her own repertoire of practices for teaching learning. Being a digitally certified educator, she embraces technology to enhance the teaching and learning process. Saibhavya is also an examiner for IB Diploma and CAIE, a NEASC-CIE, joint NEASC-CIS accreditation team visitor and an IB Workshop facilitator.

Recent Posts

ManageBac User Group Conference 2024, Geneva: Recap

Five Actions School Leaders Can Take to Safeguard Students from Risks Related to Generative AI

What’s New for iOS

Top Nav Breadcrumb

• Ask a question

The flexibility of the MYP: three common questions about approaches to learning

All IB programmes support students to develop into lifelong learners by promoting the development of a broad set of skills, including:

• Thinking skills
• Communication skills
• Research skills
• Self-management skills
• Social skills

We call these approaches to learning (ATL) skills. They are important in helping students learn how to learn, as well as developing young people into the future global citizens and leaders that are needed to thrive in an increasingly complex world.

This blog is a continuation of the series looking at the diversity of implementation and the flexibility of the Middle Years Programme (MYP).   You can read part one here.

  Question: Do all the ATL skills have to be covered multiple times?  

Answer: The skills that are included in the ATL Framework in the appendices of MYP: From Principles into Practice are suggested examples. A school might choose to select those that are relevant to their school, or they might write their own. Within each individual subject guide there is a section on ATL skills, which includes suggestions of some of the indicators that can be important for the different subjects. It is not a requirement to apply all these skills, as schools need to choose any skills relevant to their contexts that support students’ learning.   The ATL skills are a useful organizing tool, but you are not required to use them in plans for teaching, assessing and reporting.

Some schools encourage their students to self-evaluate their growth in ATL skill development with an opportunity for teachers to comment on the student’s reflection. Students learn best in a trusting environment in which they receive detailed, ongoing feedback about what they are doing well and what they need to practice in order to improve. Meaningful formative feedback can bring about lasting change. The long-term purpose of ATL in the MYP is to help students develop agency and grow in their ability to monitor their own learning and manage themselves (alone and in a community of practice).

Question: Do we need to teach only one ATL skill per unit?

Answer: There are no rules regarding the number of ATL skills in each unit. However, if the unit is covering two objectives, it would make sense that the corresponding approaches to learning skills tied to those objectives are taught whether explicitly or implicitly. For each new skill to be taught, it needs to be taught explicitly (without content from the subject teacher), this is usually through a learning experience, then practiced implicitly once or twice before it appears in a summative task. So, to properly teach one ATL skill, you will need two to three learning experiences per unit. If a teacher is choosing two ATL skills, then this adds up to four to six learning experiences per unit and so on.

The guidance given in ATL workshops is to map the skills per subject objective. This will allow the teaching of the ATL skills to be distributed among the teachers and documented in a way to help teachers identify who is teaching the skills explicitly. This makes the planning and implementation of ATL easier for everyone.

Question: Is there a specific chart we should use to document the ATL skills in use?

Answer : MYP schools can plan their delivery of approaches to learning skills in different ways.

The IB’s Programme Standards and Practices states: “The school plans and implements a coherent curriculum that organizes learning and teaching within and across the years of its IB programme. The school develops subject group overviews and an approaches to learning planning chart in accordance with programme documentation.” Schools can choose to document the progression of skills in any chart that makes sense to the context of the school and students. A chart simply means the presentation of information in a table, but this may take many forms. For example, a school can choose to map the ATL skills they use to the subject objectives listed in the units of inquiry, or they might make a chart that shows each indicator and when and how it is taught. Another idea is to map the skills to their pastoral or well-being programme with connections to units of inquiry. The purpose is to provide evidence for the vertical articulation of ATL skills across the years of the programme.

Along the course of a school’s MYP journey, the ATL chart may be developed in many ways. Over time, the chart may become more detailed and comprehensive. The chart may instead reflect the school’s current emphasis and work plans in terms of ATL skills development. The chart exists as a record of important conversations and commitments in the past, as well as a revisable blueprint for the future. It is meant to be evidence from a lively process, not an overly complex tool that is onerous to create, difficult to use, and left sitting unused on the shelf or as a digital asset. Having an ATL chart is a requirement because it is a document expected for verification and evaluation visits. If applicable, the school learning management system or curriculum planning software can be used to create an ATL planning chart.

U seful resources related to ATL for IB educators (you will need to log in to MY IB):

There are two new resources available aimed at supporting candidate schools and IB World Schools in implementing and better understanding the approaches to learning and approaches to teaching.

• Approaches to learning and approaches to teaching in the Middle Years Programme has been adapted from Diploma Programme Approaches to teaching and learning and supplemented with videos and charts from MYP educators from different countries and contexts. The publication is supported by authentic school examples of different ways to document approaches to learning. The publication can be found on the Programme Resource Centre.
• Learning how to learn
• ATL in a Virtual Learning Environment
• Pedagogical Leadership
• Leadership views on implementation of ATL
• Leadership views on ATL
• Approaches to Learning in Middle School
• Approaches to Learning Mapping and Reflection Journey

In addition, the IB has developed the MYP Approaches to Learning Resource Locator Tool. This infographic aims to provide easy access to all resources related to approaches to learning published via the Programme Resource Centre. This tool can be found on the Programme Resource Centre , available in English, French and Spanish.

About the IB

Subscribe to our free Newsletter! →

Home › Children News

Your child’s smart toy is a data scientist. Here’s what it’s learning and how it’s watching ‘every move’

By StudyFinds Staff

Reviewed by Steve Fink

Research led by Professor Isabel Wagner, University of Basel

Aug 29, 2024

Twelve toys were examined in a study on smart toys and privacy. (Credit: University of Basel / Céline Emch)

BASEL, Switzerland — Remember when toys were simple? A stuffed animal was just a stuffed animal, and the only data it collected was the occasional ketchup stain or grass mark from outdoor adventures. But in today’s digital age, your child’s favorite playmate might be secretly moonlighting as a miniature surveillance device, collecting data on everything from playtime habits to personal preferences.

Welcome to the brave new world of smart toys, where every playtime could be a potential privacy pitfall. An eye-opening new study by researchers from the University of Basel uncovers alarming shortcomings in the privacy and security features of popular smart toys, raising concerns about the safety of children’s personal information.

The study, published in the journal Privacy Technologies and Policy , examined 12 smart toys available in the European market. These included toys equipped with internet connectivity, microphones, cameras, and the ability to collect and transmit data. They include household names like the Toniebox, tiptoi smart pen and its optional charging station, and the ever-popular Tamagotchi. Think of them as miniature computers disguised as playful companions.

At first glance, these high-tech toys seem like a parent’s dream. Take the Toniebox, for instance. This clever device allows even the youngest children to play their favorite stories and songs with ease – simply place a figurine on the box, and voila! The tale begins. Tilt the box left or right to rewind or fast-forward. It’s so simple that even a toddler can master it .

Here’s where the plot thickens: while your little one is lost in the world of Peppa Pig, the Toniebox is busy creating a digital dossier. According to the study, It meticulously records when it’s activated, which figurine is used when playback stops, and even tracks those rewinds and fast-forwards. All this data is then whisked away to the manufacturer, painting a detailed picture of your child’s play patterns.

The Toniebox isn’t alone in its data-gathering ways . The study found that many smart toys are collecting extensive behavioral data about children, often without clear explanations of how this information will be used or protected. It’s like having a constant surveillance system watching your child’s every move during playtime.

“Children’s privacy requires special protection,” emphasizes Julika Feldbusch, first author of the study, in a statement.

She argues that toy manufacturers should place greater weight on privacy and on the security of their products than they currently do in light of their young target audience. The study also found that most toys lack transparency when it comes to data collection and processing. Privacy policies , when they exist at all, are often vague, difficult to understand, or buried in fine print. This means parents are often in the dark about what information is being collected from their children and how it’s being used.

Security measures were also in need of improvements. While most toys use encryption for data transmitted over the Internet, local network connections – like those used during initial setup – were often unencrypted. Some popular toys, including the Toniebox and tiptoi’s optional charging station were found to have inadequate encryption for data traffic, potentially leaving children’s information vulnerable to interception. The actual tiptoi pen does not record how and when a child uses it. Only audio data for the purchased products is transferred.

In some cases, researchers were able to intercept Wi-Fi passwords and other sensitive information simply by eavesdropping on these local connections.

Perhaps most alarmingly, when the researchers attempted to exercise their rights under Europe’s General Data Protection Regulation (GDPR) by requesting access to the data collected about them, only 43% of toy vendors responded within the legally mandated one-month period. Even then, some of the responses were incomplete or unsatisfactory.

Moreover, many companion apps for these toys were found to request unnecessary and invasive permissions.

“The apps bundled with some of these toys demand entirely unnecessary access rights, such as to a smartphone’s location or microphone,” says Professor Isabel Wagner of the Department of Mathematics and Computer Science at the University of Basel.

In the wrong hands, the data collected by these toys could be used for identity theft , targeted advertising, or even more sinister purposes like child grooming or blackmail. And because children are particularly vulnerable and may not understand the implications of sharing personal information, the onus is on toy manufacturers and parents to ensure their safety in the digital playground.

“We’re already seeing signs of a two-tier society when it comes to privacy protection for children,” says Feldbusch. “Well-informed parents engage with the issue and can choose toys that do not create behavioral profiles of their children. But many lack the technical knowledge or don’t have time to think about this stuff in detail.”

So, what can parents do to protect their tech-savvy tots? The researchers suggest looking for toys that prioritize privacy and security, reading privacy policies carefully (even if they’re boring), and being cautious about granting unnecessary permissions to toy apps. They also recommend that toy makers implement stronger security measures and provide more transparent information about data collection practices.

Prof. Wagner acknowledges that individual children might not experience immediate negative consequences from these data collection practices.

“But nobody really knows that for sure,” she cautions. “For example, constant surveillance can have negative effects on personal development.”

The study serves as a wake-up call not just for parents, but for regulators and toy manufacturers as well. As smart toys become increasingly prevalent, it’s crucial that we find a balance between innovation and protecting our children’s privacy and security.

The researchers hope their work will lead to improved standards and practices in the smart toy industry. In the meantime, parents might want to think carefully about whether that internet-connected teddy bear is really worth the potential risks to their child’s privacy and safety.

Editor’s Note: The University of Basel informed StudyFinds that a portion of their press release did not include important findings regarding the tiptoi pen and its optional charging station. “Not only the tiptoi pen but also its optional charging station was tested in the study. The insufficient encryption of data traffic concerns the optional charging station of the pen,” a university official said in an email to StudyFinds. This has been noted and update in our story.

Ravensburger, the manufacturer of Tiptoi, also contacted StudyFinds regarding the omission and issued the following statement:

“The University of Basel published a press release about a study according to which smart toys – including the tiptoi pen – enable unsafe data traffic in the children’s room and sometimes also collect data about children’s behaviour. These statements are false in the case of tiptoi. What is true, however, is that neither the tiptoi pen nor its charging station collect data or create user profiles. “In the study by the University of Basel, it was not the pen but the optional charging station that was evaluated. This can only be used with the fourth generation of tiptoi pens. The vast majority of customers download their audio files via PC, so the study does not affect most tiptoi owners. “One point of criticism in the study is that some smart toys transfer data unencrypted. However, tiptoi does not transfer any private data, only the audio files and updates for tiptoi products that are publicly available. “The study also criticised the process of setting up the charging station’s internet connection. During this process, which takes a few minutes, the access data is sent unencrypted to the charging station – as is the case with the setup of many other electronic devices. Someone within a radius of 25 metres could theoretically access the access data at this moment. Although the study estimates the risk to be extremely low, Ravensburger is working on offering an alternative transmission method.”

Paper Summary

Methodology.

The researchers employed a comprehensive approach to evaluate 12 diverse smart toys available on Amazon.de, focusing on those with Wi-Fi capabilities. They developed evaluation criteria based on established cybersecurity standards for consumer IoT devices. Their assessment methods included decrypting and analyzing network traffic between the toys and their servers, examining the security of Wi-Fi setup processes, and performing static analysis of companion apps to identify requested permissions and embedded trackers.

The team also reviewed privacy policies and terms of service and sent subject access requests to toy vendors to test compliance with data protection regulations. This multi-faceted approach provided a thorough understanding of each toy’s security, privacy, and transparency features.

Key Results

The study revealed significant concerns across multiple areas. In terms of security, while most toys used encryption for internet communications, local network connections were often unprotected. Some toys had vulnerabilities in their Wi-Fi setup processes that could allow attackers to intercept sensitive information. Privacy issues were prevalent, with many toys collecting extensive analytics data and unique identifiers, enabling detailed behavioral profiling of children.

Companion apps often request unnecessary and sensitive permissions. Transparency was lacking, with privacy policies frequently vague or difficult to access. Only 43% of vendors responded adequately to subject access requests within the required timeframe. Most toys fell short of full compliance with the GDPR and the upcoming Cyber Resilience Act, particularly in areas of data minimization and user rights.

Study Limitations

The study has several notable limitations. The sample size of 12 toys may not be fully representative of the entire smart toy market. The research was conducted at a single point in time, preventing the tracking of changes in data collection practices over time. The team did not attempt to extract or reverse engineer device firmware, which could have revealed additional insights.

Additionally, the study’s focus on toys available in the European market means the findings may not be fully applicable to other regions with different regulations and practices.

Discussion & Takeaways

The researchers emphasize the critical need for toy makers to prioritize privacy and security, adhering to best practices in security and privacy engineering. They advocate for easier subject access request processes and more granular consent options for users. The study suggests implementing standardized privacy and security labels for toy packaging, similar to nutrition labels on food products.

For parents, the key takeaway is the need for increased vigilance when purchasing and using smart toys, including carefully reading privacy policies and being cautious about granting app permissions. The research community and regulators are called upon to provide more support for toy makers, potentially through the development of standardized guidelines or certification processes for smart toys.

Funding and Disclosures

The research does not mention specific funding sources, and the authors declare no competing interests relevant to the study’s content. The research was conducted by academic researchers at the University of Basel, suggesting it was likely funded through standard university research channels rather than by industry or specific interest groups.

About StudyFinds Staff

StudyFinds sets out to find new research that speaks to mass audiences — without all the scientific jargon. The stories we publish are digestible, summarized versions of research that are intended to inform the reader as well as stir civil, educated debate. StudyFinds Staff articles are AI assisted, but always thoroughly reviewed and edited by a Study Finds staff member. Read our AI Policy for more information.

Our Editorial Process

StudyFinds publishes digestible, agenda-free, transparent research summaries that are intended to inform the reader as well as stir civil, educated debate. We do not agree nor disagree with any of the studies we post, rather, we encourage our readers to debate the veracity of the findings themselves. All articles published on StudyFinds are vetted by our editors prior to publication and include links back to the source or corresponding journal article, if possible.

Our Editorial Team

Editor-in-Chief

Chris Melore

Sophia Naughton

Associate Editor

Related Content

Teflon flu cases surge: What you need to know

August 30, 2024

5 Best Light Beers, Ranked By Reviewers

60-year mystery solved! NASA scientists finally measure Earth’s long-hypothesized electric field

Leave a reply cancel reply.

©2024 Study Finds. All rights reserved. Privacy Policy • Disclosure Policy • Do Not Sell My Personal Information

More From Forbes

How to channel anger as an emotional intelligence strategy.

• Share to Facebook
• Share to Twitter
• Share to Linkedin

If you want to use anger in a constructive way, you first have to break the mental stigma that ... [+] “Anger is bad.”

There is no shortage of articles and advice on how to control your anger. “Take a deep breath, count to ten, exercise, limit your caffeine intake, meditate,” and so on. But, imagine if you could use anger to your advantage. What if you could channel your anger to improve your performance?

The research shows that anger channeling in a constructive way is a surprisingly effective strategy. That said, it’s by no means an easy technique to master. As Aristotle wrote some 2400 years ago: “Anyone can become angry —that is easy. But to be angry with the right person, to the right degree, at the right time, for the right purpose, and in the right way—this is not easy.”

The Research: Anger Improves Performance

To use anger to your advantage, it helps to understand how exactly it can help you improve your performance. Here are three key studies :

1. Persistence: One study found that angry participants outperformed others on an anagram test. Interestingly, the angry teams spent more time trying to solve each task. This suggests that anger can help fuel persistence.

2. Focus: A second study found that angry participants outperformed others in a skiing video game where you navigate flags on your way down the mountain. The researchers thought the difference in performance was likely the result of how anger helped heighten focus.

Trump Vs. Harris 2024 Polls: Harris Leads By More Than 5 Points In Latest Survey

Secret service puts $2.5 million bounty on most wanted hacker’s head, apple iphone 16 and iphone 16 plus: everything we know so far.

3. Taking Action: A third study found that voters who are angry about the possibility of a certain candidate winning are more likely to go out and vote. This is because anger helps spark people to take action.

It’s worth pointing out that across many of these studies, getting too angry proved counterproductive (more on that to come).

So how can you make anger work to your advantage in the real world? Consider the example of professional baseball player, Max Scherzer.

How Pitcher Max Scherzer Channels Anger to Achieve Peak Performance

Max Scherzer, aptly dubbed “Mad Max,” certainly makes a compelling case for harnessing anger to achieve peak performance. Scherzer is known for his borderline feral behavior on the field:

• he grunts & howls at hitters
• he screams into his glove to muffle and hide expletives
• he once yelled “NO” at his coach for attempting to remove him from the game

As an 8-time All Star and 3-time Cy Young, Scherzer is also known for being one of the best pitchers of his generation. And he relies on anger to fuel his performance. When a reporter asked Scherzer, “Can you use emotion for fuel?” he affirmed. “You definitely can. [Anger] hits that adrenaline, so once that adrenaline hits, it almost feeds itself.”

Scherzer’s example offers a couple of essential lessons about how to channel anger in an emotionally intelligent way.

Lesson 1: Emotions Aren’t ‘Good’ or ‘Bad’

If you want to use anger in a constructive way, you first have to break the mental stigma that “Anger is bad.” Anger, like all emotions, is an instinctual response. Rather than label this response as good or bad, it’s more useful to think of it simply as data. Your emotions offer you data, and you can harness that data in a number of ways. Here are a few examples of people who rely on emotions that are often considered bad to increase their performance:

Spite : Flow performance researcher and author Steven Kotler recently wrote how “spite” can become a powerful motivator (e.g., prove your doubters wrong). Author Stephen King, for example, used to nail his rejection letters to the wall until he had so many he had to go buy a bigger nail.

Fear : Novelist Steven Pressfield writes how fear often signals opportunity. The example he uses is from the show “Inside the Actors Studio.” Host James Lipton often asks actors why they chose to play a certain role. They almost always answer the same way: “Because I was afraid of it.”

Anxiety : Ira Glass, host of “This American Life,” uses anxiety as his primary driver to produce great shows. He sets strict deadlines knowing they will make him anxious and then channels that anxiety to motivate him to produce a great show before that deadline.

Learning to see your anger as an opportunity is half the battle.

Lesson 2: Anger + Intention = Emotional Intelligence

The second half of the battle is to learn to use your anger with intent. To do so, you have to understand the potential for anger to hijack your behavior. “[Anger] can also be a negative,” Scherzer warned in his same interview. “It has been [for me] in the past, where you almost get too much adrenaline, too much emotion, and you aren’t thinking clearly.”

In other words, Scherzer doesn’t just dial in anger and then see what happens. He channels it with purpose. Even though he may appear intense or even hotheaded, his intent is strong. And that intent is what enables him to harness his anger in a constructive way. As the Dalai Lama wrote, “Marshal the gifts of anger: a strong focus, extra energy, and determination…If we can analyze the situation clearly we are more likely to take the most effective action–to ‘hit the target directly.’”

Putting These Insights Into Action

Since this is a more advanced emotional intelligence strategy, there are a couple of things you should keep top of mind. First, if you’re the kind of person whose anger frequently gets in your way, you should likely focus your time on management strategies, not this one. Second, you should start by applying this strategy in a lower-stakes situation. You might try putting together a “spite bulletin board” like the example in Lesson 1. Or you might try to get a bit angry at a frustrating work project to see if you can get some extra focus and persistence. Consider this article your permission to go get constructively angry!

Kevin Kruse is the Founder + CEO of LEADx , a leadership development company that specializes in emotional intelligence training. Kevin is also a New York Times bestselling author of Emotional Intelligence: 52 Strategies (coming soon), Great Leaders Have No Rules , 15 Secrets Successful People Know About Time Management , and Employee Engagement 2.0 .

• Editorial Standards
• Reprints & Permissions

Join The Conversation

One Community. Many Voices. Create a free account to share your thoughts. 

Forbes Community Guidelines

Our community is about connecting people through open and thoughtful conversations. We want our readers to share their views and exchange ideas and facts in a safe space.

In order to do so, please follow the posting rules in our site's  Terms of Service.   We've summarized some of those key rules below. Simply put, keep it civil.

Your post will be rejected if we notice that it seems to contain:

• False or intentionally out-of-context or misleading information
• Insults, profanity, incoherent, obscene or inflammatory language or threats of any kind
• Attacks on the identity of other commenters or the article's author
• Content that otherwise violates our site's  terms.

User accounts will be blocked if we notice or believe that users are engaged in:

• Continuous attempts to re-post comments that have been previously moderated/rejected
• Racist, sexist, homophobic or other discriminatory comments
• Attempts or tactics that put the site security at risk
• Actions that otherwise violate our site's  terms.

So, how can you be a power user?

• Stay on topic and share your insights
• Feel free to be clear and thoughtful to get your point across
• ‘Like’ or ‘Dislike’ to show your point of view.
• Protect your community.
• Use the report tool to alert us when someone breaks the rules.

Thanks for reading our community guidelines. Please read the full list of posting rules found in our site's  Terms of Service.