C63: Choosing Sub-Skills for our Units of Inquiry

Now we have gone over in-depth how to use the Approaches to Learning (ATLs), how will we select them for our units of inquiry.  This does not just apply to homeroom teachers, because all specialists and supporting teachings need to be part of the discussion.  If we expect these teachers to be a part of the teaching, they need to be part of the selection process.  

How can we consider everyone’s needs?  Quite simply.  The ATLs are universal skills that all learners need to acquire, so they are purposefully broad and applicable to any subject area.  How they are used is up to the teacher, which is the magical part. 

​Let’s take a look at some possibilities of what this planning process might look like using Second Grade/ Year 1 standards: 

Social Studies 

• Maps and globes
• Landforms and bodies of water
• Resources found in different regions and how people depend on them
• Capitals and border countries
• Settlement patterns

Science 

• Basic needs of plants and animals
• Temperature and precipitation
• Migration
• Hibernation and dormancy
• Food chains
• Interdependence of living things

Language Arts

• Genre:  poetry
• Genre:  folktales, fairy tales, and fables

Math

• Coins up to a dollar
• Symbols of money
• Fractions: examples/non-examples, comparing sizes, up to a whole

ICT

• The different points of view about online safety, netiquette, and cyber bullying.  
• The impacts of correct finger placement when keyboarding 

Music

• The point of view of different instrument families; how their shape and materials define their sound
• How beat and rhythm are created and the impact of different sounds coming together
• The causation of different voices in music

PE 

• The different points of view on safety rules
• The impact of slow and fast and non-locomotor movements in play

Now that we have all of the subjects, how will we choose ATLs that can be taught throughout? The first thing I would look at which ATL categories would best fit each subject area and choose the ones that come up the most.  

Now, we need to determine which research, thinking, and communication skills we will use to explore each of the subject areas.  To do this, we will need PYP: Principles into Practice.  Depending on the age you teach, you will need The Learner for grades PK-K and Learning and Teaching for grades 1-6. 

The next part is universal for all ATL categories.  Look at the standards for each ATL skill.  Go through the list of skills of that category and find the sub-skill criteria that best fits.  You will see a bullet point list and you select the ones that will be taught within a unit of inquiry.  Please note: you don’t need to use all of them, if they don’t apply. Here’s an example:

Research (Social Studies & Science)

Information Literacy
Formulating and planning

• Ask or design relevant questions of interest that can be researched.
• Outline a plan for finding necessary information.
• Evaluate and select appropriate information sources and/or digital tools based on the task.

​Communication (Language Arts & Music)

Exchanging Information
Interpreting

• Interpret visual, audio and oral communication: recognizing and creating signs, interpreting and using symbols and sounds.
• Understand the ways in which images and language interact to convey ideas.
• Be aware of cultural differences when providing and interpreting communication.

Thinking (Math, ICT, & PE)

Critical Thinking
Analyzing

• Observe carefully in order to recognize problems.
• Consider the meaning of materials.
• Take knowledge or ideas apart by separating them into component parts.
• Use models and simulations to explore complex systems and issues.

Now, you have a purpose and connection to all of the content and big ideas you will be exploring the unit.  In the next episode, we will examine how you break these down into smaller parts and teach them on a weekly basis.  
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