C64: Split-Screen Teaching with ATLs and Learner Profile

You’ve chosen your ATLs and now comes the part of breaking them down into bite-size pieces, so your learners can apply them on a daily basis.  I’m not going to lie, I used to struggle so much with this part, because these skills often felt insurmountable.  When that happens, we tend to bury them like a stinky fish in the back of a closet.  Over time, the fish will decay and the stench becomes so extreme that we have to pull it out and deal with it.  

What would you say if I could take your ATL stinky fish and make it a simple meal that was delectable and easy to make?  Would you try it?  

Over the past two years, I have known about a strategy of split-screen teaching, but I didn't understand it’s potency until this past summer.  It can revolutionize how you teach the ATLs and learner profile attributes while making it easy for you and your learners.  I know there are many of you that are hesitant, because it sounds too easy.  Just trust me on this one. 

The premise of split-screen teaching is that we bring together the content which is teaching with skills and dispositions that we want learners to demonstrate.  That doesn’t sound so hard.  Here’s the structure.

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​It doesn’t matter what standards you use in the split-screen teaching, because the standards can change constantly, but the ATLs and learner profile attributes will stay the same. It’s simply magical.  

First, you leave the column of learning about blank.  We don’t care about the content right now.  Say what?  Yep, we just care about the ATL we will begin with first and build from there.  Considering this is at the beginning of the year or mid-term, I want to pick something that is easy and build up. 

Here are the ATLs from the previous episode.

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, our job is to find the ATL that we will work on for a portion or full week. This will allow learners to get multiple experiences with the ATL and develop understanding of its purpose.  When scanning these ATLs, the ones that resonate with me are under thinking skills.  

One misconception that I may have laid from the last episode is that thinking skills can only be used in math, ICt, and PE.  This is not true.  They are the drivers in the selection process, but the ATLs can be applied to any content.

For this week, I want to select: observe carefully in order to recognize problems.  Now, I will pose a question, because it’s easier for learners to engage with than a statement.  In my question, I will use the sub-skill and the criteria together, so learners understand their connection. 

ATLs:  How can I show critical thinking by observing carefully in order to recognize problems?
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Now, I will reflect on the learner profile attributes selected for your unit.  Consider which one will best support the ATL learning.  If you don't feel they are a good fit, consider working with your team and PYP coordinator to make a change.  

Learner Profile:  How will I become more knowledgeable by carefully observing objects and ideas?

Now, let’s put it into a box, so the ideas are more organized.  I would put it into my classroom in the same way, so learners are clear about the ATL and learner profile expectations.  The learners will be charged to show you evidence by the end of the period of their understanding of the ATLs through work samples and the learner profile attributes through regular reflections. Now, you have deeper items to add to your learning portfolios for each unit.  Don’t you love it when one engagement has multiple purposes?  Work smarter, not harder!
Now, let’s plug in some of the second grade content standards from the last episode to try it out. 

As you can see, it doesn’t matter what content you use, the ATLs and the learner profile attributes stay the same.  It helps to build generalizations or connections between these skills and dispositions with multiple content.  This is powerful and helps to develop conceptual thinkers.  The thinking is shifted onto the learner to prove what they learned and how they know.  

If I were to change one thing this school year, this would be it.  We can make this change whether in a physical, hybrid, or virtual learning space.  It’s time to deepen the thinking and make the ATLs and learner profile attributes apart of our daily practice.