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Personal Philosophy Mission and Organizational Ethics Video

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The International Baccalaureate aims to develop inquiring, knowledgeable, and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

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To this end, the organization works with schools, governments, and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate, and lifelong learners who understand that other people, with their differences, can also be right.

However, broader implementation of ATLs implicitly and explicitly is embedded in day-to-day learning experiences, so that students have opportunities to practice and incrementally develop a range of ATL skills. Approaches to learning are most powerful when teachers plan and students engage with them in connection with significant and relevant content knowledge in order to develop transferable understanding. The most effective way to develop approaches to learning is through ongoing, process-focused disciplinary and interdisciplinary teaching and learning.

Teachers can use key and related concepts along with global contexts as vehicles for teaching effective learning strategies. Likewise, approaches to learning can be powerful tools for exploring significant content. This dual focus content and process promotes student engagement, deep understanding, transfer of skills, and academic success.

The majority of teachers are embedding ATL skills into unit planners and creating opportunities for students to practice them. However, survey findings and classroom observations suggest teachers often do not make explicit reference to these ATL skills.

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In contrast to last year, IB World Schools observed fewer instances of ATLs being implicitly or explicitly embedded into class activities and more instances of ATL skills only being used when developing unit planners. Further, despite reported instances of student reflections following the completion of service or personal projects, we did not observe instances where ATLs were embedded into out-of-class activities. Survey read article and site visits also indicate that abd small percentage of Personal Philosophy Mission and Organizational Ethics have not yet bought into teaching ATL skills.

Reasons for this limited support include a lack of teacher understanding of how to teach ATLs and administrative support i. However, a majority of teachers viewed ATLs as important and strive to implement them.]