5 Ways to Strengthen ATL Skills in the IB Classroom
The International Baccalaureate (IB) places a strong emphasis on developing Approaches to Learning (ATL) skills to help students become independent, reflective, and lifelong learners. ATL skills are not an optional add-on to the curriculum; they are at the heart of what it means to deliver a high-quality IB education.
But as any teacher or coordinator knows, embedding ATL skills consistently across subjects can be challenging. How can educators ensure that students are not only exposed to these skills but also apply and refine them in meaningful ways?
Here are five practical strategies to strengthen ATL skills in your IB classroom, whether you teach in the PYP, MYP, or DP.
1. Make ATL Skills Visible in Every Lesson
ATL skills are best developed when students can see and articulate what they are learning and why it matters. Many teachers refer to ATL skills in passing, but students may not always make the connection between the task and the skill being practiced.
How to do it:
Use explicit language: Post the specific ATL skills being targeted on your lesson slides or classroom walls. For example: “Today we will focus on organising information logically and evaluating evidence.” Include ATL prompts in instructions: When setting tasks, highlight the skill students will practice. For example: “As you complete this group project, remember to listen actively and build consensus.” Reflect at the end of lessons: Spend 3–5 minutes asking students which ATL skills they used and how they improved them. This simple routine builds awareness and metacognition.
Why it works:
When ATL skills are explicitly named and reflected upon, students understand that skills are as important as content knowledge. They begin to transfer these skills to new contexts.
2. Integrate ATL Skills into Assessment Criteria
Assessment is one of the most powerful drivers of student learning. If ATL skills are only discussed during lessons but never evaluated, students may treat them as secondary. By integrating ATL skills into assessment criteria, you reinforce their importance and create opportunities for meaningful feedback.
How to do it:
Develop rubrics that include ATL descriptors: For example, a research assignment rubric could include a criterion for information literacy or critical thinking. Use formative assessment: Provide students with targeted feedback on skills like time management or collaboration during ongoing projects. Peer- and self-assessment: Encourage students to assess their own development in ATL skills, using structured rubrics or checklists.
Why it works:
Assessing ATL skills communicates to students that these skills matter. It also provides teachers with valuable data to inform planning and differentiation.
3. Connect ATL Skills to Real-World Contexts
ATL skills can feel abstract if students cannot see how they apply beyond the classroom. Making connections to real-world scenarios helps students appreciate the value of these skills and motivates them to develop them further.
How to do it:
Use service learning projects: Service and action projects are ideal for practicing ATL skills like collaboration, problem-solving, and communication. Bring in guest speakers or alumni: Professionals can explain how they use ATL skills such as critical thinking or self-management in their careers. Use current events and case studies: Link skills like evaluating sources or developing arguments to contemporary global issues.
Why it works:
When students see that ATL skills are essential in life beyond school, they engage more deeply. This approach also supports the IB mission of developing internationally minded individuals who can make a positive impact.
4. Scaffold ATL Skills Progressively
ATL skills develop over time, just like academic knowledge. If students are expected to master skills without explicit scaffolding, they may feel overwhelmed or fail to develop the independence the IB promotes.
How to do it:
Map ATL skills across year levels: Collaborate as a teaching team to decide which skills will be introduced, reinforced, and mastered in each grade. Break skills into manageable steps: For example, research skills can be scaffolded by first teaching how to locate sources, then how to evaluate credibility, and finally how to synthesise information. Use gradual release of responsibility: Move from teacher modelling, to guided practice, to independent application.
Why it works:
A planned progression prevents gaps and redundancies in skill development. It also helps students build confidence as they take on increasingly complex tasks.
5. Foster a Culture of Reflection
Reflection is a cornerstone of the IB philosophy and is essential for strengthening ATL skills. Students need regular opportunities to pause, think about how they are learning, and set goals for improvement.
How to do it:
Use journals or learning logs: Ask students to document which ATL skills they are using, what they are finding challenging, and how they can improve. Incorporate structured reflection prompts: Questions like “Which ATL skill helped you succeed in this task?” or “What skill do you need to strengthen next?” encourage deeper thinking. Celebrate progress: Share examples of student growth in ATL skills during class or assemblies to motivate others.
Why it works:
Reflection builds self-awareness and resilience. Students who can evaluate their own strengths and challenges are better equipped for lifelong learning.
Putting It All Together
Strengthening ATL skills requires a deliberate, school-wide effort. Here’s how you can combine the five strategies in your practice:
Begin every unit by identifying which ATL skills will be targeted and how they will be assessed. Make those skills visible throughout lessons and link them to real-world examples. Use reflection routines at the end of each lesson or project to reinforce growth. Collaborate with colleagues to ensure ATL skills are scaffolded across year levels and subject areas. Gather evidence of student progress and celebrate improvements in both skills and attitudes toward learning.
Final Thoughts
The IB curriculum is designed to prepare students for a complex, rapidly changing world. Strengthening ATL skills helps students develop the critical thinking, communication, and self-management abilities they need to thrive in higher education and beyond.
As educators, our role is to make these skills explicit, meaningful, and transferable. By embedding ATL skills into daily teaching and assessment, we not only enhance student learning but also bring the IB mission to life in our classrooms.
Which of these strategies will you try first? How does your school currently support the development of ATL skills? Share your thoughts in the comments or connect with me on LinkedIn to continue the conversation.