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The IB Learner profile

The IB Learner profile. IB Schools of North Carolina Round Table Discussions Jacson Lowe & Nicole Mallon, facilitators Parkland High School Winston-Salem, NC November 11, 2009. Who we are. Name and position School and/or district Level (PYP, MYP, DP)

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The IB Learner profile

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  1. The IB Learner profile IB Schools of North Carolina Round Table Discussions Jacson Lowe & Nicole Mallon, facilitators Parkland High School Winston-Salem, NC November 11, 2009

  2. Who we are • Name and position • School and/or district • Level (PYP, MYP, DP) • Nature of the program on your campus (school within a school? Magnet? Full campus IB program, etc)

  3. Pre-Assessment! • Take into consideration the “other” two programs represented in the room (PYP, MYP, DP). • Make an educated guess as to a curriculum similarity found in all of the programs (not counting the IB learner profile!). • Make an assumption about something unique as it pertains to your program’s curriculum structure. • We’ll check your answers momentarily …

  4. What the experts say … • “What is perhaps most notable about our findings is the degree to which IB standards were found to be related to the kinds of key cognitive strategies that our previous research points to as being so important for success in colleges and universities,” • -- David Conley, CEO of the Educational Policy Improvement Center, in a study released 2009.

  5. What the experts say … • “We have learned that it’s not enough for students to study content in isolation; they must use their content knowledge to solve problems, make conjectures and inferences, and think deeply about the big questions of the disciplines. The IB standards seem to be particularly well suited to achieving these aims.” • -- Conley

  6. What the experts say … • “For many years I have been an IB fan. It has taken seriously more of the issues in the world of today (and tomorrow), and has been less influenced by fads, and the test-taking obsessions of ministers of education, than any organization of its size. The development of separate programs for the early and middle years is also meritorious and I applaud the inclusion of the arts as subjects worthy of serious study. “ • – Howard Gardner, from an interview w/ IB World Magazine, 2007.

  7. The roots of IB success? • The key questions we must ask … Is the success of IB graduates a product of viable curriculum or high achieving students? Or, is it both? Neither? When does it start?

  8. The Programs PYP MYP DP

  9. The Profile Knowledgeable Inquirers Thinkers

  10. The Profile Open-Minded Balanced Reflective Principled

  11. The Profile Communicators Inquirers Knowledgeable Thinkers Communicators Principled Open-Minded Caring Risk-takers Blalanced Reflective Caring Risk-Takers

  12. Why we are here “To what extent do our philosophy, our school structures and systems, our curriculum  and units of work enable students, and the adults who implement the programmes, to develop into the  learner described in the profile?”  -- From the IB Learner Profile Guide

  13. Another pre-assessment! Complete the following statements: • “I think my program does a great job developing the IB learner profile by …” • “My program has a deficiency in terms of building the IB learner profile in the area of…” • “The one IB Learner trait I wish my school as a whole would focus on more would be …” • “The one IB Learner trait I feel my school as a whole does a good job promoting is …”

  14. Thinkers/Knowledgeable • The How and Why of “How” and “Why” Can students be knowledgeable with out developing the ability to think? How can we encourage students to think more and memorize less? From the IB Learner Profile Guide: To what extent does the range of assessment strategies we use meet the diverse needs of students and encourage creative and critical thinking?

  15. Inquirers • Learning for the sake of learning – how do we compete with the Internet? • Or, do we? Creating 21st century learners that want to know more and have the tools to do so. From the IB Learner Profile Guide: Is it possible to create more experiences and opportunities in the classroom that allow students to be genuine inquirers? 

  16. Open-Minded • Teachers need to create ‘crises of engagement’ that enable students to experience the shock of one another and what we do with the subsequent emotions after experiencing different rules and systems. (Skelton 2007) From the IB Learner Profile Guide: How well do we model empathy, compassion and respect for others in our classrooms and around  the school? 

  17. Risk Takers • Is failure an option? • Is it the best option? From the IB Learner Profile Guide: In formative assessment tasks, do we provide students with enough opportunities to take intellectual  risks, and then support them in taking such risks?  Do we encourage it building wide?

  18. Communicators • How are we fostering a student’s ability to transfer thoughts into words? • Do we spend to much time on talking skills and not enough on listening skills? From the IB Learner Profile Guide: How much attention do we pay to how students interact with other students in group-work activities? What is the quality of interaction between students and teachers around the school? 

  19. Balanced Especially at the DP level, how do we encourage full participation without full burnout? CAS From the IB Learner Profile Guide: Are support structures in place to oversee the personal, social and emotional welfare of students, as  well as their academic development?  What can be done in the early programs to help prepare DP students in phases such as efficiency and time management? EE Home work

  20. Caring • Why is this such a huge component in the IB model? Isn’t it just about academics? • In what ways do we encourage profile traits such as caring outside of the school building? • How do we best encourage empathy and sympathy both locally as well as globally?

  21. Reflective • “Students should track their own progress and assess how they are progressing toward proficiency and advanced competence relative to clearly-articulated learning goals.” -- Marzano From the IB Learner Profile Guide: Can we provide time for students to reflect on an assessment task and what they have learnt from it?

  22. Principled From the IB Learner Profile Guide: Could we create more opportunities to discuss the ethical issues that arise in the subject(s) we teach?  Do we deal with what is right and what is wrong if we want to have principled learners? Do we walk the fine line between indoctrination and universal truths? (Anyone teach TOK?)

  23. We’ve got the Baccalaureate Now help us out with this whole International thing … How do we incorporate internationalism into our math and science curricula as we develop IB learners? How do we encourage the students to see the importance of the IB Learner profile as part of the global community? How do we encourage parents to promote and encourage internationalism at home and in the community?

  24. Promoting the IB LearnerA case study – Shepard Middle School in Durham One of the IB Learner Profile traits is featured each month in the Parent newsletter One male and one female receives an award at 8th grade graduation for best exemplifying all 10 traits For the 2009-10 school year, each grade level team is celebrating members who have shown excellence in the characteristics In Community and Service reflections, students have to relate the experiences specifically to the IB Learner profile Language A teachers have students identify the traits in literature as part of their analysis of works studied For more info -- http://www.shepard.dpsnc.net/

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