The IB Learner Profile Presentation to Parents April 6 th , 2009 - PowerPoint PPT Presentation

The IB Learner Profile Presentation to Parents April 6 th , 2009 7:00 PM

What is the IB Learner Profile?  It is a list of attributes identified by the IBO that express the values inherent to the IB continuum of international education  It is a set of ideals that can inspire, motivate and focus the work of schools and teachers

The Learner Profile  The descriptors of the learner profile define the type of learner the IBO hopes to develop through its programmes (Primary Years Programme (PYP), MiddleYears Programme (MYP) and Diploma Programme)  As a key cross-programme component, the learner profile is the central tenet of the IB programmes and central to the definition of what it means to be internationally minded. IB Learner Profile Booklet (2006). London, UK: International Baccalaureate Organization, p.2.

The Learner Profile:  Is a profile of the whole person as a lifelong learner  Provides a long-term vision of education  It is not intended to be a profile of the perfect student; rather, it can be considered as a map of a lifelong journey in pursuit of international mindedness IB Learner Profile Booklet (2006). London, UK: International Baccalaureate Organization, p.2.

The Learner Profile It is the IBO’s intention that the learner profile , as the central tenent of the IB programmes, will help develop coherence within and across the three IB programmes (PYP, MYP, and DP). It provides a clear and explicit statement of what is expected of students, teachers and school administrators in terms of learning, and what is expected of parents in terms of support for that learning. IB Learner Profile Booklet (2006). London, UK: International Baccalaureate Organization, p.2.

The Learner Profile in the PYP  Teachers are required to assess and report on students’ progress in the development of the attributes of the learner profile.  This is done by using the learner profile for self and peer assessment, as the basis for teacher/student/parent conferences and through reporting to parents. IB Learner Profile Booklet (2006). London, UK: International Baccalaureate Organization, p.3.

The Learner Profile in the PYP  Reporting on student progress on the development of learner profile attributes can take place in a variety of ways – it is not necessary for it to be on the report card nor is it necessary to report on all aspects of the learner profile at once.  Parents need to know about the learner profile and the school community attaches the utmost importance to it. PYP Coordiator’s Handbook 2007-2008, p.34-35

The IB Learner Profile The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB Learner Profile Booklet (2006). London, UK: International Baccalaureate Organization, p.5.

IB learners strive to be: Inquirers  They develop their natural curiosity.  They acquire the skills necessary to conduct inquiry and research and show independence in learning .  They actively enjoy learning and this love of learning will be sustained throughout their lives. IB Learner Profile Booklet (2006). London, UK: International Baccalaureate Organization, p.5.

IB learners strive to be: Knowledgeable  They explore concepts, ideas and issues that have local and global significance.  In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. IB Learner Profile Booklet (2006). London, UK: International Baccalaureate Organization, p.5.

IB learners strive to be: Thinkers  They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. IB Learner Profile Booklet (2006). London, UK: International Baccalaureate Organization, p.5.

IB learners strive to be: Communicators  They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication.  They work effectively and willingly in collaboration with others. IB Learner Profile Booklet (2006). London, UK: International Baccalaureate Organization, p.5.

IB learners strive to be: Principled  They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities.  They take responsibility for their own actions and the consequences that accompany them. IB Learner Profile Booklet (2006). London, UK: International Baccalaureate Organization, p.5.

IB learners strive to be: Open-minded  They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities.  They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Learner Profile Booklet (2006). London, UK: International Baccalaureate Organization, p.5.

IB learners strive to be: Caring  They show empathy, compassion and respect towards the needs and feelings of others.  They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment . Learner Profile Booklet (2006). London, UK: International Baccalaureate Organization, p.5.

IB learners strive to be: Risk-takers  They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies.  They are brave and articulate in defending their beliefs. Learner Profile Booklet (2006). London, UK: International Baccalaureate Organization, p.5.

IB learners strive to be: Balanced  They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. Learner Profile Booklet (2006). London, UK: International Baccalaureate Organization, p.5.

IB learners strive to be: Reflective  They give thoughtful consideration to their own learning and experience.  They are able to assess and understand their strengths and limitations in order to support their learning and personal development. Learner Profile Booklet (2006). London, UK: International Baccalaureate Organization, p.5.

The Promotion and Development of the Learner Profile at Capilano  In daily instruction and Units of Inquiry  In student recognition and leadership opportunities  In reflections and assessment – self, peer, and teacher  In the new Code of Conduct, Mission and Vision Statements  In our values and goals as teachers and learners

Capilano’s Code of Conduct: Capiloano ROCKS  R espect  O pen-minded  C aring  K indness  S afety

Capilano’s Mission Statement

Capilano’s Vision

The Promotion and Development of the Learner Profile at Home  Use the language of the learner profile  Post descriptions of the attributes in a central place in the home  Find out what your child’s Learner Profile goals are and what attributes of the Learner Profile are being focused on in their Units of Inquiry  Support your child’s development of the attributes of the Learner Profile while giving plenty of praise for their strengths in relation to the aspects of the Learner Profile

The Promotion and Development of the Learner Profile at Home  Model self as a life-long learner with respect to the attributes described in the learner profile: Set personal goals that relate to developing certain attributes in the learner profile and talk about what you do to try to develop the attributes  Point out/discuss the attributes as they are exhibited by others – in those close to us and in a more global context; In heroes, respected public figures, characters in books and movies….