The PYP Learner Profile

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A Blended-Learning Professional Development Course for PYP Educators

The PYP Learner Profile

Objectives

Quiz

Extension 2

Extension 1

Module 01

All learners must complete Module 1 and the self-evaluation. After Completing unit 1, you may choose one or both tracks based on your understanding of the content and professional interests. Tracks provide extension materials.

Index

Central Idea The Primary Years Program Learner Profile is core to the curriculum and must be visible in planning, instruction, and assessment. Lines of Inquiry

• What is the form and function of the PYP Learner Profile and how do the ATLs support attribute development?
• How can teachers plan and implement growth in the Learner Profile attributes during face-to-face instruction and in the "digital space"?
• How is the Learner Profile supported by research in SECD?
• What are the developmental characteristics of the Learner Profile attributes and how can these be objectively assessed?

Unit Central Idea and Lines of Inquiry

Module 1 Objectives What is the form and function of the PYP Learner Profile and how do the ATLs support attribute development? How can teachers plan and implement growth in the Learner Profile attributes during face-to-face and online learning?

An Introduction to the Approaches to Learning (or ATLs) and the Learner Profile (LP)

Module 01

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MaTch-up the Attribute with the correct IBO definition

LP TRIVIA

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QUIZ

We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Inquirers

Thinkers

Knowledgeable

question 1/6

Reason: Knowledgeable, Inquirer, and Thinker all share characteristics and link-up with observable and assessable ATLs including "Thinking Skills, Communication Skills, Self-Management Skills, and Social-Skills."

Right answer!

question 1/6

We understand the importance of balancing different aspects of our lives—intellectual, physical, and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

Open-Mindedness

Balanced

Caring

question 2/6

Reason: This LP attribute is more challenging to observe, measure, and assess. It links-up most with the ATLs "Self-Management and Social-Skills" but includes others.

Right answer!

question 2/6

We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

Reflective

Open-Mindedness

Thinker

question 3/6

Reason: Reflective certainly relates be being a "Thinker." "Reflective" relates closely to the ATLs included in "Self-Management skills, Thinking Skills and arguably "Research Skills."

Right answer!

question 3/6

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Principled

Communicators

Risk-Takers

question 4/6

Reason: "Risk-Taker" is refered to as "courageous" at some PYP schools. "Risk-Taker" includes a few ATL categories due to its broad definition including "Self-Management skills, social skills, research skills, thinking skills."

Right answer!

question 4/6

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Caring

Balanced

Principled

question 5/6

Reason: Principled certainly relates to "Caring" and "open-mindedness." This attribute is supported by a focus on self-management skills and social skills.

Right answer!

question 5/6

We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global signifcance.

Inquirers

Thinkers

Knowledgeable

question 6/6

Reason: Knowledgeable, Thinker, and Inquirer are all related in terms of the skills necessary to demonstrate the attribute. However, there are key differences.

Right answer!

QUESTION 6/6

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“The international-mindedness journey: School practices for developing and assessing international-mindedness across the IB continuum

“Caring” across the International Baccalaureate continuum

The IB teacher professional: Identifying, measuring and characterizing pedagogical attributes, perspectives and beliefs

Click the links below to access and read research summaries supporting implementation of the LP with fidelity accross the IB continuum.

The Learner Profile is Research-Supported

Module 01

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Approaches to learning (ATL) are skills designed to enable students to “learn how to learn.” They are intended to apply across curriculum requirements and provide a common language for teachers and students to use when reflecting and building on the process of learning. IB World Schools are required to ensure there is an ATL planning chart for all years. Implementation would see ATLs implicitly and explicitly embedded into day-to-day learning experiences, so that students have opportunities to practice and incrementally develop a range of ATL skills.Click "info" to learn more about the IB educational philosophy

Supporting development of the Learner Profile

The ATLs

Module 01

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Click "play" to take a quiz about the ATLs

Click "info" to read a case study about "thinking skills"

The ATLs include five domains. These domains are often related and somewhat interdependent. All domains are also developmental, The ATLs support growth on the Learner Profile and create curricular alignment. The only way to teach the PYP with fidelity, is to explicitly plan for student engagements that provide opportunity to work on ATL skills and reflect on Learner Profile Attributes. They go hand in hand.

The ATLs

Module 01

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PRESS START

QUIZ

ATL INVADERS

ATL INVADERS

Through this process of learning in the PYP, students become competent learners, self-driven to have the cognitive, affective and social tools to engage in lifelong learning.

PYP students learn to appreciate knowledge, conceptual understandings, skills and personal attributes as a connected whole.

Both answers are correct.

LEVEL 1

OF 5

The PYP ATLs and Learner Profile offer...

Aquisition of Knowledge, comprehension, application, analysis, evaluation, dialectic thought, metacognition.

Listening, speaking, reading, writing, viewing, presneting, non-verbal communication.

Formulating questions, observing, planning, collecting data, recording data, organizing data, interpreting data, presenting research findings.

LEVEL 2

OF 5

Thinking Skills include a developmental spectrum...

Listening, speaking, reading, writing, viewing, presneting, non-verbal communication.

Accepting responsibility, group decision-making, adopting a variety of group roles, respecting others, cooperating, resolving conflict.

Gross motor skills, fine motor skills, spatial awareness, organization, time management, safety, healthy lifestyle, codes of behavior, informed choices.

LEVEL 3

OF 5

Self-Management skills includes a developmental continuum...

Aquisition of Knowledge, comprehension, application, analysis, evaluation, dialectic thought, metacognition.

Listening, speaking, reading, writing, viewing, presneting, non-verbal communication.

Accepting responsibility, group decision-making, adopting a variety of group roles, respecting others, cooperating, resolving conflict.

LEVEL 4

OF 5

Communcation skills form a complex interdependent developmental web including...

Accepting responsibility, group decision-making, adopting a variety of group roles, respecting others, cooperating, resolving conflict.

Listening, speaking, reading, writing, viewing, presneting, non-verbal communication.

Gross motor skills, fine motor skills, spatial awareness, organization, time management, safety, healthy lifestyle, codes of behavior, informed choices.

LEVEL 5

OF 5

Social Skills alse progress on a developmental spectrum and include...

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What is the form and function of the PYP Learner Profile and how do the ATLs support attribute development?

Extension 1

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Here is the framework for how the Learner Profile aligns with research-supported practice in character education. The Learner Profile includes attributes from each "virture domain" identified including "Affective, Cognitive, Conative, and Social."

How it all aligns...

The LP and ATLs

Extension 1

The Character Corner

Marvin Berkowitz, leading firgure in the field of character discussion, provides a lecture about the fundamentals of SECD (which is the foundation of the Learner Profile and ATLs).

MYP ATL and LP integration

Can you teach character?

Additional Resources

Optional videos to extend your learning about "character education, the MYP program, and how character education can be taught.

Top Videos

How can teachers plan and implement growth in the Learner Profile attributes face-to-face and in the digital space?

Extension 2

PYP Resources for Planning

Link to an article and video called "Integrating Curriculum into the PYP Units of Inquiry."

Planning Resource 3

This link provides a video called "Unpacking the PYP - A Visual Masterclass."

Planning Resource 2

The link below includes "The Insider`s Playbook to Simplifying the PYP"

Planning Resource 1

Track 2

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Resources for Classroom-Based Planning

Link to an article and video about using the ATLs to support language and literacy development.

Planning Resource 3

This link provides an article and video about teaching for understanding and learning transfer.

Planning Resource 2

The link below includes a video and article about planning engaging learning experiences.

Planning Resource 1

Track 2

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Classroom-Based Planning and Instructional Tips

Tip 4

Explicitly model ATLs and LP attributes. Be ridiculously explicit. Create routines related to ATLs and be consistent.

Tip 3

Encourage reflection and metacognition (with scaffolding) via portfolios, displays, conferences, etc. Students plan a crucial role in the development of their own LP attributes.

Use differentiation and UDL strategies to target ATLs for specific groups of students or individual students.

Use combination of student-inquiry and formative assessment to drive Unit of Inquiry and target personalized ATLs and LP.

Tip 2

Tip 1

Track 2

Classroom-Based Planning and Instructional Tips

Link to collaborative game for students which encourages ATL growth.

Planning Resource 3

This link provides student reflection prompts for each ATL skill domain. Adding these prompts helps students engage in metacognitive thinking.

Planning Resource 2

The link below shows several resources for planning and assessing the ATLs...as well as copies of student self-evaluations.

Planning Resource 1

Track 2

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Proceed through the rest of Module 1!

Congratulations!

Consider your "wonderings" from this Module and share during our next face-to-face meeting.

I understand how the ATLs support Learner Profile attribute development

I understand how teachers plan instruction to support ATL and LP growth.

I understand the form and function of the PYP Learner Profile.

Drag the star of the area to the stage that corresponds to your knowledgeRate your level of understanding from 1 (no understanding) to 5 (I could teach this to others).

Area 3

Area 2

Area 1

Module 1 Self-evaluation Rubric