The PYP Learner Profile

The PYP Learner Profile

A Blended-Learning Professional Development Course for PYP Educators

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Extension 1

Module 01

Objectives

Index

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.

Extension 2

Quiz

Unit Central Idea and Lines of Inquiry

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?

Module 01

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

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?

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QUIZ

LP TRIVIA

MaTch-up the Attribute with the correct IBO definition

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question 1/6

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.

Knowledgeable

Thinkers

Inquirers

question 1/6

Right answer!

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."

question 2/6

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.

Caring

Balanced

Open-Mindedness

question 2/6

Right answer!

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.

question 3/6

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.

Open-Mindedness

Thinker

Reflective

question 3/6

Right answer!

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."

question 4/6

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.

Risk-Takers

Communicators

Principled

question 4/6

Right answer!

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."

question 5/6

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.

Principled

Balanced

Caring

question 5/6

Right answer!

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

question 6/6

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.

Knowledgeable

Thinkers

Inquirers

QUESTION 6/6

Right answer!

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

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Module 01

The Learner Profile is Research-Supported

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

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

“Caring” across the International Baccalaureate continuum

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

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Module 01

The ATLs

Supporting development of the Learner Profile

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

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Module 01

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

Click "play" to take a quiz about the ATLs

The ATLs

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.

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QUIZ

ATL INVADERS

ATL INVADERS

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LEVEL 1

OF 5

The PYP ATLs and Learner Profile offer...

Both answers are correct.

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

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.

LEVEL 2

OF 5

Thinking Skills include a developmental spectrum...

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

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

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

LEVEL 3

OF 5

Self-Management skills includes a developmental continuum...

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

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.

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.

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

LEVEL 5

OF 5

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

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

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.

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Extension 1

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

Extension 1

The LP and ATLs

How it all aligns...

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."

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Top Videos

Additional Resources

Can you teach character?

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

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).

The Character Corner

MYP ATL and LP integration

Extension 2

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

Track 2

PYP Resources for Planning

Planning Resource 1

Planning Resource 2

Planning Resource 3

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

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

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

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Track 2

Resources for Classroom-Based Planning

Planning Resource 1

Planning Resource 2

Planning Resource 3

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

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

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

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Track 2

Classroom-Based Planning and Instructional Tips

Tip 4

Tip 2

Tip 3

Tip 1

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.

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

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

Track 2

Classroom-Based Planning and Instructional Tips

Planning Resource 3

Planning Resource 2

Planning Resource 1

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

Link to collaborative game for students which encourages ATL growth.

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

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Congratulations!

Proceed through the rest of Module 1!

Module 1 Self-evaluation Rubric

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).

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

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

Area 1

Area 3

Area 2

I understand how the ATLs support Learner Profile attribute development

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