Learner Profile - Rippowam Middle School

Rippowam Middle School
International Baccalaureate
Updates: May 2014
Learner Profile
At the heart of the IB is the Learner Profile, a longterm, holistic vision of education.
It is a set of ideals that can inspire, motivate and focus the work
of schools and teachers, uniting them in a common purpose.
• Wear Pink! Cancer Awareness Day
Change #1
Old AOIs = New Global Contexts
Requirement: each global context covered at least once
per subject area, per year; one global context per unit
#1 - Identities and Relationships
 Competition & cooperation
 Who am I? Who are we?
 Explores beliefs and values, what it means to be human
 Examples – teams, affiliations, leadership, personal efficacy,
a good life, attitudes, happiness, human nature, dignity,
judgment, mind and consciousness
New Global Contexts, continued
#2 – Orientation in Space & Time
 Personal histories, names, and journeys
 Turning points in humankind, discoveries,
explorations, civilization – personal, local,
and global perspectives
 Evolutions, constraints, adaptations
 People, boundaries, exchanges, and
#3 – Personal and Cultural Expression
 Ways to express feelings and beliefs
 The way we reflect on and appreciate beauty, artistry,
entrepreneurship, ritual, play, language, creation, history,
craft, the history of systems, abstract ideas, critical literacy,
More Global Contexts
#4 – Scientific and Technical Innovation
 How people adapt to their environments
to meet their needs; technological impact
 Modernization, digital life, methods,
products, progress, natural law
 Examples – math puzzles, the invention of
the microscope, MRIs, the voting system
#5 – Globalization and Sustainability
 The interconnectedness between decision-making and
human decisions, community. How are we connected?
 Examples – public goods, urban planning and strategy,
population and demography, our impact on environment
Global Contexts Wrap-up
#6 – Fairness and Development
 Democracy, equality, a hopeful future
 Civil society, rights and responsibilities,
peace and conflict, authority, security,
freedom, power and privilege
Change #2:
Approaches to Learning (ATLs)
The Five ATLs
Approaches to Learning: Skills students need to develop to meet
each subject’s objectives. ATLs help students understand why and
how they learn.
Evaluating evidence and
Self Management
Keeping an organized system
of information, files, and notes
Listening actively to other
perspectives and ideas
Using a variety of media to
communicate with a range
of audiences
Seeking a range of
perspectives from multiple
and varied sources
IB Expectations & ATLs
Significant teaching around ATL skills
Consistent reference to ATL skills
Summative assessment involving ATL skills
Frequent vertical and cross-subject discussion of ATL skills
Examples: Interpret data;
draw reasonable conclusions;
identify trends, forecast
possibilities; evaluate and
manage risk; observe carefully
in order to recognize
obstacles; propose solutions
Examples: Take responsibility
for one’s self; encourage
others to contribute; take on
a variety of roles within a
group; negotiate effectively;
self-advocate; build
consensus; manage conflict
Examples: Give and receive feedback; write for various purposes;
IB Expectations & ATLs, continued
Examples: Collect, record, and
verify data; access information
and inform others; use memory
techniques to develop longterm memory; make informed
decisions regarding intellectual
property, primary and
secondary sources; understand
media literacy, making
connections between sources
Self Management
Examples: Plan short and long
term assignments; meet
deadlines; keep a weekly
planner; use technology
efficiently; bring supplies to
class; have strategies for
organizing complex
information; regulate internal
conflicts; follow through on
tasks; work efficiently
Significant teaching around ATL skills
Consistent reference to ATL skills
Summative assessment involving ATL skills
Frequent vertical and cross-subject discussion of ATL skills
Change #3:
Essential Questions = Inquiry Questions
“What” or “How” form
Remembering facts and topics
Examples: What is style? What is
fraction? What is a hypothesis?
What are the three branches of
“Do,” “Can,” or “Should”
Evaluating perspectives,
developing theories
Examples: Does a community
need civil obedience? Should
people have the right to die?
 ”How, “What,” or “Why” form
 Analyzing big ideas
 Examples: How does my vote affect my community? How
to we experiment with animals? How does language affect
mood? Why does multiplication affect my finances?
Change #4: New Subject Names
Math = Mathematics
Social Studies = Individuals and Societies
Language Arts = Language and Literature
Science = Science
Gym = Physical and Health Education
World Language = Language Acquisition
Art = Arts
Design = Design
Change #4: New Criteria
Each subject has 4 standards we use to look at
student work through.
MYP Command Terms
IB Expectation: lesson
objectives will feature
these command terms
broadly and frequently
To add in September
Whole-school Standards:
Philosophy – all staff promotes international-mindedness,
shared responsibility
Organization – how the school is set up
Curriculum – across the subject areas and vertically
Mission statement
MYP program overview: holistic, intercultural, community

similar documents