Title The heuristic nature of the IB learner profile

Audience New teachers (MYP and DP)*; 9 to 15 participants *we are an authorized DP and candidate MYP school
Time Frame 90 minutes (1 hour 30 minutes)
Objectives  To develop an understanding of the heuristic nature of the learner profile
 To build familiarity and deepen the understanding of the descriptors of the 10 learner profile attributes
S&P A.4 The school develops and promotes international-mindedness and all the attributes of the IB learner
Addressed profile
C1.9 Collaborative planning and reflection addresses the IB learner profile attributes
Inquiry What is meant by heuristics and how does this relate to the nature of the learner profile?
Questions How do we understand the learner profile attributes and their descriptors?
How does the learner profile help promote international mindedness and the IB mission?
Materials  IB Learner Profile Video (retrieved from https://vimeo.com/66637103 )
 IB Learner Profile (including the introduction and full descriptors)
 Markers/pens
 Pre-made chart paper (See Appendix A)
 Adhesive tapes
 IB Learner Profile in a Global Context Graphic Organizer (See Appendix B)
Procedures (1) Arrange the room with three separate tables, where three to four participants can be seated together.
Set the tone. Welcome participants and introduce the learning goals or objectives of the session (1 to 2
minutes).
(2) Activate prior knowledge. Watch the IB learner profile video. Ask participants to choose an attribute
and recall two experiences, one outside the classroom and one inside the classroom, that are related to
their chosen attribute. The experience may be about how the attribute is seen in action or about
teaching and learning activities related to a learner profile attribute. After the video, give participants
an opportunity to discuss their findings briefly within their group. (10 to 12 minutes) Note: It may be
helpful for each table to nominate a timekeeper, a note taker and a discussion leader. Once the groups
are done, ask one representative from each group to share the key points of their discussion to
everybody in the session. (8 to 10 minutes)
(3) Introduce new concept/information. Distribute copies of the IB learner profile attributes and
descriptors to participants. Remind participants that “The IB learner profile is the IB's vision about what
a learner should strive to be. It is a set of ideals that can inspire, motivate and focus the work of schools
and teachers, uniting them in a common purpose.” (IBO, 2013). (3 to 5 minutes)
(4) Give a big chart paper to each table. Ask participants in groups to brainstorm ideas about what students
may do or say when they are putting a particular learner profile attribute into action. Invite participants
to further share their insights about heuristics (i.e., heuristic process or technique) and how heuristics
relates to the nature of the learner profile. Each idea is written on the appropriate section of the chart
paper (Please see Appendix A). Note: Each group may work on three to four attributes. (15 to 17
minute)
(5) Once all groups are done, display the chart paper around the room. Arrange a gallery walk in which
participants move around the room with time to interact with others and consider each attribute. In
the gallery walk, challenge participants to find examples from the display that connect with their own
inquiry, action, and reflection. (10 to 12 minutes)
(6) Consolidate understanding. After the gallery walk, ask participants to regroup themselves (i.e., change
tables). Remind participants that the learner profile “describes human capacities and responsibilities
that go beyond academic success. The attributes imply a commitment to help all members of the school
community to learn to respect themselves, others, and the world around them (IBO, 2013).”
(7) Invite participants to work in their new groups to complete the “IB Learner Profile in a Global Context
Graphic Organizer” (Adapted from “The IB Learner Profile in Review: Resources for Reflection, March
2012. Please see the Appendix B). Encourage the participants to engage in small-group discussions in
which they can share their ideas and insights about how a particular attribute may help facilitate the
development of international-mindedness and how it can help develop students (or teachers) in
“[creating] a better and more peaceful world”. Note: Each group may work on three to four attributes.
Moreover, electronic collaborative writing tools such as Google Docs or One Note may be used to
facilitate this learning engagement. (15 to 17 minutes)
(8) Once all the groups are done, ask one representative from each group to share the key points of their
discussion to everybody in the session. (10 to 12 minutes)
(9) Conclude, reflect, and extend. Conclude this learning engagement by inviting participants to share their
insights and understanding with the entire body by responding to these two questions:
i. What has changed in your understanding of the IB learner profile - its attributes, descriptors, and
nature?
ii. What might you change in your everyday actions so that everybody can see in you the
manifestation of the learner profile attributes? (10 to 12 minutes)
ASSESSING THE PRESENTATION

Using the IBEN Capabilities Continuum Rubric, I would use the capabilities of (1) communication, (2) research, (3)
self-management, and (4) thinking to assess the presentation/learning engagement made in the previous page.
Using documents published by the IB, as well as various empirical studies in literature, the rationale for such
choice is discussed in detail below:

Communication: The main purpose of this presentation is to effectively communicate the heuristic nature of the
learner profile among teachers new to the IB programme. As such, it is important that the presentation is
communicated clearly and effectively, where a passion for and an excellent understanding of the IB Learner Profile
in the light of the IB mission and international-mindedness is demonstrated. It is when the presentation is in-depth,
informative, and insightful that it can truly impact, influence, and inspire new teachers to integrate what has been
learned in their daily collaborative planning, reflection, teaching, and learning activities. To add weight to my claim,
let me quote Cox (2005) who, in his extensive review of empirical studies in literature, cited several researches
highlighting the importance of effective communication in driving performance and increasing productivity in an
organization or workplace.

Research (Information and Media Literacy): Undoubtedly, information and media literacy are imperative in
facilitating this learning engagement. However, the main question here is in terms of how effective and appropriate
are the choices of media and information technologies used to achieve the desired learning outcomes/goals, as well
as how well these choices of media and information technologies fit with the rhetoric (i.e., learner and learning
contexts) of the presentation/learning engagement. The educator’s knowledge and skills in using media and
information technology in consulting, coaching, and collaborating with the intended audience of this
presentation/learning engagement is imperative in building a community of inquiry and in achieving the desired
objectives or outcomes of the presentation/session.

Affective Skills: It must be remembered that the intended audience of this presentation/session are adult learners
(i.e., teachers) new to the IB Programme. The research study conducted by Knowles (1980) and Mezirow (2000)
claimed that stimulating the affective dimension of learning is vital for adult education and that the adult educator’s
understanding and integration of the affective domain in program development is crucial for the successful
achievement of learning outcomes. Considering the results and recommendations of these empirical researches in
andragogy, it essential that the presentation/learning engagement is executed in an engaging, positive, and
emphatic manner, exhibiting a wide range of interpersonal skills, integrity, presence, problem solving, and agility,
which builds respect and understanding among the adult learning community (i.e., community of inquiry).

Reflection: A good learning engagement must take into account the various contexts to which the presentation or
learning activities are made. Researches made by Dick, Carey, and Carey (2005), as well as by Leshin, Pollock, and
Reigeluth (1992) highlight the importance of conducting needs assessment and analyzing the learner and learning
contexts in the design, development, and implementation of adult education instructions. Having this said, it cannot
be overemphasized that the presentation given must have considered both personal (i.e., the educator) and
situational (i.e., learner and learning contexts) circumstances in the design, development, and implementation of
the learning tasks/engagements. It is when an educator reflects with depth and insight that informed decisions,
refinement of practice, and improvement in knowledge and understanding related to the teaching and learning tasks
(i.e., presentation, learning engagement) can be made.

Critical Thinking and Transfer: The presentation/learning engagements are grounded in the context of the IB
Programme. As such relevant documents, publications, and reports must be explored, analyzed, and synthesized in
the design, development, implementation, and evaluation (i.e., assessment) of the learning engagement (i.e.,
instructions). When the educator exhibits an excellent understanding of the context of the learning engagement that
goes beyond his/her personal experience, it is then that he/she can inspire others to discover novel and more
profound understanding of the concept, idea, or skill being developed in the teaching and learning process.

Creative Thinking: One of the desired qualities of a workshop leader is being able to deliver learning
engagements/activities using the social constructivist method. As such, it is imperative that the presentation lends
itself effective in facilitating the social construction of knowledge where participants are actively engaging in the
generation, modification, assimilation, and construction of new ideas and solutions. According to the proponents of
the social constructivist school of thought, it is when the educator taps on each participant’s prior knowledge, pre-
conceptions, perspectives, and other contextual attributes that optimum learning can be achieved (Lave & Wenger,
1991; Brown, Collins & Duguid, 1989).
REFERENCES

From the International Baccalaureate Organization

Bullock, K. (n.d.). International Baccalaureate learner profile: Literature Review. Academic division of the
International Baccalaureate. Retrieved from: https://resources.ibo.org/ib/topic/Studies-related-to-
curriculum/resource/11162-42902/data/g_0_ibres_sur-dr_1109_1_e.pdf

International Baccalaureate Organization (2012). The IB learner profile in review: Resources for reflection.
Retrieved from https://klearning.ict.kis.ac.th/kblog/community/wp-
content/blogs.dir/37/files/sites/37/2013/09/The-IB-Learner-Profile-in-review-2012.pdf

International Baccalaureate Organization (2013a). IB learner profile video. Retrieved from

https://vimeo.com/66637103

International Baccalaureate Organization (2013b). IB learner profile. Retrieved from

https://www.ibo.org/globalassets/digital-tookit/flyers-and-artworks/learner-profile-en.pdf

International Baccalaureate Organization (n.d.). Learner profile in action. Retrieved from

https://ibpublishing.ibo.org/server2/rest/app/tsm.xql?doc=g_0_iboxx_tsm_1308_2_e&part=1&chap
ter=1

International Baccaluareate Organization (2014). Programme standards and practices. Retrieved from
https://ibo.org/globalassets/publications/become-an-ib-school/programme-standards-and-
practices-en.pdf

Other Sources

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning.

Cox, A. (2005). What are communities of practice? A comparative review of four seminal works. Journal of
Information Science, 31(6), p. 527-540.

Dick, W., Carey, L., & Carey, J.O. (2005). The systematic design of instruction.

Knowles, M.S. (1980). The modern practice of adult education.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge university
press.

Leshin, C.B., Pollock, J., & Reigeluth, C.M. (1992). Instructional design strategies and tactics. Educational
Technology.

Mezirow, J. (2000). Learning to think like an adult. Learning as transformation: Critical perspectives on a
theory in progress, 3-33.
APPENDIX A Chart Paper Matrix

Attribute What may students do or say as they How does the action exhibited (in
put this learner profile attribute in column two) relate to heuristics or the
action? heuristic nature of the attribute?

Inquirers

Knowledgeable

Thinkers

Communicators

Principled

Open-minded

Caring

Risk-takers

Balanced

Reflective
Appendix B IB Learner Profile in a Global Graphic Organizer

How does this

How does this
attribute help
attribute help to
develop students who
Attribute Descriptor develop
can help to “create a
international-
better and more
mindedness?
peaceful world?
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.
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.
Thinkers They exercise initiative in applying thinking
skills critically and creatively to recognize and
approach complex problems, and make
reasoned, ethical decisions.
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.
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.
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.
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.
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.
Balanced They understand the importance of
intellectual, physical and emotional balance to
achieve personal well-being for themselves
and others.
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.