Learner Profile library posters
Dianne Mackenzie, Discovery College, Hong Kong.





Open Minded

Risk Taking





St Andrews Lutheran College Queensland Australia

IB Learner Profile Matrix Wikispace

Developing real learners, who needs a learner profile?

by Robert Thorn, Istanbul International Community School Turkey, presented IBAEM conference, Marrakech2008. A wonderful powerpoint to get you thinking!
Join up to Developing Real Learners through Learner Profile Dispositions ning which seeks to discover and share practical ways of developing robust, independent and internationally minded learners through the development of learning dispositions.

Robert Thorn: MYP: Approaches to Learning and the learner profile. Available on the OCC International Continuum of Education page

Literature and the Learner Profile

MYP 7th Grade Westland Middle School Summer Reading 2008 and Sixth Grade Westland Middle School Summer Reading Program
IB Learner Profile: An Annotated Bibliography Compiled by the CIS PYP Librarians Toronto, Ontario, Canada. Available on the OCC resources:Catherine Corum, MYP Learner Profile Reading List.
Katie Day, Singapore: http://www.librarything.com/profile/UWC_PYP,
Dana Dukic, West Island School Library, Hong Kong: http://pyplibrary.wikispaces.com/ ,
Terry Reading, Peak School Library, Hong Kong: http://peak-school-library.wikispaces.com/,
Kate Shepherd, Austral Ed (Book supplies from Australia who has compiled lists relating to the Learner Profile) http://www.australed.iinet.net.au/
Resourcing the PYP: Profile -- part of a wiki created to support a Job-Alike session in Singapore, Apr. 26, 2010 -- by Katie Day and Megan Graff

How librarians can work with PYP UOIs

One bright idea of specialists and how they can tie in with UOIs

Learner Profile posters

created by Yvonne Barrett

Learner Profile Library descriptors - Barrett

Students develop skills in multiple literacies (including digital, visual, textual, and technological) that will lead them to become independent lifelong learners. They show curiosity in their inquiry and conduct purposeful, constructive research.
In the resource centre students show a commitment to their own learning. Using a wide range of information sources, students develop the capacity to recognise a need for information, to know how and where to find it from these sources, and how to select, organise and communicate it to others.
Inquiry encourages students to become critical thinkers and creative problem solvers. Students make the real-world connection for using this process in their own life. They are confident and discerning information users.
Students are encouraged to express their own ideas, feelings and information in a variety of modes of communication. They show enthusiasm in their reflections on literature and respect for the ideas and opinions of others. Students are encouraged to read in different languages.
In the resource centre students respect the rights of all community members in the sharing of facilities and resources. Students show integrity by using information ethically, and using social tools responsibly and safely. They understand academic honesty.
In the resource centre students are exposed to a wide range of literary and factual texts reflecting different cultures, perspectives and languages. These resources extend the students appreciation for the world and its people.
Through literature students can empathise and respect the experiences of others who are different or similar to themselves. Students show a personal commitment to service and making a positive difference in the resource centre, the school community and the world at large.
In the resource centre students are confident to take risks and develop independence in using 21st century literacies (including technologies) to create products that express new understandings.
Students are provided with a variety of texts and digital technologies within the resource centre that contribute to their personal, social and educational growth. They participate, cooperate and collaborate as members of a social and intellectual network of learners.
In the resource centre students are encouraged to reflect on one’s own learning; and how literature leads them to empathise with others, to respect themselves and the world around them.
Y.Barrett 2008

Learner Profile Library descriptors - Specker & Kester

Learners are -
Created by: Jody Specker and Tara Kester, Librarians,
Charlotte Country Day School, North Carolina, USA http://www.charlottecountryday.org
Inquirers - They understand and follow the steps in the inquiry cycle. They actively engage in reading from all genres and media. They build on schema to research their own authentic questions.
Thinkers - They apply critical reading strategies to both fiction and nonfiction in order to make meaning. They choose the appropriate tools and resources for optimal understanding. They understand the cause and effect relationship as it applies to effort and results.
Communicators - They gather, record, organize, interpret, and present research results in different formats. They articulate their questions, strategies, and conclusions effectively to teachers, working partners, and other members of the community.
Risk-takers - They are willing to learn and apply new skills and technologies without fear of failure. They are willing to read unfamiliar genres and challenging reading levels.
Knowledgeable - They have acquired the appropriate level of information literacy, including a variety of media and formats. They seek opportunities to practice, refine, and transfer information literacy skills within and across content areas.
Principled - They recognize the responsibility to be accurate, to give credit to others' ideas and words, and to explore multiple points of view when inquiring and communicating. They appreciate the obligations to gather, record, interpret, report, and apply information honestly and ethically.
Caring - They actively demonstrate stewardship toward resources and equipment. They are respectful of others in the learning environment.
Open-minded - They respect and seek the views and practices of other cultures through literature and research. They include diverse perspectives in their inquiry. They value collaboration with others having skills, talents, and points of view different from their own.
Balanced - They understand the value of using a variety of resources, tools, technologies, and skills and choose them for both recreation and work.
Reflective - They reflect on their inquiry process by identifying weaknesses, acknowledging strengths, and proposing and applying strategies for future success.