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The Learner Profile in Action Denver, November 2006

The Learner Profile in Action Denver, November 2006. Judith Fabian Head of Programme Development. The continuum of international education: Programme standards and practices October 2005 IB learner profile March 2006.

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The Learner Profile in Action Denver, November 2006

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  1. The Learner Profile in ActionDenver, November 2006 Judith Fabian Head of Programme Development

  2. The continuum of international education: • Programme standards and practices October 2005 • IB learner profile March 2006

  3. The knowledge society requires critical and creative thinkers • Belief in the development of the whole child • The need to educate for a better world A growing consensus on the importance of values in education:

  4. PYP schools 298 MYP schools 508 Diploma schools 1469

  5. The learner profile in the standards and practices: • Standard A1 Philosophy; practice 2 • “The school is committed to developing in students the qualities, attitudes and characteristics described in the IB learner profile”

  6. Standard C1 Curriculum; practice 6 • “The curriculum promotes all the attributes of the IB learner profile”

  7. Standard C4 Curriculum; PYP practice 14 • “Data, including evidence of development • in terms of the IB learner profile, is reported • to all participants in the learning process: • students, parents, teachers and school • administrators, and other schools at time • of transfer.”

  8. The learner profile: opportunities • Return to ideals • Development of intellectual character in students • Coherence of educational experience • Teacher recruitment and appraisal • Structure for professional development

  9. The learner profile: challenges • ‘buy-in’ from everyone • Diploma programme: ideals and values plus content and skills • assessment

  10. “My premise is that this culture and we as members of it have yielded too easily to what is doable and practical….In the process we have sacrificed the pursuit of what is in our hearts. We find ourselves giving in to our doubts, and settling for what we know how to do, or can learn to do, instead of pursuing what matters most to us and living with the adventure and anxiety this requires.” Peter Block “The Answer to How is Yes”

  11. “Teachers are not deliverers but developers of learning. Those who focus on teaching techniques and curriculum standards and do not also engage teachers in the greater social and moral questions of their time promote a diminished view of teaching and teacher’s professionalism that has no place in a sophisticated knowledge society.” Andy Hargreaves “Teaching in a Knowledge Society”

  12. The IB learner profile: the lived curriculum

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