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As an inquirer, I am taking responsibility for my own learning by deepening my thoughts on how inquiry-based teaching and learning has the power to change education for the better. My responsibility toward my community is to do my best, to trust my students to bring be able to be true problem solvers and researchers, who will make a positive impact on the planet. After creating my visual metaphor of the flower, I continue to remember to "center the learner in the learning environment."

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I'm looking forward this being the start of a deeper look at inquiry this year. This workshop is the springboard for us to dig into the what inquiry is and how it can be in implemented in the classroom. The first step is to setting up my class systems, including norms for discussions, flexible seating and collaboration with my students.  in order to promote agency. I think the next step involves planning with my team for inquiry. Where are opportunities for voice, choice and ownership during the day? I believe reflection will play a huge part in this process and I don't want it to be an add on or after thought.

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I am looking forward to not only using the language of the learner profile with my students but to live the learner profile myself. I want to be open-minded and a risk taker in providing my students more opportunities for choice and agency in their learning. I am excited to have students create central ideas that can guide their own inquiry.

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I will take notes and use pictures to document my students understanding and use of the Learner Profile Traits. I will create a system to ensure we are regularly taking action with our learning.

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I am hoping to start shifting some of the time components to allow more inquiry into different areas of the Unit of Inquiry. Through creating more open central ideas, hopefully this time for flexibility will allow students to dive into the different perspectives and disciplines that the theme can support. I will also focus on more refined questions to help focus the inquiry on the central idea.

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I'm looking forward to increasing partnership with my students in the classroom and providing more voice, choice and agency in the work and in the way they demonstrate their mastery of concepts. I'm also excited to use celebrate the learner profile attributes in students across the school setting and increasing ways for students to recognize and celebrate those attributes in their peers.

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I am looking forward to planning with intention, focusing on learner profiles and being Internationally Minded. I want to listen closely to my students and give them time each week to learn and document learning about something they want to more about. I want to help them learn who they are and how they best learn so they can take that with them to middle school.

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I have a notebook where I document learning and ideas. When I am planning I look through my notebooks to remember thinking. I also make notes in my planning docs for things I want to remember.

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Open minded reflective learner who can listen to others, read, and reflect on ways to be a better educator.;

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I'm looking forward to including more agency, action, and reflection in our UOI and recording that information in the IB portfolios. I'm going to encourage teachers to have their wonder walls organized by the key concepts so that students can see where their questions fit in and make their learning more conceptual.

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I am looking forward to consistently using the learner profile language throughout the day and making those connections. I am also looking forward to looking at our central ideas and making sure that they lend themselves to investigations and connections no matter the context/content.

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I am looking forward to more play based inquiry this year for the early years students. I want students to be continuously asking more questions and exploring through hands on learning. I hope to guide students through these processes and help students to grow in their thinking and questioning abilities. I want to learn through this process and create a multi layered unit experience with my students.

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I am looking forward to creating more space for student lead inquiry. More space for students to direct where the lesson turns and making the arts accessible to all students. I have developed a plan to keep track of each class and their directions and push each of their boundaries and understandings.

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When I think of an inquiry, the first thought that comes to my mind is "what is the question that needs to be answered?" Last year I tried having a "Wonder Wall" in my room and the kids put up their questions about the unit that we were starting. That kind of acted as a provocation for them. Those questions were a good start to guide the inquiry as it allowed me to stay on our central idea but following the kids' interest and lead. The hexagonal framework that I have used as an example below allowed me to keep adding students' ideas and gave me a direction to pursue the inquiry WITH the students.

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I think that we have to go first when it comes to our classroom practices.  To that end, it is my job to model for students how to take inquiry from initial brainstorming to fruition through the process of using my beginning thoughts on something down to execution and action and to show them that inquiry never really ends.  One of my responsibilities as a community member is to remember that part of the inquiry is to listen to the thoughts and questions of those around me as a way to honor their processes and to remember that all voices and perspectives are important in discussing and understanding a topic from multiple disciplines.
My final visual metaphor is a globe made out of puzzle pieces. This is to remind me that inquiry makes us more connected to the world around us and to funds of knowledge that change, connect, and allow for critical thinking and individual agency.

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As an instructional leader, I want to include the learner profile traits at the center of all the work we do and include them in my own work with students on the intervention front. Further, I like to have posters of my goals for the year in my office so I will make sure to have that front and center. My work this year is really going to focus on meshing inquiry with best practice/curriculum so working with my teachers and continuously coming back for feedback, we can achieve this together.

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I will take notes and pictures to document the students' understanding of the learner profile traits and share with my team and colleagues. I will invite new teachers to our school to come into my classroom and see evidence of learning and/or a lesson that focuses on a learner profile attribute.

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I have a notebook that I use to take down new ideas and create "to do" lists. I will share my learnings with other Sabin staff members as we move forward with our PDU

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I am looking forward to continuously using and referencing the Learner Profiles throughout instruction, feedback, and assessments to celebrate and uplift the funds of knowledge of all members of our community!

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I keep detailed lesson plans and slides that help to ensure I am highlighting the Learner Profiles in my daily instruction. I will also continue to document by taking lots of pictures of our daily learning that I post to our weekly class newsletter newsletter.

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I have a notebook where I jot notes I can reflect on when I start to plan a lesson or a unit. I also keep a running google doc with links and other important resources.

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I am taking notes in my notebook to remember important pieces of my learning and ideas to implement. I will share these with my team as we revise and plan our units for this school year.
Ideally, I'll see a difference in how studnet portfolios look this year compared to last.

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By: Kayla Zimmerman

As a PYP instructor I will find evidence of my students' agency and authentic inquiry process by stepping back from the curriculum and engaging with my students' questions more. By using their own curiosities and background knowledge our students will make connections to their learning more quickly. Finding evidence of inquiry means to see students asking questions, collaborating to build their understanding and using models to explain their thoughts. By seeing my students DOING the learning, I will have evidence of agency in inquiry.

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I normally take pictures of what students are doing and I try to make a document trail exhibiting the process more than the product

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I have a notebook with notes of key learnings and possible implementation strategies. I will debrief with my colleagues and continue to reflect on how we can apply this learning in our year long PDU. I'm thinking a lot about how this inquiry mindset will come through as I set up my classroom, systems, and structures with students.

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I take notes in my bullet journal and will continue to do so. This way I can share with my colleagues and reflect/discuss on my/our learning.

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We can connect to the desire to cultivate a culture of Inquiry for all students, but HOW we do that changes and evolves based on the students in front of us.

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Susan - I can be an inquirer. I really want to learn as much as possible from all of you and find the best way to use this knowledge in the classroom. 

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Susan - I can be an inquirer. I really want to learn as much as possible from all of you and find the best way to use this knowledge in the classroom. 

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Reflective communicator in order to be a more openminded educator

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Reflective communicator in order to be a more openminded educator

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We will be open-minded inquirers to learn from the other members of this workshop and bring other perspectives into our practice.
We will be reflective thinkers to bring the nuggets of knowledge back to our own practice

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"Success" criteria - Sara Jackson, Janine, Marie

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"Success" criteria - Sara Jackson, Janine, Marie

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Being open minded risk-takers as we mesh inquiry within the constructs of what is required for us to show growth and "success" (e.g. Science of Reading, CKLA, etc.)

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It's a way of being, thinking and acting.

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It's a way of being, thinking and acting.

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Woven throughout the day in culture, communication, feedback and tools

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We can use all the Learner Profiles to celebrate and uplift the funds of knowledge of all members of the school community.

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Shelby- I can be open minded to learn new ways to support inquiry and the learner profile across the student day and school to integrate it across the student day 

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Shelby- I can be open minded to learn new ways to support inquiry and the learner profile across the student day and school to integrate it across the student day 

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L: I can be a reflective thinker and take the time to really process the information rather than just going with my first thought and moving on.

C: I will work to be an open-minded communicator by sharing and listening to new ways of thinking.

M: I will be a reflective communicator to make sure the LP language is used consistently.

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Be open minded throughout the process and reflective on how to improve our practice. 

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Be open minded throughout the process and reflective on how to improve our practice. 

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The learner profile is in the background of all we are doing all day long- how we think, how we take action, how we interact with the world around us- a good reminder of how we want to show up.

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Connections - Marie, Janine, Sara Jackson

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Connections - Marie, Janine, Sara Jackson

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We all thought about how the LP traits help develop the dispositions that students will need to be lifelong learners. We also connected to the idea that all members of a school community play an important role in developing these traits, especially by modeling them. These traits are not important just in learning, they are important in life - across all areas of the school and community.

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Melodee, Julie W, Amanda, Kayla How can we bring alive the learner profile alive in others and ourselves? -Let students lead, led by example as the teacher, using the language in the moment to narrate learner profile behaviors, Monthly celebrations

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Melodee, Julie W, Amanda, Kayla How can we bring alive the learner profile alive in others and ourselves? -Let students lead, led by example as the teacher, using the language in the moment to narrate learner profile behaviors, Monthly celebrations

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Have students develop agency- by identifying other peers with that attribute

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We wanted students to think outside of themselves and connect with the community around them. The Learner Profile attributes can help them do this.
We have monthly recognition, but we need to figure out how to incorporate the LP into all parts of the curriculum.

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A good reminder to continue to use the language throughout the day, in all teaching and experiences. 

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A good reminder to continue to use the language throughout the day, in all teaching and experiences. 

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I keep writing samples for students as well as keep a journal with informal observations. I also take photos and upload them to Toddle as evidence of how students are progressing towards the goals.

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Kate- I can be open minded to new ways of including IB throughout the day and listening to different ideas in this session

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Kate- I can be open minded to new ways of including IB throughout the day and listening to different ideas in this session

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I will keep a journal documenting the main points and share these findings with my teaching partner.

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I'm looking forward to partnering with my students in intervention so they have a say in how we learn and then how to demonstrate that learning. This will come from conversations with the students and developing our plan of action together. Further, being a coach, I want to help teachers in this process as well.

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I will intentionally plan for each grade level, create a space in my data tracker and do daily reflection on the outcome. Then share these data points with the rest of the Essentials team.

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Using the IB learner profile language throughout the school. All teachers use the language and encourage the students to use it as well.