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Group 1: I can be an inquirer when I ask follow-up questions when someone else shares information.

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Group 1: I can be an inquirer when I ask follow-up questions when someone else shares information.

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Kristine, Lynn, Sara

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Group 3 (Ailee, Grace & Loriann) - Success Criteria

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Group 3 (Ailee, Grace & Loriann) - Success Criteria

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I can be an open-minded communicator by actively listening and collaborating with others to enhance my understanding.

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Group 2: (Monica, Kristin, Jan) I can be reflective when I take note of what is being learned and how it can help me within my classroom/with my students.

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I will be a risk-taker by admitting when I don't know something and advocating for my learning.

Kristine, Sara, Lynn

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Group 2: (Monica, Kristin, Jan) I can be caring to ensure that all participants feels welcome.

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I can be an open-minded inquirer by seeking multiple perspectives.

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Students use the attributes throughout their learning and inquiry. It encourages them to be open-minded and consider different perspectives.

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The learner profile attributes encourage and support inquiry in the classroom because they facilitate the skills students need to be global learners. They guide students in their inquiry, specifically by being inquirers and thinkers.

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Students are inquirers, thinkers, knowledgeable, open-minded, caring, and reflective as they wonder, find new information, adjust their learning, and take action.

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Jan - Using the IB learner profiles is an accessible, student-friendly way to develop a love for learning and a desire to seek answers on their own through the creation of a classroom environment where questioning is valued.

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By incorporating the IB Learner Profile Attributes into the classroom, students are communicating their inquiries among their peers and oneself.

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Students can be risk takers as they are inquirers about new topics.

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The teachers can point out when they see the attributes being demonstrated and include them in daily conversations. Students should be using the attributes in their conversations with each other as well. Pointing them out helps to encourage students to use them throughout the day.

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The IB Learner Profile encourages/supports inquiry in the classroom through active engagement, exploration and supporting scholars to take a leadership role in their learning journey. This helps our scholars to be brave enough to wonder, ask questions and seek out answers.

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The IB Learner Profile creates an opportunity for everyone to have an area of strength. It also gives them areas they can work on to be an all around learner.

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Learner agency is connected to the learner profiles by having students take ownership of their own learning. They are able to express their own ideas and opinions.

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Do all members of the learning community have a shared understanding and a common language when talking about the different learner profile attributes?

Yes, all of the members of the Pendleton community have a shared understanding and common language when talking about the different learner profile attributes. This is an area of strength for our school. The language is utilized by all staff, including all classified staff who support our scholars in a variety of ways.

How is learner agency connected to the learner profile?

The learner profile is a tool that helps to foster learner agency. It provides a clear understanding of a student's learning preferences, interests, areas of growth and areas of strength. Through this, students become more aware of themselves, which leads to greater agency.

How does the school document and monitor the development and demonstration of the learner profile attributes?

We launch each school year with a review of the learner profile attributes, so that as the year progresses, students are able to reflect back on the beginning launch. Teachers monitor their own use of the learner profile attributes, as well as student use. Parents and community members also engage with our learner profile attributes through our Learner Profile in Action at Home tickets. These serve as both quantitative and qualitative data sources for our Pedagogical Leadership Team.

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Question - How do the attributes differ for students? For example, what does being a thinker look like for a 5-year-old? What does it look like for an 11-year-old?

Answer - Attributes are the same for all learners; however they are relevant and meaningful to specific units of study and across all subjects. For example, a first-grade student may be a risk-taker by coming up in front of the class and sharing his/her thoughts about his trip to Japan and talking about how that connects to the learning in the unit "Where we are in the World." A fifth-grade student might be a risk-taker in this same unit by sharing his/her trip to Mexico by presenting a slide deck to the class that shows similarities and differences in food, clothing, culture...

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1. Do all members of the learning community have a shared understanding and a common language when talking about the different learner profile attributes?

1. The learner profile attributes provide students, teachers, and parents with common language that reflect school culture, communications, feedback, and tools. For example, when students are giving and receiving feedback on their learning, we should acknowledge the learner profile attributes. These attributes can also be shared in report cards to parents.

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1. When and how are multiple attributes connected to describe learning and action? For example, opportunities to recognize reective thinkers, principled inquirers, balanced and caring communicators.

1. In our 3rd grade unit, Sharing the Planet, students think about how they can be balanced and caring communicators. They have been learning about the life cycle of organisms and how we depend on one another. Students are taking action by creating a poster to communicate a problem that has been created by humans, and how we as humans can create a balanced solution to take care and share our planet.

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1. How does the school document and monitor the development and demonstration of the learner profile attributes?

1. The school documents and monitors the development of learner profile attributes through report cards. Demonstration of the learner profile attributes are done through student reflections and morning meeting discussions.

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How is learner agency connected to the learner profile?

Students are poised to take ownership of their learning and apply it beyond the classroom. In their homes, they can be principled and open-minded. Learner agency means they get to express their ideas, being risk-takers as they put their novel ideas out into the world. Then, they reflect on what worked and what they can do to further develop their LPAs.

How are the attributes of the learner profile connected to learning? For example, how do the

attributes connect to learning goals, action, self-assessment, and so on?

I love the idea of LPAs being connected to student feedback. Students develop not only agency but skills such as thinking and reflecting. The attributes connect to learning goals through the constant refinement of them. Giving students the time and models to be able to do so, especially by connecting to the LPAs makes learning deeper.

When and how are multiple attributes connected to describe learning and action?

My students are caring communicators during every morning meeting. Or they're open-minded risk-takers when they share their wonderings with us as we learn about science and they communicate their misunderstandings. The multiple attributes connect to learning and action because they naturally support students as they engage in new learning. Or as they reflect on what they already know and share those thoughts with others. All the while cultivating a community that promotes caring for one another. Naturally, students will be risk-takers in an environment where they feel safe and cared for.

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Question - Is there a relevant connection, wherever possible, between the learner profile attributes, the skills being developed in a unit, and the assessment tasks?

Answer - Yes, the learner profile attributes are embedded in every aspect of transdisciplinary learning. The students connect with the attributes while learning about a unit topic and then show their knowledge by using their new learning and attributes through their assessment tasks.

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The development and progression of the learner profile attributes are integrated into the units by what is the central idea and what best fits. Though many of the profiles can be highlighted in any one unit.

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The IB learner profile encourages inquiry because, as teachers, we aim to make meaningful connections to them during our UOI. We strategically integrate out LPAs into our units and model them as a class while being explicit about how gaining knowledge to be more knowledgeable sustains inquiry.

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Question - Do all members of the learning community have a shared understanding and a common language when talking about the different learner profile attributes?

Answer - Yes, students, staff, parents, and community members all share an understanding of our common language regarding learner profile attributes. We expose the students in classrooms with posters and language, we have them in our monthly IB newsletter, and we talk about them in our monthly Parent Coffee meetings.

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The IB Learner Profile encourages inquiry because since students have voice, choice, and agency, they are the ones who are seeking to ask questions based using the lens of the learner profile attributes. Students take ownership of their own learning, research information, and analyze data on their own.

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Do all members of the learning community have a shared understanding and common language when talking about the different learner profile attributes? Yes our school does have a shared understanding and also common language. We have them up in their classroom and also send them home to families. We use the language in class during the units and also the students learn about the meaning as 1st first, they have to do a writing per learner profile attribute during the year and we turn it into a book.

The attributes differ for different students based on their age and grade level by the vocabulary. In Kinder and 1st we have created a less wordy definition. We also read picture books that show the characters modeling that attributes.

We document and monitor the development and demonstration of the learner profile attributes by doing writings, the parents also can send back home tickets.

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The attributes can differ for different age levels of students. For example, an 11-year-old has more knowledge and understanding of the world, so they are able to delve deeper into their thinking and inquiry compared to a 5-year-old. On the other hand, a 5-year-old might take more risks and be less inhibited compared to an older student.

My school documents and monitors the development and demonstration of the learner profile attributes through an online platform called Toddle. Students upload samples of their work and include reflections about their use of the attributes.

Learner agency is embedded in the learner profile. The learner profile includes attributes that allow for voice, choice and ownership. For example, by being reflective, students are considering their own ideas and assessing their strengths and weaknesses in order to better their own learning.

The IB Learner Profile definitely encourages inquiry. One of the attributes is inquirer, where students are encouraged to feed their curiosity and take ownership of their own learning.

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There is a relevant connection between the LPA, the skills being being developed in a unit and the assessment task can be reflected upon at the conclusion of the task/unit. Students and teacher can reflect on what LPA they used the most and which one they may want to dive into more.

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How do the attributes differ for different students?

A TK student would show being caring as he/she thinks about how to share a toy. A 5th-grade student could be caring as he/she thinks of ways to solve UN goals. An SDC student can be caring by showing affection to his/her teachers.

How is the development and progression of the learner profile attributes integrated into the units of inquiry and the programme of inquiry?

Teachers carefully selected the learner profile attributes for each unit, ensuring that all ten attributes were balanced across the units. Additionally, they review the Programme of Inquiry during vertical articulation meetings to analyze the progression of the attributes and make any necessary revisions.

How are the attributes of the learner profile connected to learning?

Here are some examples: Students reflect on their stamina during Reading Workshop and set weekly goals. During the PYP Exhibition, they collaborate to identify the learner profile attributes they need to develop for a successful experience.

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How do the attributes differ for different students?

Students differ so their understanding and approaches to learning differ which means how they access the learner profiles and approach their learning differ for a myriad of reasons: learning styles (visual, auditory, kinesthetic, etc.), prior knowledge, interests, motivation levels, cognitive abilities, socio-economic level, gender, age, physical abilities, etc.

How is learner agency connected to the learner profile?

Learner agency is a student's sense of ownership and control over their learning. The learner profiles are a bridge that provide students a common, accessible language to connect skills learned and behaviors exhibited in that learning.

It personalizes learning and allows students to draw in their interests and capabilities.

Provides a platform where students feel safe and confident to take risks and to explore.

Supports students in developing a sense of self-efficacy.

As students develop agency and self-advocacy skills, the learner profiles are a communication tool between learner and others (teachers, families, peers, etc.)

How are the attributes of the learner profile connected to learning?

Learner profile attributes are the framework for developing as a reflective, balanced learner in which students can connect their learning and understanding. They can be used to personalize their learning, understand their learning style, know their strengths and discover areas that need strengthening. Using the learner profile as a framework (or a starting point) promotes:

Self-awareness: Students gain insight into their learning (strengths and areas for improvement),  can set obtainable goals, and take ownership of their learning.

Goal setting: Each attribute can become a learning goal where  students work towards developing definable skills. Example: critical thinking (as a "thinker"), collaboration (as a "communicator"), or resilience (as a "risk-taker").

Action-oriented learning: Students comfortable with the learner attributes, they can choose learning goals/activities that begin with their strengths as a learner and challenge them to develop other areas.

Self-assessment: Students can base reflections against the learner profile attribute descriptions – identify areas for growth, adjust learning path if needed, celebrate successes, etc.

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Developing a culture of questions- Sara, Jan, Ailee 

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Developing a culture of questions- Sara, Jan, Ailee 

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Inquiry in PYP - Dr. Leota, Lynn, Monica, Grace & Kristin

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Inquiry in PYP - Dr. Leota, Lynn, Monica, Grace & Kristin

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Hot Off the Press: Empowering action through transdisciplinary learning: Pendleton Panthers connect, explore, and tackle complex challenges. 

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Hot Off the Press: Empowering action through transdisciplinary learning: Pendleton Panthers connect, explore, and tackle complex challenges. 

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Jan, Grace, Sara, Ailee

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Supporting Student Agency (Kristin, Lynn, Monica & Dr. Leota)

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Supporting Student Agency (Kristin, Lynn, Monica & Dr. Leota)

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Headline: Pendleton Test Scores Soar as Students Became the Teachers

Scholars at Mabel L. Pendleton Elementary School are granted agency regarding their learning. This means that scholars determine how, where, when and why their learning takes place. As a result of this, Pendleton's recent test scores are higher than they've been in the last ten years!

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Design Thinking: Students in Charge of Their Own Learning - A Real-World Application

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Teachers and students co-construct the lines of inquiry based on students' wonderings, fostering deeper engagement and ownership of learning.

Learning is about exploring your passions and making connections to real-world relevance—not just about finishing an assignment!

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I enjoyed this resource greatly since it showed me how to take student wonderings and interests to guide my LOIs. This tells me that students need to be engaged in more open-ended discussions prior to fully launching the unit. This reaffirms what I learned yesterday- to have discussions without a particular goal/answer in mind! Inquiry-based learning should be fun and should be relevant to students. It is achievable to ground our investigations in student inquiry and wonder!

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This video shows the opportunities students have when making their own choices. It takes their questions into learning about who or what interests them.

They seemed to take pride in what they were doing.

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Inquiry based learning centers the idea that students should be questioning all the time. When students have the opportunity to write down their wonders, they become passionate about their chosen topic within the line of inquiry. Through this process, they are struggling but also reflecting on the process. Overall, inquiry based learning is student centered and allows students to develop the skills they need to become a lifelong learner.

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I loved how excited all the students were in learning about the person they chose. Allowing them to pick their own "rich" person and come up with questions about this person and research seemed like the students were so engaged.

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Inquiry-Based Learning: Developing Student-Driven Questions (Dr. Leota)

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Inquiry-Based Learning: Developing Student-Driven Questions (Dr. Leota)

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The video titled "Inquiry-Based Learning: Developing Student-Driven Questions" took us to a Wildwood IB World Magnet School to show viewers the inquiry-based model where students are in charge of their learning with lessons that stem from student questions and harness the power of curiosity.

I appreciated a statement made by one of the speakers in the video: "We as humans all question, that's how we learn. So the students should be questioning all the time."

There was a clear focus on igniting passion and relevance and not just on finishing a specific assignment or task. Teachers developed the lines of inquiry through feedback from the students. This allows standards to be hit with evidence of their current understanding and their learning in all kids of ways.

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I watched the video called "Inquiry Based Learning." A few of the key points are...

1. Teacher speaking about inquiry based learning " It ignites passion and relevance in our students."

2. Ah ha - student input and feedback is imperative when forming lines of inquiry (Billionaire example)

3. Student speaking about inquiry based learning "We are picking what we want to learn about."

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Inquiry-Based Learning Video:

Great example of incorporating the standards using student input and interests. It really emphasized the importance of questioning, passion, relevance, inspiration, reflection, and struggle. You can see all of those in the work the students were doing.

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“Inquiry-Based Learning: Developing Student-Driven Questions” provided insight into inquiry-based model where students were encouraged to explore, ask questions, and solve problems. It showed teachers balancing collaborative practices with explicit teaching and guiding students to actively participate in a way that provided authentic, rich learning experiences.

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1. What do you think you know about this topic?

1. Action is student-led and should present itself in a variety of ways based on what students decide. Action creates impact whether it's in the classroom, school community, or larger community. There are five different types of action: self-advocacy, social justice, participation, social entrepreneurship, and lifestyle choices.

2. What questions or puzzles do you have?

1. How can we get parents involved and sustain that involvement? How can we make sure students are leading the action and not the parents?

3. How can you explore this topic further?

1. Joining social media groups where other PYP teachers are sharing ways their students are taking action within the community. With our kids we want to explore the types of actions there are and what action best suits the content they are immersed in.

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1. Participation: Students take turns assisting with classroom responsibilities, such as organizing materials, helping peers, or leading discussions.

2. Advocacy: Students create a short video or audio message advocating for a cause they care about (e.g., being kind to animals, recycling, or including others at recess). They can share it with their classmates, school community, or even on the school website to spread awareness.

3. Social Justice: Students research a social justice issue and create informative posters or presentations to raise awareness in their school community.

4. Social Entrepreneurship: Students create handmade cards with positive messages or drawings and "sell" them in exchange for donations of canned food, gently used books, or school supplies. These collected items can then be donated to a local shelter, library, or charity.

5. Lifestyle Choices: Students plant simple foods like lettuce, carrots, or strawberries in a small garden or pots. They learn about healthy eating, caring for plants, and making sustainable food choices.

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Participation - Students at Pendleton School could take action by taking risks in terms of working collaboratively to take action at each grade level on how we can save water. Example: kinder (turn off the water when brushing teeth) first (taking shorter showers) etc...

Advocacy - Students at Pendleton School could take action by getting involved in community projects like creating a school garden or making posters to promote saving resources/water.

Social Justice - Pendleton students could take action by volunteering in response to community needs. Since we are a uniform school, this might include donating slightly worn uniforms to other families in need in our school community

Social Entrepreneurship - Pendleton students could take action by initiating a walk to school weekly program or a recycling system in our cafeteria during breakfast and lunch.

Lifestyle Choices - Our scholars could take action by acting on factors that contribute to personal health and well-being.This could involve a physical fitness log or even a healthier eating plan for their families.

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Participation- Partner shares (turn and talk)

Advocacy- Students will share out what they discussed with their partner (becoming active listeners)

Social Justice- making sure that participation is equaitable

Social entrepreneurship - sending letters to a nursing home

Lifestyle choices- creating social norms for the classroom and keeping them posted in the classroom for students to refer to

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Asynchronous Learning (Action) - Dr. Leota

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Asynchronous Learning (Action) - Dr. Leota

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1. What do you think you know about this topic?

Action allows for students to better participate within their community and understand the needs and issues within their community.

2. What questions or puzzles do you have?

What kinds of action are best taken by primary students that don't require full guidance from adults within their school/home/community.

3. How can you explore this topic further?

I can explore this further by researching action taken by students in other IB PYP schools.

Join other IB PYP online groups to get ideas from other educators who have students taking action.

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1. Action: Peer Check-In - Students partner up, develop checklist based on current approaches to learning , peer check

2. Advocacy: Students take on leadership roles around campus - delivering morning announcements, house system leaders, etc.

3. Social Justice: UN Sustainable Goals - students pick a focus of interest and research ways to make a difference within our community (food banks, planting trees, etc.)

4. Social Entrepreneurship: Writing letters of thanks and support to local firefighters and emergency workers during times of crisis (e.g. LA fires)

5. + Lifestyle Changes: making conscious choices when plating food in the cafeteria.

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Ideas for Action:

Participation- Sharing with their families ways to take action for reduce/reuse/recycle

Advocacy- Students presenting their action for change to the school board

Social Justice- researching challenges being experienced in their local community and developing ways to provide support or make changes.

Social Entrepreneurship- students develop a system to ensure paper recycling is happening at their school (considering paper is the most used resource at schools).

Lifestyle Choices- students select an area of personal growth to focus on and develop a plan for action.

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B: Bilingual Texts - We plan on having students create a booklet using at least 3 key words.

C: Choice - We will allocate time for students to participate in genius hour. There, they can explore languages and choose from a choice board or come up with another way to present their findings.

V: Vocabulary - Analyze the similarities and differences in key words or in affixes. Looking at cognates to spark the conversation.

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1. Students can use models in the classroom to show their learning. Example: build a model using balloons to explain how the diaphragm works.

2. Students can use multimodal texts to show an understanding of concrete ideas. Example: students create a comic book to help others understand their newly learned ideas.

3. Students can design projects to share their new knowledge. Example: students can create a dance to show their learning.

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A multiliteracies strategy emphasizes diverse forms of communication, including linguistic, visual, audio, spatial, and digital modes. This approach helps create an inclusive learning environment that reflects the heritage, languages, and cultures of the students in the learning community.

Learning Environment

Multilingual and Multimodal Classroom Displays: Use posters, digital boards, and artifacts showcasing students' home languages through pictures, symbols, and written texts.

Flexible Learning Spaces: Create interactive language stations where students engage with oral storytelling, digital storytelling, and written reflections in multiple languages.

Culturally Responsive Artifacts: Decorate the classroom with student-created works (e.g., cultural symbols, bilingual books, heritage-based crafts).

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Translanguaging was a new term to me – I enjoyed the reading. Translanguaging can help our students engage with academic content and develop their understanding of the world. There are a myriad of strategies to  encourage students to use their home language to learn new academic content.

·      Use bilingual texts/provide prompts in multiple languages: Read aloud from bilingual texts or provide students with bilingual texts to read independently.

Provide bilingual resources: Make bilingual dictionaries and glossaries available in the classroom. Also encourage students to annotate in their home language.

Use visuals, diagrams, etc.: Use pictures, diagrams, and videos to help students understand the content.

Pair students or create home language partnerships: Pair students to write in multiple languages, or to work together on a task.

On a personal note, my great grandparents immigrated from Spain, and they insisted that all ten children speak only English. Much of my maternal sides’ heritage was lost in one generation. Having intercultural understanding – recognizing and appreciating cultural differences and similarities – should be celebrated and encouraged.

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1. 1st grade Unit 4 Understanding seasons- Drawing 4 pictures for each season and label it in both Spanish and English

2. Search for books in different languages that relate to our units that we can play on our laptop or they can listen to on their iPads... uniteforliteracy.com

3. Show currency from different parts of the world

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Translanguaging Article:

As I read this article, it reaffirmed some of the translanguaging strategies that I am already using with my students. It was interesting to learn that planning for it should be intentional. It makes sense that it should be, but I never thought of it that way. Some ideas that I'm planning to use include: comparing animal sounds in different languages; looking at rhyming in different languages; and comparing tenses, word order, and the use of articles across different languages. I think these activities will help affirm my students' cultural identity while also helping them better understand the English language.