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I would like to give students an opportunity to engage with the Learner Profile in terms of first exploring what attributes they identify with most, and also how they can exhibit those traits throughout their assignments or tasks so it feels less like a task and more of a expression of their intellectual curiosities.

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Hopefully, we can begin emphasizing the Learner Profile as early as freshman year, when we have more time to intentionally shape the kind of learners we want to see. If we keep the profile visible and refer to it when behavioral issues arise, we can ask students to reflect on how their actions align with those attributes. The goal would be to establish it firmly in freshman year, address any gaps by sophomore year, and by junior year have a strong foundation—especially since that’s when time and flexibility are much more limited.

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Asking students what trait(s) they need to exhibit in order to... (fill in the blank assignment/proposal/project) and reflect on that.

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Some sort of weekly nomination, either from students or teachers, about a student who exemplified a given trait that week.

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I need to be more explicit about the learner profile when it arises in different tasks/problems we work on during class.

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A celebration of the students who demonstrate these traits. IB Learner profile superlatives for senior class? Having something where students are celebrated and younger classes see student examples to aspire to.

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Creating lessons/tasks where kids can aspire to show characteristics of the attribute as some might not show it naturally.

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Exit slips where students can self-reflect on which learner profile attribute they exhibited that day/week etc

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By being more explicit about the attributes while engaging with the text. So far, it has been an add-on often after or near the end of a unit. Incorporating it as part of the learning and engagement with the text will make it more authentic.

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I have toyed with using Learner Profile traits as part of the Learning Targets. For example, asking students to be academic risk takers during a discussion. However, I would also like to give students more class time to write and reflect in the Learner Portfolio about the profile.

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Having students give shout outs based on what they're seeing from other students from the IB Learner Profile because if they see it in others and can call it out authentically in the day-to-day in class, they'd understand it more. It could be something offered in class where if you're feeling strongly, you can give them the shout out on a piece of paper with them laid out.

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Word Wall of the IB Learner Profile, have students faces present that they can see themselves present to connect with their norms

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Students may not even be aware of the IB Learner Profile Attributes - physical representation of these attributes posted in class, so they become daily vocabulary

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a poster with student names on little clips to move them into parts of the learner profile in order to recognize when students are exemplifying parts of the profile, or for students to recognize other students. Almost like a shout out board

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How do we make this visible to students without feeling like another "learning target posted" sort of thing?

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Hey Everyone, when thinking about your response, consider the following:

Activities, conversations, or routines that could make the attributes visible and meaningful.

Ways students can take ownership of practicing or demonstrating the attributes.

How connecting to the Learner Profile might impact both classroom culture and student achievement.