Kristine, Sara, Lynn

• 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.

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...

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.

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.

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.

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.

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.

• 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.

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.

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!

• 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!

  
  

They seemed to take pride in what they were doing.

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.

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."

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.

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.

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

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.

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.

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).

·      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.

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.