Learner Profile - Rippowam Middle School

Rippowam Middle School International Baccalaureate

Updates: May 2014

Learner Profile

At the heart of the IB is the Learner Profile, a longterm, holistic vision of education.

Caring-Principled-Reflective Balanced-Knowledgeable-Communicator Open-minded-Thinker-Inquirer-Risk-taker It is a set of ideals that can inspire, motivate and focus the work of schools and teachers, uniting them in a common purpose.

COMMUNITY/ACTION/SERVICE

• Wear Pink! Cancer Awareness Day

Change #1 Old AOIs = New Global Contexts

Requirement: each global context covered at least once per subject area, per year; one global context per unit

#1 - Identities and Relationships  Competition & cooperation  Who am I? Who are we?  Explores beliefs and values, what it means to be human  Examples – teams, affiliations, leadership, personal efficacy, a good life, attitudes, happiness, human nature, dignity, judgment, mind and consciousness

New Global Contexts, continued #2 – Orientation in Space & Time  Personal histories, names, and journeys  Turning points in humankind, discoveries, explorations, civilization – personal, local, and global perspectives  Evolutions, constraints, adaptations  People, boundaries, exchanges, and interactions #3 – Personal and Cultural Expression  Ways to express feelings and beliefs  The way we reflect on and appreciate beauty, artistry, entrepreneurship, ritual, play, language, creation, history, craft, the history of systems, abstract ideas, critical literacy, metacognition

More Global Contexts #4 – Scientific and Technical Innovation  How people adapt to their environments to meet their needs; technological impact  Modernization, digital life, methods, products, progress, natural law  Examples – math puzzles, the invention of the microscope, MRIs, the voting system #5 – Globalization and Sustainability  The interconnectedness between decision-making and human decisions, community. How are we connected?  Examples – public goods, urban planning and strategy, population and demography, our impact on environment

Global Contexts Wrap-up

#6 – Fairness and Development  Democracy, equality, a hopeful future  Civil society, rights and responsibilities, peace and conflict, authority, security, freedom, power and privilege

Change #2: Approaches to Learning (ATLs)

The Five ATLs Approaches to Learning: Skills students need to develop to meet each subject’s objectives. ATLs help students understand why and how they learn. Social

Thinking

Evaluating evidence and arguments

Self Management

Keeping an organized system of information, files, and notes

Listening actively to other perspectives and ideas

Communication

Using a variety of media to communicate with a range of audiences

Research

Seeking a range of perspectives from multiple and varied sources

IB Expectations & ATLs 1. 2. 3. 4.

Significant teaching around ATL skills Consistent reference to ATL skills Summative assessment involving ATL skills Frequent vertical and cross-subject discussion of ATL skills Thinking

Examples: Interpret data; draw reasonable conclusions; identify trends, forecast possibilities; evaluate and manage risk; observe carefully in order to recognize obstacles; propose solutions

Social

Examples: Take responsibility for one’s self; encourage others to contribute; take on a variety of roles within a group; negotiate effectively; self-advocate; build consensus; manage conflict

Communication

Examples: Give and receive feedback; write for various purposes;

IB Expectations & ATLs, continued Research

Examples: Collect, record, and verify data; access information and inform others; use memory techniques to develop longterm memory; make informed decisions regarding intellectual property, primary and secondary sources; understand media literacy, making connections between sources

1. 2. 3. 4.

Self Management

Examples: Plan short and long term assignments; meet deadlines; keep a weekly planner; use technology efficiently; bring supplies to class; have strategies for organizing complex information; regulate internal conflicts; follow through on tasks; work efficiently

Significant teaching around ATL skills Consistent reference to ATL skills Summative assessment involving ATL skills Frequent vertical and cross-subject discussion of ATL skills

Change #3: Essential Questions = Inquiry Questions Factual “What” or “How” form Remembering facts and topics Examples: What is style? What is fraction? What is a hypothesis? What are the three branches of government?

Debatable “Do,” “Can,” or “Should” Evaluating perspectives, developing theories Examples: Does a community need civil obedience? Should people have the right to die?

Conceptual  ”How, “What,” or “Why” form  Analyzing big ideas  Examples: How does my vote affect my community? How to we experiment with animals? How does language affect mood? Why does multiplication affect my finances?

Change #4: New Subject Names Math = Mathematics Social Studies = Individuals and Societies Language Arts = Language and Literature Science = Science Gym = Physical and Health Education World Language = Language Acquisition Art = Arts Design = Design

Change #4: New Criteria Each subject has 4 standards we use to look at student work through.

MYP Command Terms IB Expectation: lesson objectives will feature these command terms broadly and frequently

To add in September Whole-school Standards: Philosophy – all staff promotes international-mindedness, shared responsibility Organization – how the school is set up Curriculum – across the subject areas and vertically

Mission statement MYP program overview: holistic, intercultural, community