The IB Learner Profile

What is the IB Learner Profile?

At the core of the IB is the ‘learner profile’, a long-term vision of holistic education that reinforces all three programmes and puts the student at the centre of everything we do. The learner profile is the mission statement of the IB and it is this that helps the students go beyond academic outcomes and prepares them to become 21st century citizens.

“The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.”- (ibo.org)

As IB learners we strive to be:
Caring
We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
Knowledgeable
We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
Communicators
We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
Reflective
We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
Inquirer
We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
Open-Minded
We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
Principled
We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
Risk-Taker
We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
Thinker
We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
Balanced
We understand the importance of balancing different aspects of our lives—intellectual, physical, and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

**Reference- ibo.org

How do we incorporate it or teach it in school?

Different strategies are incorporated within the class to inculcate and build on the attributes of the Learner profile- some of these might include

The classroom agreements use the IB learner profile attributes to develop agreements that align with the codes of behaviour we attempt to achieve as a community of learners.
Displays of posters around the classrooms and common areas make the learner profile attributes more visible and intentional in the school!
Reading and storytelling are a universal part of any primary year’s classroom, so they make for rich opportunities to recognize the Learner Profile attributes. Very often, teachers use storytelling as a means to discuss the attributes – pausing and asking questions about what attribute the characters displayed! After they read, they’ll draw an image / write / mention how the learner profile attribute was evident within the book.
Drawings are displayed and lots of meaningful discussions and connections take place among the children.
Teachers show children a diverse range of photos for each attribute; children speak about these and often create posters that illustrate the Learner Profile Attributes.
Role-play is often used to create wonder-filled short stories that foster students’ curiosity and take them to imaginary worlds where they can actively engage and understand the characteristics of the different attributes
Students are encouraged to make personal connections with the learner profile attributes. All activities are designed keeping in mind connections to the attributes and the children are encouraged to discuss the same as much as possible
One great way to reflect on it regularly- The children speak about one attribute they really worked on or really demonstrated!
Students as well as staff are encouraged to recognise and support these attributes with everyone in our community. An easy example would be commending a toddler for being caring when taking care of a new student, or for a quiet child being a risk-taker when speaking during a whole school assembly. It is the responsibility of all members of the community to model these attributes.

How could parents encourage it at home?

The attributes of the profile are what we wish to see students imbibe in themselves as their personality and character, it is not limited to just behaving in a particular way at school. To continue to apply these traits at home as well parents should incorporate this at home.

If you role model the caring behaviour you would like to see in your child it will help them understand and imbibe it better. Think about different ways your family can get involved with community organizations.
Read to your child books at home that correspond with the topics being covered in school. Ask your child about what they’re learning in class and have interactions and conversations about it.
When working on any assignments, encourage your child to explain his/her answer to you orally or by drawing a picture. Ask your child thought provoking questions and encourage them to debate the same with you. Work together with your child to enhance his/her listening skills. Being an honest listener is a crucial part of communicating with others.
Spend some time revising your child’s work with them. Discuss it with them and accept their ideas and their strengths and areas for improvement. Ask them to reflect on, how they like to learn and what helps them learn better, what are some of the things that make it hard for them to learn and what can they do when they need help
Encourage areas of your child’s interest by visiting the library to borrow books that explore topics they are interested in. Develop a deeper understanding through research on the internet.
Encourage your child to try new things – new foods, new games and new activities. Expose your child to different cultures, festivals, celebrations and traditions.
Encourage your child to play games that involve teams. Discuss with your child the qualities of a team player. When your child wins a game insist that he or she may be a well-mannered winner Being a gracious loser is simply as important as being an honest winner.
If your child is feeling uneasy about trying something, encourage them to attempt it and then reflect on both whether they liked the activity and how it felt to try something new. Try an activity they haven’t tried before, spend time playing with someone they might not usually play with. Be careful to clarify to your child the difference between being a risk-taker by trying new things and doing dangerous things.
Encourage your child to try to think of solutions to problems independently. Ask your children questions when they are working on a problem, how can we do this differently? I had never thought of that. Tell me more about it. What other ways can we show that? Why do you think that?” How did you figure that out?
Encourage your child to participate in a wide variety of structured activities. During less structured time, even be conscious of the activities that your child is participating in. Generally active kids should take time for quiet reading or reflection; students who spend tons of your time drawing or reading, should be encouraged to also exercise and play.

IB PYP learner profile attributes help to prepare students to become 21st century citizens who believe in choosing to be -active, caring, lifelong learners. Students who demonstrate respect for themselves and others and have the ability to participate in the world around them creating a difference
For further information about the IB and its programmes, please, visit www.ibo.org