C146: Specialist and Supporting Teachers: Leaning into the Learner Profile

​Welcome to the ninth episode of our specialist and supporting teachers series. 

I’m super excited to talk more about the learner profile attributes.  This is one of the most underused tools alongside the approaches to learning in the IB programmes.  This is a bold statement to say, I know. 

I've just seen it from personal experience and leading trainings on four  continents.  

​​I’m just tired of people using the learner profile attributes as character traits.  They are SKILLS required to create a DISPOSITION.  More than ever, we need young people who know how to think, feel, and act.  The only way that we will get them there is by using the language of the learner profile in our practice everyday.  You heard me, every single day. 

Since owning my practice issues, I have been reflecting on how I am more intentionally planning with the learner profile in mind.  Here is how I break down the language so it is quite accessible for me. 

First step

I break up the learner profile descriptor from a paragraph to bullet point sentences. 

Instead of risk-taker being this: 

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.

I do this:

• 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

As a systems thinker, the minor change has a major impact.  Now I am not overridden by a massive paragraph of words that have no meaning to me.  Instead, I now have a choice menu of options on HOW I might explore what it means to be a risk-taker.  Such a difference. 

Second step

Look at your content standards and find a learner profile bullet point that speaks to the skill development that you want mastered.  

I go through the list of bullet points and think of the long-term goal of teaching my content and choose one statement to get me there.  Because there are six units of inquiry and only ten attributes, we will repeat attributes in the year.  Now, I won’t have to repeat teaching the same focus.  Instead, now I have a couple other options of HOW I will explore the attribute with my content.  

Poof…my mind was blown when I figured out this simple hack.  It’s not revolutionary, but about changing something that is clunky and turning it into a product that works for you.  We all have the possibility, especially specialist and supporting teachers. 

Third step

Put the list of learner profile attributes and bullet points in ABC order.  

This sounds logical I know, but you would be surprised how many people begin with knowledge.  I did at first.  By putting the list in ABC order, it’s easier to navigate the descriptor options and you can keep track of the bullet points you have already used much easier.  

Once again, I am a systems person, so putting things in order makes sense to my brain.  I need small chunks that are organized and easy to use.  This works for me.  In fact, I was just using my list today as I was planning for my next unit that begins next week.  I followed the same process that I described, which helped to bring all of the ideas together.  

I fell in love with the process all over again. 

If you are nice, I just might pop my list into my blog post about this episode at thinkchat2020.com.  

​What did you come up with? 

​What did you come up with in the last challenge? 

I know your brain works in a different way, which is equally valid.  I’m sure your way will greatly enrich your practice and make it easier to use the learner profile attributes in a more meaningful way. 

You can also listen to the podcast version of this blog post on this website too.  Enjoy listening!