USING STRATEGIES FROM

THE INTERNATIONAL
BACCALAUREATE PROGRAM
IN ANY CLASSROOM
Bill Fearn & Zach Armstrong

WHAT IS THE IB?

International accreditation program (quality
standards)
Founded in 1968 in Geneva, Switzerland
(Diploma Programme)
4 interconnected programs:

WHAT IS THE IB?

International,
baby!
(Thats why everything
is spelled the British
way)

WHAT IS MYP?
Middle Years
Programme
Established in the
1990s to supplement
the Diploma
Programme

WHAT IS MYP?

Curriculum organized
into 8 Subject Areas
Learner Profiles
(Character
Development)
Global Contexts
(International
Mindedness)
ATLs (Skills
Development)

HOW CAN I USE THIS?

Todays workshop will focus on:
Learner Profiles (Character Development)
Global Contexts (International Mindedness)
ATLs (Skills Development)
Unit Planning (Organizing Your Teaching)

HOW CAN I USE THIS?

AGENDA

Overview (LP, GC, ATL, UP)

2. Work Time
3. Sharing Out
1.

Resources:

http://myppresentation.weebly.c
om

LEARNER
PROFILES

LEARNER PROFILES

IBs Learner Profiles develop our students

character
The IB programs are a student-centered and
the IB Learner Profile is an integral element to
all IB programs and schools because it focuses
on the learner as a person
The IB Learner Profile is a set of ten
characteristics learners intentionally develop
throughout their PYP, MYP, and DP/CP
coursework
Reflective

Balanced

Knowledgeab
le

OpenMinded

Risk-Taker

Caring

Principled

Thinker

Communicat
or

Inquirer

LEARNER PROFILES

LEARNER PROFILES

IB schools intentionally develop these characteristics through classroom

lessons and activities, school events, projects, etc.

These valued characteristics develop the necessary skills and

characteristics of individuals who can help improve as learners as well as
help improve their community and their world

Reflective

Balanced

Knowledgeab
le

OpenMinded

Risk-Taker

Caring

Principled

Thinker

Communicat
or

Inquirer

LEARNER PROFILES

Some of the Learner Profile characteristics come naturally,

and some need work and practice. This varies for individuals.

ACTIVITY:

Identify the two characteristics that come the most naturally

to you.

Identify the two characteristics that you find you need to

work on and develop.

Write them down on a piece of paper.

Reflective

Balanced

Knowledgeab
le

OpenMinded

Risk-Taker

Caring

Principled

Thinker

Communicat
or

Inquirer

LEARNER PROFILES

LEARNER PROFILES

It is important for students to recognize that individuals are developing

these characteristics as individuals.

Stand Up If

Reflective

Balanced

Knowledgeab
le

OpenMinded

Risk-Taker

Caring

Principled

Thinker

Communicat
or

Inquirer

LEARNER PROFILES

On your own, identify an upcoming lesson where you can

intentionally develop an IB Learner Profile characteristic.

Share your idea(s) with your table.

Extension: As a table or group, identify a school event you

already run and identify where students, staff, and parents can
intentionally develop the IB Learner Profile.

Reflective

Balanced

Knowledgeab
le

OpenMinded

Risk-Taker

Caring

Principled

Thinker

Communicat
or

Inquirer

GLOBAL
CONTEXTS

GLOBAL CONTEXTS
Creating Relevance
International-Mindedness

Essential Question:
How does your perspective
modify your approach to
learning something new?

GLOBAL CONTEXTS

Objective: Use the book, The

Little Engine That Could, to
explore the Global Contexts.

THE LITTLE ENGINE THAT COULD

BY WATTY PIPER

Severely abridged by Zach Armstrong

1. Chug Puff Ding-Dong. The little train rumbled over the tracks. Her cars were
full
2. There were toy animals, the funniest little clown, puzzles, books, and every kind
of thing boys or girls could want.
3. Some cars will filled with all sort of good things to eat. Oranges, apples, milk for
cereal, fresh spinach, and lollypops for after-meal treats
4. Train broken. Cant get over the mountain to the good little girls and boys.
5. What to do? Ask for help!
6. Shiny new passenger engine asked for help No!
7. Big strong freight engine asked for help No, too important to help.
8. Rusty old engine asked for help No, too tired.
9. Little blue engine asked for help I am not very big and have never gone over the
mountains, but I think I can.
10.I think I can, I think I can, I think I can
11.Hurray The good little boy and girls are happy because you helped. Food and
toy
12.The little blue engine leaves. I could, I thought I could.

THE GLOBAL CONTEXTS THAT

COULD

Describe how you could use the story within each global
context.

How does the meaning/moral of the story change based on

the global context?

GLOBAL CONTEXTS
Practical Applications:
Objective: Collaborate with
your group to discuss what
Global Contexts might fit your
existing Units and
Assessments?

APPROACHES TO
LEARNING

APPROACHES TO LEARNING
What in the ell is an ATL!?
Explicit life skills and study
skills
Organized into:
Categories
Clusters

Skills

APPROACHES TO LEARNING
ATL skill categories

MYP ATL skill clusters

Communication

I. Communication

Social

II. Collaboration

Self-management

III. Organization
IV. Affective
V. Reflection

Research

VI. Information literacy

VII. Media literacy

Thinking

VIII. Critical thinking

IX. Creative thinking
X. Transfer

APPROACHES TO LEARNING
SELF-MANAGEMENT:
ATL skill
categories

ATL skill clusters

Self-management

III. Organization
IV. Affective
V. Reflection

APPROACHES TO LEARNING

APPROACHES TO LEARNING
SELF-MANAGEMENT: SKILLS
Plan short and long term assignments; meet
deadlines
Create plans to prepare for summative
assessments (examinations and
performances)
Keep and use a weekly planner for
assignments
Set goals that are both challenging yet
realistic
Plan strategies and take action to achieve
personal and academic goals
Bring necessary equipment and supplies to
class
Keep and organized and logical system of
information (notes/notebooks/files)
Use appropriate strategies for organizing
complex information
Understand and use sensory learning
preferences (learning styles)
Select and use technology effectively and

Practicing mindfulness

Practicing perseverance
Practicing emotional
management

Practicing selfmotivation
Practicing Resilience

Practice focus and concentration

Practice strategies to develop mental
quiet
Practice strategies to overcome
distractions
Demonstrate persistence and
perseverance
Practice delaying gratification
Practice strategies to overcome
impulsiveness and anger
Practice strategies to prevent and
eliminate bullying
Practice strategies to reduce anxiety
Practice being aware of body-mind
connections
Practice analyzing and attributing
causes for failure
Practice managing self-talk
Practice positive thinking
Practice bouncing back after
adversity, mistakes and failures
Practicing failing well
Practice dealing with disappointment
and unmet expectations
Practice dealing with change

APPROACHES TO LEARNING
SELF-MANAGEMENT: ORGANIZATION
Plan short and long term assignments; meet deadlines
Create plans to prepare for summative assessments (examinations and
performances)
Keep and use a weekly planner for assignments
Set goals that are both challenging yet realistic
Plan strategies and take action to achieve personal and academic goals
Bring necessary equipment and supplies to class
Keep and organized and logical system of information
(notes/notebooks/files)
Use appropriate strategies for organizing complex information
Understand and use sensory learning preferences (learning styles)
Select and use technology effectively and productively

APPROACHES TO LEARNING
CONNECTING ATLS TO LEARNER PROFILES
ATL Skill Areas

Organization

Self-management
including
personal goal
setting and the
organization of
learning
materials.

Year 1 Student
Learning
Expectations
Learn to be Balanced

Year 2 Student
Learning
Expectations
Practice being
Balanced

Year 3 Student
Learning
Expectations
Become Balanced

Bring correct materials to

class.

Bring correct materials to

class.

Bring correct materials to

class.

Organize materials with

guidance from teachers.

Organize materials with

minimal guidance from
teachers.

Organize materials
independently.

Set learning and personal

goals and create a plan to
meet them with support from
teachers and other adults.
With teacher support, make
choices that support personal
learning and achievement.

Set some learning and

personal goals independently
and create a plan to meet
them with some support from
teachers and other adults.
Make choices that support
personal learning and
achievement.

Set learning and personal

goals and create a plan to
meet them independently.
Consistently make choices
that support personal learning
and achievement.

APPROACHES TO LEARNING
Explicit communication of
skills
Intentional, clearly
communicated
For any given unit, as few as
possible (two is a good rule of
thumb)
Explain the connection with
activities to students

APPROACHES TO LEARNING
Practical Applications:
Incorporate into agenda
Focus lessons or
assignments around ATL
Incorporate into activities
Encourage student-talk
(think pair share) and
reflection (last question
on worksheet: how did
you)

APPROACHES TO LEARNING
Practice:
Pick 2 or 3 ATLs that you
know your students need to
master
Think about a few specific
assignments or lessons that
you are already using, then
plan out how you might
communicate and explicitly
teach those skills through it

UNIT PLANNING

UNIT PLANNING
IBs Unit Planners are used in
IB schools, but have also
been adopted as the model
for every high school in
Greeley!
Unit Planning the IB way
forces the practitioner to:

Engage in Backwards planning

Promote Inquiry-based learning
Make their thinking visible

We ask the
kids to do
this, why
shouldnt
we do
them too?

UNIT PLANNING

IBs Unit Planners also:

Foster a collaborative
culture instead of water-tight
boxes (share your work; continuity)
Provide you with evidence for
evaluations
Solidifies your thinking
Encourage reflection that
you can use to enhance it in

UNIT PLANNING

Think of a Target:
Student Learning is the
Bullseye
Your Statement of
Inquiry is the goal (the
student learning)
Each subsequent ring is
another element of the IB
Unit Planner directing the
student to the bullseye

UNIT PLANNING

UNIT PLANNING

Inquiry Questions are the

what of the unit:
if the lessons or activities
dont answer one of these
questions, then it doesnt fit
into the unit (streamline
ideas)

The Statement of Inquiry

is the answer to all of your
inquiry questions (in a very
broad sense)

UNIT PLANNING
Backwards planning:
Key Concepts
Related Concepts
Global Contexts

Assessment

WORK TIME!

WORK TIME
Essential Question:
How can I use in my
classroom?

Learner Profiles (Character

Development)
Global Contexts (International
Mindedness)
ATLs (Skills Development)
Unit Planning (Organizing Your
Teaching)

WORK TIME
Choose one or more of these IB
strategies and use this time to
plan how they can be
incorporated into your teaching
Learner Profiles (Character
Development)
Global Contexts (International
Mindedness)
ATLs (Skills Development)
Unit Planning (Organizing Your
Teaching)

SHARE OUT

What can I use in my

classroom?

Learner Profiles (Character

Development)
Global Contexts (International
Mindedness)
ATLs (Skills Development)
Unit Planning (Organizing Your
Teaching)

THANK YOU!
Bill Fearn & Zach Armstrong