Monday, November 8, 2010

Like a waterhole in the desert...IB LEARNER PROFILE

If we drop all the bull of traditional schooling and think about the end game...I think we'll see a greater demand for alternative schools. I personally don't feel the International Baccalaureate is an alternative programme - the way it works with constraints in most schools now, but at its heart, it is very alternative. I am trying to think "LEARNER PROFILE" as I order new books and talk to the students about anything from the "love of reading" to the school garden... peace by piece - Jennie

From the IB website: IB LEARNER PROFILE - the kind of kids we hope this programme develops.
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.
IB learners strive to be:

They develop their natural curiosity. They acquire the skills necessary to conduct
inquiry and research and show independence in learning. They actively enjoy
learning and this love of learning will be sustained throughout their lives.

They explore concepts, ideas and issues that have local and global significance.
In so doing, they acquire in-depth knowledge and develop understanding
across a broad and balanced range of disciplines.

They exercise initiative in applying thinking skills critically and creatively
to recognize and approach complex problems, and make reasoned, ethical

They understand and express ideas and information confidently and creatively
in more than one language and in a variety of modes of communication. They
work effectively and willingly in collaboration with others.

They act with integrity and honesty, with a strong sense of fairness, justice and
respect for the dignity of the individual, groups and communities. They take
responsibility for their own actions and the consequences that accompany

They understand and appreciate their own cultures and personal histories, and
are open to the perspectives, values and traditions of other individuals and
communities. They are accustomed to seeking and evaluating a range of points
of view, and are willing to grow from the experience.

They show empathy, compassion and respect towards the needs and feelings of
others. They have a personal commitment to service, and act to make a positive
difference to the lives of others and to the environment.

They approach unfamiliar situations and uncertainty with courage and
forethought, and have the independence of spirit to explore new roles, ideas
and strategies. They are brave and articulate in defending their beliefs.

They understand the importance of intellectual, physical and emotional balance
to achieve personal well-being for themselves and others.

They give thoughtful consideration to their own learning and experience. They
are able to assess and understand their strengths and limitations in order to
support their learning and personal development.

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