International Baccalaureate Learner Profile

BY MARK BOGHEN, WRITER

No one accustomed to walking the corridors of LCC will be surprised to see the many images of the school’s stately symbol, the lion, gazing down on them. Lions in various guises adorn posters and sports banners everywhere. Sharp-eyed observers, however, will note that one of these icons differs from the rest: it is composed purely of words. This clever cat is the IB learner profile word-cloud lion (pictured below), and those words describe the traits that represent the very core of LCC’s philosophy.

IB learner profile word-cloud lion

Among the most highly regarded and successful educational systems in the world, the International Baccalaureate has distilled more than 50 years of best practices into the 10 traits, or attributes, that define it. These traits that encompass the goals, methods and characteristics of an exceptional learner and citizen have been incorporated into all parts of LCC’s curriculum. Indeed, LCC is the only English high school in Quebec that offers both the IB Middle Years (IB MYP) and Diploma Programmes (IBDP).

Connor Girouard, LCC social science teacher and coordinator of the Creativity, Activity and Service (CAS) element of the IBDP, sees how the IB traits play out on a day-to-day basis. “These attributes aren’t just tacked on,” he says, “they are the IB programme. From being risk-takers to consistently reflecting and focusing on communication, the attributes give every student a clear framework to guide them through pretty much everything they do.”

These well-delineated and clearly defined attributes are also a boon to teachers. Not only do LCC teachers share a common pedagogic language with their in-school colleagues, they are part of a worldwide network of educators and can share in countless IB resources with the click of a mouse.

LCC’s director of academics, Constance McGuire, notes that being guided by the IB attributes creates students who not only learn, but learn how to learn. “If you consider the ‘inquirers’ attribute for instance: a student in, say, a science class isn’t just passively receiving material to be able to spit it back out afterwards. That student is actually encouraged to become a practitioner of the subject: a scientist perhaps, or an historian, or an artist.”

The past decade or so of integrating the traits of the IB learner profile into both LCC’s academic and co-curricular culture has been exceptionally valuable to graduating students, and the adaptation to IB methods is only growing over time. Constance McGuire says that feedback from CEGEPs and universities has consistently been positive: “One McGill professor who spoke to the LCC academic advising office said she can always spot an LCC student in a lecture — they are confident speakers who know their stuff and engage fully, whether in a small discussion group or a large class.”

This issue of the LION explores some of the many ways, large and small, that the IB learner traits are helping to guide students to success at school and beyond. You will meet fledgling poets, internet fraud detectives and shoe designers. You will hear about how students work towards better mental health, stress management and wellness, and how they participate in social outreach and the fight against systemic racism. It is safe to say that in exemplifying these traits, our students will leave LCC as balanced, principled and caring thinkers, fully prepared for whatever challenges life has to offer.

IB Learner Profile Traits

Thinkers

We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

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.

Risk-takers

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.

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.

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.

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.

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.

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.

Inquirers

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.

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.