visual presentation

1. Welcome to professional
development session

2. Introduction through
connecting stories
10 minutes
Instructions-
• Divide yourselves in groups of 5-6 people.
• The goal of the game is to create stories in an interesting way.
• Each person must share at least one fact about himself/ herself that
connects to the previously said statement.
• The longer the chain of facts that can be created, the better.
Example-
• The first participant begins by sharing an interesting memory or
experience such as, “One time, I accidentally locked myself out of
the house. So, I spent the entire day at a coffee shop.”
• The second person says, “I am a total coffee addict. Every day I
drink 3 cups of coffee and it sometimes prevents me from being
able to sleep at night.”
• The next player, says “I don’t sleep much at night because I play lots
of computer games until early morning.”
• And so on…

3. Task 1- In your group carefully read the
article placed on your table.
10 minutes

4. What qualities do we want our children
to imbibe to have a better world?
In your table groups discuss the key words/ sentences
on the basis of the following questions. Make note on
the given chart papers- 10 minutes

5. Presentation time
15 minutes

6. Gallery walk
15 minutes
Groups to put up their charts at different places in the
room.
Participants to go for gallery walk and look at each other’s
display.

7. Task 2 (15 minutes)
Now, place these words which suits best
on the sentences/ key words written on the
chart papers using glue.
You need to put labels on other groups
presentations as well.

8. Instructions
15 minutes
In group of 3’s, choose any one key word
(learner profile).
Look for the description of that particular term
from all 3 presentations.
Create one joint definition for the term/ learner
profile.

9. Introduction of Learner Profile
15 minutes
Now, pick up detailed descriptors of IB Learner
profile- read and discuss
Match them with the definitions created by you
to see the similarity.

10. In your groups carefully read IB Mission and
Vision placed on the tables.
Identify the learner profiles in them.
Use post-its or highlighter to show the learner
profile in them.
IB Mission and Vision
15 minutes

12. Assessing the presentation using the IBEN Capabilities Continuum.
Assessed Capabilities: Affective skills, communication, thinking
Capabilities Leading Skilful Capable Emerging Not evident
COMMUNICATION
Communication
Communication that
demonstrates passion
and understanding of
the IB mission with an
emphasis on
international
mindedness and
learner profile
thorough knowledge
of the IB: its standard
and practices and
requirements.
Communication is
used to impact,
influence, and inspire.
The educator
effectively
communicates a
passion and
understanding of
the IB mission with a
purposeful
emphasis on both
international-
mindedness and the
learner profile. They
communicate with
depth and insight to
impact, influence,
and inspire.
The educator
proficiently
communicates a
passion and
understanding of
the IB mission with
sufficient emphasis
on both
international-
mindedness and the
learner profile.
They communicate
with clarity and
intention to impact,
influence, and
inspire.
The educator
adequately
communicates a
passion and
understanding of
the IB mission which
includes either
international
mindedness or the
learner profile. They
are aware that the
use of
communication
impacts, influences,
and inspires.
The educator
minimally
communicates a
passion and
understanding of
the IB mission with
casual
understanding of
either international-
mindedness or the
learner profile. They
communicate in a
way that
superficially
impacts, influences,
and inspires.
Does not
demonstrate this
capability during the
observed time.
SELF
MANAGEMENT
Affective skills
Affective
skills that
demonstrate
an engaging, positive,
empathetic attitude.
Diplomatic
responses and
solutions are shared
indicating integrity,
presence, problem
solving and
agility which builds
respect and
Understanding.
The educator
always
demonstrates an
engaging, positive,
empathetic attitude
to include all
of the following:
wide range of
interpersonal skills,
integrity, presence,
problem solving and
agility which builds
respect and
understanding.
The educator
often demonstrates
an engaging,
positive, empathetic
attitude
to include some
of the following:
wide range of
interpersonal skills,
integrity, presence,
problem solving
and agility which
builds respect and
understanding.
The educator
occasionally
demonstrates an
engaging, positive,
empathetic attitude
to include few
of the following:
wide range of
interpersonal skills,
integrity, presence,
problem solving
and agility which
builds respect and
understanding
The educator
seldom
demonstrates an
engaging, positive,
empathetic attitude
to include a limited
range of
interpersonal skills,
integrity,
presence, problem
solving and agility
which builds respect
and understanding.
Does not
demonstrate
this capability
during
the observed time

13. THINKING
Creative thinking
Creative thinking that
encourages and
promotes the
generation of new
ideas and solutions
which take into
account multiple
contexts and
perspectives. It leads
to innovation and
flexible new ways of
doing.
The educator
effectively
encourages and
promotes the
generation of new
ideas and solutions.
The educator
always takes into
account multiple
contexts and
perspectives.
The educator
proficiently
encourages and
promotes the
generation of new
ideas and solutions.
The educator often
takes into account
multiple contexts
and perspectives.
The educator
adequately
encourages and
promotes the
generation of new
ideas and solutions.
The educator
occasionally takes
into account
multiple contexts
and perspectives.
The educator
minimally
encourages and
promotes the
generation of new
ideas and solutions.
The educator
seldom takes into
account multiple
contexts and
perspectives.
Does not
demonstrate this
capability during
the observed time.
Transfer
Transfer that
demonstrates the
application of skills,
knowledge
and attitudes in new
contexts
without
referring only to
personal
experience
The educator
effectively
demonstrates the
application of skills,
knowledge, and
attitudes in
new context.
The educator
always
goes beyond
personal
experience
The educator
proficiently
demonstrates the
application of
skills,
knowledge, and
attitudes in
new context.
The educator
often
goes beyond
personal
experience.
The educator
proficiently
demonstrates the
application of skills,
knowledge, and
attitudes in
new context.
The educator
occasionally
goes beyond
personal
experience.
The educator
minimally
demonstrates the
application of skills,
knowledge, and
attitudes in
new context.
The educator
seldom
goes beyond
personal
experience.
Does not
demonstrate
this capability
during
the observed time.