Case studies are rich sources of data, capturing both the process of inquiry with regard to a school’s particular focus for improvement, as well as the learning and observations obtained throughout the journey.
Focus: Exploring how repeated visits to a familiar, natural outdoor setting will affect play and interactions between students and the environment.
Focus: On engaging all of our learners (grade 6/7) in Indigenous Cultural learning experiences, thereby increasing our own knowledge and comfort with both content and the skill of weaving First Peoples Principles of Learning into the curriculum.
Focus: Embracing the traditions and culture of the people on whose land we work, learn and live.
Focus: To increase feelings and a sense of connectedness in our Indigenous students to Dover Bay Secondary School.
Focus: Our committee began to build a dedicated space which would encourage staff and students to move some of their formal and informal learning outside.
Focus: The role of play, particularly outdoor play, in students’ well-being and learning, as well as the educator’s role in play, particularly outdoor play.
Focus: On being, belonging and becoming by exploring well-being as a whole school community.
Focus: Journey of Syeyutsus: Reconciliation in Action through meaningful ways to develop an appreciation of Hul’q’umi’num culture while developing healthy relationships.
Focus: How can a focus on connections and core competencies help students better communicate their thinking and understand themselves as learners?
Focus: Connecting Aboriginal understandings and oral storytelling practices through experiential, applied design, and skills & technology practices based upon the use of our nature classroom, the land, nature or placed-based learning.
Focus: Empower the students to advocate for a better play space at our school.
Focus: Engaging students in hands-on activities related to growing, harvesting and using sustainable/local and traditional First Nations plants.
Focus: To support Gr. 8’s learning about a variety of social justice issues through a course designed specifically for them, while still weaving Indigenous ways of learning into daily classroom practice as a means to help learners process new information, maintain strong, supportive relationships and a sense of belonging. (Creating spaces where Indigenous learners felt connected and valued instead of singled out).
Focus: On developing foundational skills in Early Literacy that are required for children to successfully read and write at the primary level.
Focus: Increasing outdoor education activities, specifically through inquiry-based structure building, in order to develop communication and problem-solving skills amongst the students.
Focus: To work with the local Indigenous communities to provide learning opportunities that reflect local culture, history, and language.
Focus: Having our students, individually and collectively, understand that all of nature is interconnected (humans too) from a very local perspective, and a bit more practically, a great deal of learning can happen outdoors.
Focus: On how Indigenous understandings can better provide students with opportunities to further their connection to each other and to the land, as well as their sense of place within the community.
Focus: Would the students develop a deeper sense of place (relationship with the land) by learning about ecoprints and making art with items from their natural world?
Focus: Would the students develop a deeper sense of place (relationship with the land) by having richer literature in the library focusing mainly on Indigenous ways of being?
Focus: To explore the connection between First Peoples Principles of Learning and mathematics through hands-on experiences, and how this promotes student engagement.
Focus: We wanted to investigate First People’s Learning, expanding it to more cross-curricular areas.
Focus: Connection to place, promoting personal connections with nature, learning through careful observation, and local plants and animals that are around us.
Focus: To have our students be more connected to the environment and the Coast Salish land our school is located on.
Focus: To what extent will using the “Thinking Classrooms” best practices increase thinking habits in students at École Nesika?
Focus: By developing Tier 2 vocabulary and sentence fluency with ELL students both orally and in writing, can we enhance a sense of belonging and confidence for those students?
Focus: Explicitly exposing students to mathematical thinking strategies, in order to increase mathematical comprehension and fluency for problem solving.
Focus: Will a focus on fluency at the intermediate level increase students’ reading comprehension?
Focus: Addressing student transitions across grades 7-12, as a catalyst to begin decolonizing education in our community.