I. General Information
School Name: A.J. Elliott Elementary
School District: SD#85 Vancouver Island North
Inquiry Team Members: Melody Watson: mwatson@sd85.bc.ca, MJ Krkosek: mkrkosek@sd85.bc.ca, Serena Lansdowne: slansdowne@sd85.bc.ca, Anca Frase: afraser@sd85.bc.ca, Kathy Hamilton: khamilton@sd85.bc.ca
Inquiry Team Contact Email: mwatson@sd85.bc.ca
II. Inquiry Project Information
Type of Inquiry: NOIIE Case Study
Grade Levels Addressed Through Inquiry: Primary (K-3), Intermediate (4-7)
Curricular Areas Addressed: Applied Design, skills & Technology, Career Education
Focus Addressed: Core competencies (for example, critical thinking, communication, problem solving), Land, Nature or Place-based learning, Self-regulation
In one sentence, what was your focus for the year? Our focus for the year was to expand hands-on, ADST-based learning opportunities across the curriculum to increase student engagement, resilience, and problem-solving through authentic “learning by doing.”
III. Spirals of Inquiry Details
Scanning: Our scanning process drew on the Student Engagement Survey, student interviews, classroom observations, and self-reflections. The two key questions (“What are you learning?” and “Why is it important?”) guided our discussions with students. We also incorporated the OECD Principles of Learning and the First Peoples Principles of Learning by centering student voice, connecting learning to place, and emphasizing social and emotional dimensions of learning.
Survey and interview results indicated that students are most engaged when learning is active and hands-on. They listed Genius Hour, Makerspace, carpentry, cooking, sewing, and outdoor education as highlights. While 97% reported interest in at least one learning area, engagement was inconsistent for students experiencing stress or mental health challenges. Our Growing Innovation Grant further highlighted the value of consistent Makerspace use in building persistence, problem-solving, and collaboration across the school.
Focus: We focused on expanding the integration of ADST across the curriculum to increase student engagement, resilience, and problem-solving. By embedding hands-on, “learning by doing” opportunities such as Makerspace, STEAM challenges, and Genius Hour, we hoped to strengthen not only academic learning but also social-emotional well-being.
Hunch: We believed that decreased access to collaborative, hands-on learning during the pandemic negatively affected engagement and mental health. Our hunch was that intentional integration of ADST opportunities, particularly through a school Makerspace, would increase resilience, persistence, and joy in learning.
New Professional Learning: Explored best practices for creating and sustaining a school Makerspace.
Learned from the UBC Growing Innovation Grant cohort and from other schools implementing similar inquiries.
Invited community members with specific expertise (e.g., sewing) to enrich student experiences.
Shared ADST strategies in monthly staff meetings, fostering collaboration.
Continued to gather resources and tools, while aligning practices with the First Peoples Principles of Learning.
Through the grant, we also reflected on how making directly supports both academic and social-emotional growth, leading us to be more intentional in designing learning opportunities.
Taking Action: Expanded project-based and place-based learning, including outdoor and garden projects.
Implemented Genius Hour every second month.
Continued development of the Makerspace, including extracurricular use (Maker Club).
Embedded the Try–Learn–Fail cycle and growth mindset strategies into classroom culture.
Offered STEAM challenges, carpentry, textiles, cooking, and coding.
Partnered with community members to share traditional and modern skills.
Used staff collaboration time to share resources and plan ADST integration.
Checking: Evidence included student engagement surveys, interviews, and reflections, as well as anecdotal classroom observations.
Student Engagement Survey: 88% reported being interested in at least one learning area, 88% felt supported by peers, and 88% felt comfortable asking adults for help.
Observations: Students persisted through challenges, returned eagerly to multi-week projects, and used growth mindset language.
Student reflections/interviews: Students described learning new tools, problem-solving frustrations, mentoring others, and feeling proud of their creations.
Staff feedback: Teachers noted deeper integration of hands-on learning across subjects and greater collaboration among colleagues.
While we saw strong gains in student engagement and resilience, some mental health challenges remain, reminding us that engagement is one piece of a larger well-being picture.
Reflections/Advice: We learned that student engagement thrives when learning is active, collaborative, and tied to real-world contexts. Makerspace work, supported by the Growing Innovation Grant, accelerated our progress in embedding ADST across the curriculum and cultivating a MakerMindset in our students.
Next steps include:
Expanding the Makerspace as a central hub for creativity, SEL, and innovation.
Deepening community partnerships to connect students with local expertise.
Strengthening our use of First Peoples Principles of Learning through place-based projects and cultural knowledge.
Building on Genius Hour and Maker Club to ensure sustained opportunities for student-directed learning.
Advice to other schools: Start small but be consistent. Makerspace and ADST work is not just about tools and technology, it is about fostering resilience, collaboration, and joy in learning. By embedding growth mindset language and providing opportunities for authentic making, schools can transform engagement and culture.