Focus: To deepen learners’ connection to place through imaginative outdoor play, nature journaling, and meaningful experiences in our school garden classroom.
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Focus: To expand hands-on, ADST-based learning opportunities across the curriculum to increase student engagement, resilience, and problem-solving through authentic “learning by doing.”
Focus: Developing deeper and broader numeracy skills from grades 1 – 3 with a focus on improving numeracy outcomes for Indigenous learners.
Focus: Collecting reading data and supporting all students in their reading progress.
Focus: Creating opportunities for students to engage with land-based, local WSÁNEĆ (hi)stories through hands-on student storytelling and experiences that enhances their connection to place and understanding of their own voice in their personal narrative.
Focus: What the impact of increased student engagement could have on attendance and completion rates.
Focus: To transform our library into a student-centered Learning Commons that fosters literacy, student ownership, belonging, and the inclusion of local Indigenous perspectives.
Focus: To find out if using the strategy of Reader’s Theatre (Indigenous oral story telling focus) would help improve reading fluency, speaking and listening skills and Indigenous cultural knowledge for our students.
Focus: To create an environment to improve student belonging and engagement, focused on mentorship, community building and resilience.
Focus: How do our classroom practices intentionally build a sense of well-being for every student?
Focus: Can student engagement be increased by increasing the students’ sense of belonging and community.
Focus: To deepen students’ sense of belonging, stewardship, and connection to the land through Indigenous story work, and place-based learning.
Focus: Strengthening Self-Regulated Learning through a school-wide Spiral of Inquiry approach, grounded in Indigenous Ways of Being, in order to increase student agency, independence, engagement, and depth of thinking.
Focus: Will conducting an interview project lead to a more meaningful writing project?
Focus: What are students’ perspectives on how hands-on project work will prepare them for the future.
Focus: What are the key factors contributing to low literacy rates among middle school students in our district, and what targeted supports, resources, and instructional strategies can help improve literacy outcomes for our Indigenous and non-Indigenous middle school student population?
Focus: To increase student engagement, sense of belonging, and environmental stewardship through hands-on garden-based learning that integrates Indigenous perspectives, literacy, numeracy, science, and ADST.
Focus: Our inquiry focused on creating a learning environment that supported students’ emotional regulation, allowing them to feel safe and the opportunity to work through their emotions in a safe and controlled environment.
Focus: Developing your “how” learning story: Drawing from Ktunaxa “how” stories (and being outdoors), to guide students in explaining their learning.