I. General Information
School Name: Bamfield Community School
School District: SD#70 Pacific Rim
Inquiry Team Members:
Robin Schmitt (rschmitt@sd70.bc.ca)
Laura Schmitt
Denee Nickel
Julie Bradley
Inquiry Team Contact Email: rschmitt@sd70.bc.ca
II. Inquiry Project Information
Type of Inquiry: NOIIE Case Study
Grade Levels Addressed Through Inquiry: Primary (K-3), Intermediate (4-7), Secondary (8-12)
Curricular Areas Addressed: Other: SEL and Optimal Learning Environments
Focus Addressed: Differentiated instruction, Flexible learning, Self-regulation, Social and emotional learning
In one sentence, what was your focus for the year? Our goal was to assist students in discovering flexible learning spaces within the school and to create optimal environments conducive to their learning.
III. Spirals of Inquiry Details
Scanning: Our school is a close-knit community, but many of our students have encountered significant trauma and various personal challenges, which have noticeably impacted their academic and social behaviours. We have observed that a significant number of students struggle with consistent attendance, often missing valuable classroom time. When they do attend, these students frequently find it difficult to focus on their tasks, complete assignments on time, and engage in independent work. Additionally, maintaining motivation and demonstrating self-starting behaviours are ongoing struggles for them. However, there is a bright spot in our efforts. When we conducted a survey among the students, we were pleased to discover that approximately 70% of respondents felt they had at least two adults at school who believed in them. This finding underscores the importance of supportive relationships in fostering a positive and encouraging environment for our students, despite the challenges they face. Moreover, many students expressed a desire for alternate learning spaces ranging from quiet areas for solitary work, to collaborative spaces with softer lighting than our standard school lights, highlighting their need for a more adaptable and comfortable learning environment. These responses align directly with the First Peoples Principles of Learning, specifically that learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors and that learning is holistic, reflexive, reflective, experiential, and relational, focusing on connectedness, reciprocal relationships, and a sense of place. This alignment emphasizes the importance of creating an educational environment that is inclusive and responsive to the diverse needs of our students.
Focus: After learning that students desired quieter work areas and softer lighting, we wanted to take the initiative to repurpose some under-utilized spaces in our school. These areas, previously serving as “junk drawers” cluttered with a variety of unused items, were identified as having significant potential. By clearing out and redesigning these spaces, we aimed to create serene and comfortable alternative learning environments. These revamped areas would cater to the students’ needs, providing them with conducive settings for focused study and creative projects. We believed this transformation could greatly enhance the overall learning experience and well-being of our students.
Hunch: We were keenly aware of the close-knit nature of our students, who often spent considerable time together both during and after school hours. Recognizing the intensity of these interactions, we understood the occasional need for them to have moments apart. Furthermore, our classrooms are illuminated by bright fluorescent tubes, which can create a harsh lighting environment. Additionally, due to the open layout of our school, noise tends to travel easily between classrooms, potentially causing distractions for students and teachers alike.
New Professional Learning: We really dug into exploring the Spiral of Inquiry, using it as a roadmap for our learning process. In addition to that, we dove into several research articles that shed light on how to create optimal learning environments. We didn’t just stop there; we actively tested different approaches with our students, learning from what worked and what didn’t along the way. This hands-on experimentation was crucial in shaping our teaching strategies and adapting them to meet our students’ needs effectively.
Taking Action: We kicked off by delving into research articles to gather insights into what makes effective learning environments. After that, we sat down together and had a lively discussion about which specific items—from comfy seating to lighting options—could really make a difference in our learning spaces. Next, we made a point to talk directly with the students to get their take on things. We wanted to hear firsthand what they thought would help them learn better and feel more comfortable in class. With all this valuable input in mind, we took a thoughtful approach to gradually adding these elements to the rooms. It was a process of trial and adjustment, ensuring each addition contributed positively to the overall atmosphere and functionality of our learning spaces.
Checking: We are thrilled with the results we’ve observed! Since implementing the new spaces and additional flexible seating options and better lighting in our two new learning spaces, students have been actively engaging with these environments, using them frequently and effectively. This approach not only fosters a dynamic learning atmosphere, but also empowers students to take ownership of their learning experiences by choosing what works best for them. Furthermore, we have extended these enhancements to our main classrooms by integrating customizable lighting options and flexible learning zones and resources. This initiative aims to further personalize the learning environment, catering to different teaching styles and individual preferences. The positive feedback from both students and teachers underscores the success of these improvements in creating more conducive and empowering learning environments across our school.
Reflections/Advice: We gained valuable insights into the profound impact of the physical learning environment on learner energy levels and overall well-being. These findings have sparked numerous stimulating discussions and deep realizations about the critical importance of creating supportive environments for students who have endured trauma and faced significant challenges in their educational journey. Amidst our busy schedules filled with extensive to-do lists, the joy of truly getting to know our learners and discovering those perfectly tailored adjustments that bring them joy and pave the way to success is more crucial than ever. As we look ahead, we are enthusiastic about continuing our growth and learning journey, expanding our knowledge base, and bolstering our resources to better serve these students in the coming year.