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: Using an Aboriginal lens and Outdoor Education how can we have our students develop self-regulation tools, a greater understanding of First Nations Cultures, and a respect for nature, themselves, and others?
Focus: To investigate how creating land based art works with first nations influences foster collaboration and reflection in art classes and across the school community.
Focus: Mathematical Mindsets (Growth Mindset in Mathematics).
Focus: Increasing our school-wide emphasis on recognizing and celebrating Witsuwiten culture will increase Aboriginal students’ feelings of pride, acceptance and belonging which are necessary components of academic success.
Focus: How can we improve the life of every child?
Focus: Following specific protocol for daily Welcome Circles; Restitution Circles between students and inclusive family members when needed.
Focus: Infusing place-based learning, First Peoples Principles of Learning, and Aboriginal perspectives in personalized inquiry based learning.
Focus: What will be the impacts of a school wide heritage project on student development of positive personal and cultural identity?
Focus: To see if students are learning more about First Peoples of Canada through the incorporation of Aboriginal Liaisons and Halq’emeylem Teachers.
Focus: In what ways will deliberate and planned activities in the classroom, on the land, and in community shape students’ sense of identity and influence their metacognition of transferable skills and strengths?
Focus: How can connecting to place enhance our learning experiences?
Focus: To integrate the First Peoples’ Principles of Learning, primarily through the lens of Witsuwit’en culture, to develop community and a sense of belonging.
Focus: In what way will creating a safe learning environment in which students are able to learn deeply through self-determination and self-regulation impact learning?
Focus: Developing and maintaining relationships in our learning community is essential to our ability to support learners in a place-based environment to develop literacy, numeracy and social skills.
Focus: To use various applied design activities to build social skills and help students develop a positive attitude towards learning.
Focus: How can I support my students to become independent self-regulated learners, so they can be engaged in 21st century forms of learning?
Focus: Students will practice the design process that is connected to traditional Gwich’in ways, to increase motivation and become confident, independent learners.
Focus: How can we connect a myriad of support strategies and services to ensure that PCCS students experience success within our school?
Focus: To enhance the literacy results of Early French Immersion students, especially in the primary years, by building a school-based Learning Network of French Immersion program staff.
Focus: How to effectively use my role as a specialist teacher at JHES to engage others in Applied Design, Skills & Technology (ADST); this is two-fold: student learning and support of their needs and interests as 21st century learners and promoting ADST to the staff for their professional practice.
Focus: The implementation of Computational Thinking (CT) across the curriculum to develop and extend students’ problem-solving skills.
Focus: To what extent will fully implementing the Zones of Regulation program in our school positively impact social-emotional learning?
Focus: To what extent can we improve student growth and ownership of their learning by creating a school-wide culture of thinking and learning?
Focus: How can having teacher advocates at schools make a difference for students with Aboriginal ancestry?
Focus: Our staff and students collaborated on the creation of a blanket which documented our journey towards reconciliation.
Focus: Using focused literacy instruction to increase students’ ability to take different perspectives and increase their social-emotional intelligence.
Focus: Teaching students the skills of self regulated learning, focused on creating a flexible learning environment which would impact student engagement and success.
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