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: Inclusive social emotional learning that involves community and encourages growth mindset, critical thinking, communication and self regulation.
Focus: Around building community through an indigenous lens, with a focus on the question “Will deeper circle discussions and practices better support the delivery of aboriginal ways of being.”
Focus: To increase student engagement, through the inquiry process.
Focus: On exploring identity, strengthening community connections, and increasing knowledge of local Coast Salish First Nations’ tradition and culture through story and a house post project with an Indigenous artist from the Squamish Nation.
Focus: On engagement in learning Mathematics using various methods such as Number Talks, Clothesline Math and 3 Act Math.
Focus: To explore how we might best incorporate Maker into our practice as teacher-librarians.
Focus: What happens when we give students choice, flexible grouping and targeted lessons to address writing skills and development?
Focus: To include all students and staff members in a whole school inquiry focused on ‘The Sacred Teaching of Respect’.
Focus: To build a deeper understanding of the diversity of Indigenous nations and communities in Canada, through an exploration of traditional and contemporary Indigenous music and musicians.
Focus: In what way will creating an intentional focus on Indigenous learning and our Indigenous students impact students’ sense of belonging and student success?
Focus: What does Reconciliation in Action look like to an Alternate Student?
Focus: For our first year we focused on the development and growth of cultural identity for our Indigenous students, in a new school that hasn’t yet had time to establish a strong sense of community and place.
Focus: On First Peoples Principles of Leaning, goal setting, story-telling and morning meetings.
Focus: Around Math Identity and self-assessment — we have worked to encourage development of student’s positive identities in Math, by exploring how students feel about themselves as Math Learners and by challenging ideas of what Math can be by introducing ideas of Indigenous perspectives to Mathematical thinking and through ongoing reflective assessment.
Focus: How can we make reconciliation more visible at Howe Sound Secondary School?
Focus: To align math programs with new curriculum and our beliefs on how children best learn.
Focus: To engage students in an outdoor classroom, while learning alphabet letters and sounds.
Focus: To continue to implement the Four Questions so that learners are able to use them to self-reflect on their learning and move forward with their learning journey, and to expand the Four Questions beyond the Indigenous student population and introduce the questions into a classroom setting.
Focus: Addressing full learning program for each student, including cultural learning.
Focus: How will the direct teaching of mental and physical health improve student success?
Focus: Creating a tri-lingual community collaborated Indigenous-like story-telling book (French, English, Secwepemc).
Focus: To continue our journey focusing on how increasing Indigenous cultural awareness and understandings at Ballenas contribute to holistic reconciliation and the TRC’s calls to action for education.
Focus: How can we deepen our understanding and appreciation of the hən̓q̓əmin̓əm̓ language with our learning spaces and our school communities?
Focus: To support students in finding connections with others and develop a deeper sense of self.
Focus: To begin a journey in becoming more knowledgeable about Aboriginal Education and protocols, while incorporating Aboriginal Education into all areas of the curriculum — with a focus on Social Studies.
Focus: On numeracy, specifically how we can promote flexible and deeper thinking in math.
Focus: It has been our inquiry work for the past two years to develop an outdoor learning space in which students and educators can explore a hands on approach to storytelling and sharing that engages all learners.
Focus: How does place-based learning support the development of personal awareness and responsibility?
Focus: Will undertaking professional learning about reconciliation and First Nations perspectives and culture deepen staff understanding and help staff feel more confident in facilitating learning though a local indigenous lens?
Focus: Will weaving Witsuwi’ten Traditional Ecological Knowledge school-wide throughout the year increase indigenous students’ achievement?