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: To define, measure and document what was going on for our students in the general area of “behaviour.”
Focus: Incorporating more opportunities for students to experience Indigenous knowledge.
Focus: How students might be growing in their connection to land.
Focus: On connectedness, reciprocal relationships and sense of place.
Focus: We focused on enhancing communication skills and confidence, in communicating students’ thinking in math.
Focus: Creating a garden where students and staff can learn about Indigenous plants, Aboriginal sustainable practices, and local Hul’qui’mi’num language and understanding.
Focus: Creation of podcast episodes centred around critical thinking and communication, to build social awareness and responsibility.
Focus: To bring authentic learning experience to students, and to share our learning with our colleagues and wider school community.
Focus: Cultivating a school-wide culture of thinking, and increasing student initiative/ownership of learning.
Focus: How will having consistent, collaborative, and intentional expectations accelerate students development in literacy?
Focus: Building number sense, using clear learning targets and daily number routines.
Focus: Staff professional development relating to Indigenous Learning.
Focus: To increase students’ math fluency and opportunity for meaningful practice and real-world applications, as well as to improve students’ ability to communicate math strategies according to their flexibility and efficiency.
Focus: How transforming math lessons or units to an experience, or experiences, could lead students to conceptual understanding.
Focus: How do children develop a sense of place in a joyful, playful, and meaningful way?
Focus: Physical movement during math activity time will help reduce math anxiety and increase mathematical mindset, growth mindset, and numeracy skill retention.
Focus: To create a reading program based on UDL, with positive impact on the level of joy in reading as well as student progress.
Focus: Honouring the Land and nature through place-based and experiential learning.
Focus: Student ownership of learning/growth mindset and assessment for learning practices.
Focus: To continue to develop our grade 9 ELL transitions, from our middle school to high school campuses.
Focus: How can we bridge the explicit teaching SEL/Self-Reg strategies and regular ‘academic’ learning? Is assessment for learning/feedback techniques the bridge?
Focus: Social and Emotional Learning (SEL) and developing academic perseverance and risk-taking.
Focus: Enhancing assessment for learning practices, in order to increase student ownership of learning.
Focus: How does our history (past experiences, culture, family) impact our sense of identity, and specifically that of Indigenous peoples?
© 2021 Networks of Inquiry and Indigenous Education.