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: Adding visual representations of Indigenous culture at our school, so that our school environment can better support Indigenous Ways of Knowing.
Focus: Developing a deeper and broader understanding of number sense, from K-6, with a focus on improving numeracy outcomes for Indigenous learners.
Focus: To use the MathUp up curriculum and manipulatives to engage below grade level learners in our Math 8 classes
Focus: Having Elders in the school to encourage Indigenous learning, Indigenous learners, a sense of place and belonging, and attendance.
Focus: To learn about Indigenous plants and help with work around our school garden.
Focus: How will gamifying literacy practices enhance student abilities to engage with, and grow phonemic awareness and phonics skills?
Focus: What can we do as a school community that increases our sense of pride, enjoyment, kindness, empathy and belonging, and will this increase academic engagement?
Focus: Building a thinking classroom in math by keeping students engaged and thinking, prioritizing core competencies of collaboration and perseverance, and communicating the purpose behind math learning that values thinking rather than mimicking and memorization.
Focus: This inquiry investigates the merits of using cross-grade storytelling projects to help students make gains in many areas of the curriculum.
Focus: To enhance student engagement through the Applied Design, Skills, and Technologies Curriculum.
Focus: Utilizing Indigenous literature written by Indigenous authors with my Gr. 8 English students, as they work with different graphic novels.
Focus: To have our incoming from elementary school grade 6’s gain a greater sense of community.
Focus: Exploring connections to place through Indigenous Storywork.
Focus: How can engaging in creating traditional Lil’Wat and Sḵwx̱wú7mesh artifacts, as a whole school, begin us on our journey of decolonization?
Focus: To use Story Workshop strategies and the haahuupaa philosophy (teaching with kindness/Indigenous way of knowing) to inspire joy and confidence in writing.
Focus: To strengthen our connections through experience of place: the forest, river and sea.
Focus: Creating a feeling of belonging and purpose at school.
Focus: Centered on the second principle of the First Peoples Principles of Learning, where learning is holistic, reflexive, experiential and relational.
Focus: Facilitating successful transitions for students from Grade 8 into Grade 9.
Focus: For the students to make connections and build relationships with the adults in their school, in order to foster academic success.
Focus: Mitigating the negative effect of trauma on a student’s success rate, while supporting them to process the event(s) and learn better ways to cope.
Focus: Learn about new tools and concepts in literacy instruction; determine how these tools and concepts are working for our primary learners.
Focus: To use vertical surfaces as a tool to increase student participation, motivation and efficiency during math class.
Focus: Connecting Aboriginal understandings and oral storytelling practices through experiential, applied design, skills & technology practices, based upon the use of our nature classroom, the land, nature or placed-based learning.
Focus: Rethinking staff learning and engagement using the Lil’wat Principles of Learning, as articulated by Dr. Lorna Williams.
Focus: How early intervention of phonological skills can impact students’ story-telling skills and risk-taking in group work, using familiar nursery rhymes and stories as a foundation.
Focus: Increasing awareness of positive aspects of Indigenous culture to our whole school.
Focus: Fertilizing Roots: Reconnecting with Indigenous Heritage.
Focus: Through the English First Peoples 10 course, foster the curiosity that builds students’ desire to learn more about Indigenous cultural perspectives and experience of identity in Canada, as well as build understanding that this knowledge is vital to their future as citizens.
Focus: Supporting Elementary Educators to continue instructing from an Indigenous pedagogical frame in thoughtful, respectful and responsible ways.