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: Place is any environment, locality, or context with which people interact to learn, create memory, reflect on history, connect with culture, and establish identity. The connection between people and place is foundational to First Peoples perspectives of the world.
Focus: Helping my students see themselves as learners by strengthening their ability to regulate themselves.
Focus: If we work together to develop our collective efficacy regarding making learning visible, we will be able to build student capacity in the competencies of critical thinking and collaboration.
Focus: We hoped to shift students’ regulated behaviours (displayed consistently while learning outside) into the indoor classroom environment through connected strategies used both inside and while students were in cross-graded, cross-curriculum learning groups outside.
Focus: To find ways we can provide our students with support in the areas in which our students are “under-resourced” in (according to Ruby Payne’s Under Resourced Learners): Relationships/Role-Models and Mental (Math and Literacy).
Focus: To increase student engagement and improve oral and written storytelling through Story Workshop.
Focus: To have our incoming students from grade 5 and their families gain a greater sense of community.
Providing authentic experiences to build knowledge and understanding of local Indigenous culture and their Worldview
To support Indigenous student success (academic, social/emotional) by increasing the sense of belonging and connection
Listening to students, staff and community voices on how structural and relational issues at our school continue to foster divisions and reinforce disconnection and disengagement amongst marginalized learners.
On self regulation, specifically the core competency critical thinking.
To build literacy skills through storytelling and storymaking; developing oral and written language through local Indigenous stories, SENĆOŦEN language learning, and place-based storymaking.
Exploring connections to land and place through story workshop and Indigenous knowledge.
Connecting to place and land around the school, as well as practices of local Indigenous Peoples
How does ‘Belonging” from the Circle of Courage framework benefit academic, social/emotional and school culture development in a small, semi-rural high school?
How can we ensure we all have a sense of belonging
We focused on developing engaging, hands-on and experiential learning opportunities that were designed to create connections to literacy and numeracy learning and relationships for the students to both school and community
The focus of our inquiry was around sense of belonging and whether our Indigenous learners feel represented in their learning, and in their school community
Developing a deeper and broader understanding of number sense from K-6 with a focus on improving numeracy outcomes for Indigenous learners.
Building and promoting spaces that inspire hope/belonging
Harmony in Nature: Exploring Nuu-chah-nulth perspectives on nature through songwriting, integrating cultural appreciation, environmental stewardship, and community engagement.
Connecting students to place through Indigenous pedagogy, inquiry and place-based learning.
To develop and implement math routines which help students to acquire the skills for mathematics and to develop a mindset of growth, inquiry, and collaboration.
Our focus this year was to continue re-storying our school narrative and building a positive school culture through the creation of a code of conduct. The purpose of the code of conduct was to create a shared understanding of what it means to be a gryphon and to generate discussion, conversation, and learning about inclusive school culture. Students contributed to the creation of the code of conduct through classroom activities and lessons as well as full school experiences such as learning stations in the library and school wide events such as assemblies.
To learn how to use the Seasonal Rounds of the Dakelh people to plan instruction
Identifying ways to deepen my students contextual understanding of the local Indigenous Peoples ways of knowing and being while also strengthening their skills as writers.
On creating flexible groupings for targeted reading instruction in grades 5, 6, 7.
How can we build a more cohesive culture for school improvement, while decreasing the burn out of school-based leaders?
How can collaborative learning opportunities enhance student engagement in the Grade 8 Humanities classroom?
To support our Indigenous grade 9 students transitioning into high school, and then the grade 12’s transitioning out of high school after graduation.