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.
Implementing the direct teaching of social skills and the creation of lunchtime social activity groups will build a sense of belonging and diverse social connections in the larger school community.
Self Regulation – Communication (and meeting the needs of introverted learners).
We are navigating a complexity of attachment, engagement and learning at our school that has led a number of students to attend school regularly, but have limited class attendance and course completion. Attempting to reframe this not as a ‘problem’, but rather as an opportunity to rethink and re-imagine learning in our community has been our focus for this year.
Leveraging different tools to increase student agency in their learning program.
To build literacy skills through storytelling/story making, and develop oral and written language through local Indigenous stories.
To build relationships so students LOVE being at school and this will improve their attendance.
Through the lens of First Peoples Principles of Learning and listening to student voice, would culturally responsive teaching practices improve the attendance of our Indigenous On-Reserve students?
How will using the Singapore Math framework, along with regular opportunities to engage in collaborative and creative mathematical thinking, alter learner’s mathematical mindset?
Extending the ways in which students draw from land, stories, and being outdoors, to explain their learning in French.
Cultivating opportunities for learners to connect with self, others and the land in an online learning environment.
How are we facilitating student confidence, sense of belonging, leadership, voice, and positive personal identity?
To use staff meeting time to walk teachers through inquiry to model Self Regulated Learning and inquiry so that they could feel supported and prepared in using these same strategies with their students.
How will effectively implementing culturally responsive pedagogy impact the mental wellness of Indigenous students, ensuring alignment with their cultural identities, traditional knowledge, and community values?
Developing student and community voice and agency in ways that allow for Indigenous students and community members to be authentic change makers and change leaders in their school.
By continuing with our previous inquiry from last year, we wondered, if our students would truly develop and grow an appreciation for, and a better understanding of, others, nature, and themselves.
Loose parts for storytelling and connections to the land.
Improving literacy practice in the primary grades by making it more intentional and more inclusive.
Implementing a literacy intervention approach across most classrooms in our primary school, which involved small groups, multi-sensory and multi-modal learning tasks, and a structured scope and sequence.
To create a Nature & Culture Club that fosters a connection to nature and promotes cultural awareness by engaging students in nature walks, drumming, and singing Nuu-chah-nulth songs to build appreciation for Indigenous culture and environmental stewardship.
Easing transitions for students: into, through and out of high school.
To identify those students across grades who identify as “not good at” or who “dislike” math.
Developing self-regulation skills through a variety of learning experiences: inquiry projects, place-based learning, and developing cultural understandings.
To use Indigenous literature written by Indigenous authors with my Gr. 8 English class as they create and research an inquiry question.
How can we support our students in transferring their knowledge, learning and skills to make connections, creatively solve problems and use critical thinking in the classroom, particularly in numeracy?
Developing ADST skills and financial literacy while making intergenerational connections and giving back to the community by running a Winter Market.
Restructuring the delivery of the CLE and CLC courses to prioritize a successful bridging to post-graduation life.
To use outdoor experiences to impact a regulated classroom community.