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.
My focus was to include more indigenous teachings in my practice to help build a sense of connection to our greater community.
Focus: To support student self-regulation, identity, and language learning by creating a safe, culturally grounded classroom where learning is guided through Nadut’en language, oral assessment, and land-based experiences.
Focus: Developing self-regulation and independence in a classroom that values and responds to learner diversity.
Focus: Using hands-on Indigenous learning opportunities to increase student engagement in numeracy.
Focus: Growing our community’s connection with the land, learning about local Indigenous plants, planting local Indigenous plants to attract pollinators (re-wilding) and making our courtyard spaces more useful.
Focus: Self-regulation through outdoor learning.
Focus: To improve the bridge between conceptual understanding and long-term retention.
Focus: Integrating literacy instruction that weaves together STEAM themes, Indigenous knowledge, and DE&I literature to help reduce the number of learners in the “Emerging” category in reading and writing.
Focus: Deepening our learning to support ourselves and our learners with self-regulation strategies, so that they can take greater ownership of their learning while building trust and confidence in themselves.
Focus: Deepening our understanding of mathematical reasoning and how to best support students in developing strong number sense, resilience and strategies for persevering through problem solving.
Focus: To expand hands-on, ADST-based learning opportunities across the curriculum to increase student engagement, resilience, and problem-solving through authentic “learning by doing.”
Focus: To deepen learners’ connection to place through imaginative outdoor play, nature journaling, and meaningful experiences in our school garden classroom.
Focus: Deepening relationship with land through interconnected learning experiences.
Focus: Developing deeper and broader numeracy skills from grades 1 – 3 with a focus on improving numeracy outcomes for Indigenous learners.
Focus: Collecting reading data and supporting all students in their reading progress.
Focus: Creating opportunities for students to engage with land-based, local WSÁNEĆ (hi)stories through hands-on student storytelling and experiences that enhances their connection to place and understanding of their own voice in their personal narrative.
Focus: What the impact of increased student engagement could have on attendance and completion rates.
Focus: To find out if using the strategy of Reader’s Theatre (Indigenous oral story telling focus) would help improve reading fluency, speaking and listening skills and Indigenous cultural knowledge for our students.
Focus: To transform our library into a student-centered Learning Commons that fosters literacy, student ownership, belonging, and the inclusion of local Indigenous perspectives.
Focus: To create an environment to improve student belonging and engagement, focused on mentorship, community building and resilience.
Focus: How do our classroom practices intentionally build a sense of well-being for every student?
Focus: Can student engagement be increased by increasing the students’ sense of belonging and community.
Focus: To deepen students’ sense of belonging, stewardship, and connection to the land through Indigenous story work, and place-based learning.
Focus: Will conducting an interview project lead to a more meaningful writing project?
Focus: Strengthening Self-Regulated Learning through a school-wide Spiral of Inquiry approach, grounded in Indigenous Ways of Being, in order to increase student agency, independence, engagement, and depth of thinking.
Focus: What are the key factors contributing to low literacy rates among middle school students in our district, and what targeted supports, resources, and instructional strategies can help improve literacy outcomes for our Indigenous and non-Indigenous middle school student population?
Focus: What are students’ perspectives on how hands-on project work will prepare them for the future.
Focus: To increase student engagement, sense of belonging, and environmental stewardship through hands-on garden-based learning that integrates Indigenous perspectives, literacy, numeracy, science, and ADST.
Focus: Our inquiry focused on creating a learning environment that supported students’ emotional regulation, allowing them to feel safe and the opportunity to work through their emotions in a safe and controlled environment.