Focus: To use robotics and other inclusive technologies to facilitate a richer inclusion for all children.
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Focus: How can we increase our students’ numeracy skills and basic mathematical understandings, while providing opportunities for interventions and extensions and cross-grade interaction?
Focus: Will the completion of a guided inquiry project early in the school year enable students to apply the Spiral of Inquiry and some of the First Peoples’ Principles of Learning to complete a personal inquiry at the end of the year? The personal inquiry question will be — How does your spark connect to the world around you and make it a better place?’”
Focus: On building student’s ability to independently read and interpret non-fiction texts in order to support their learning in inquiry style Science and Social Studies units.
Focus: To determine if building longboards/skateboards would contribute at-risk student attendance and engagement in the core competencies.
Focus: Teach learners to monitor emotions and use physical activities to calm themselves in order to enhance their ability to re-engage in learning activities.
Focus: Identifying and supporting students with very low literacy and math skills.
Focus: Co-developing a framework to nurture the identity, confidence, and sense of belonging of Indigenous students, as well as to establish and strengthen relationships between all members of the SSS community.
Focus: To improve a better understanding of Environmental Place Based Learning we worked on appreciating our local environment, in turn developing their Social and Emotional skills.
Focus: Using ADST curriculum to address core competencies.
Focus: How can an immersive day of teachings from our local First Peoples, the Musqueam people, on Musqueam land enrich the understandings of students with diverse Aboriginal ancestries, in terms of building a sense of identity, and connection to history, culture and land?
Focus: We wanted all students to develop a greater understanding of local First Nations’ experiences and explore the extent of First Nations culture in their lives.
Focus: We wanted to explore the effects of alternate seating in regards to the on-task behaviour of individual learners.
Focus: Our inquiry focused on the use of learning breaks (i.e. games, movement, and mindfulness strategies) to enhance student focus and engagement in our learning environments.
Focus: What happens when you use P.E. games to teach basic physical literacy skills such as jumping, throwing, hand-eye-coordination, and moving efficiently?
Focus: How creating lessons and activities for Math 8, Science 8 and Socials Studies 8 students that are differentiated and inclusive, help ensure success for all students at their individual ability levels?
Focus: To combine two early literacy screeners to administer with our K-2 students in order to have a tool to identify specific early emergent foundation skills (phonemic and phonological awareness – as identified in the revised curriculum) in order to use the data to identify students that need early instruction, in order for all students to become successful readers by the end of grade 3.
Focus: To develop core competencies through e-portfolio reflections.
Focus: We both used Fresh Grade and hoped for more parental involvement and more awareness of work quality by the students when reporting to parents.
Focus: On growth mindset improve our students abilities in math?