Focus: To apply numeracy skills, creative/critical thinking, and problem solving through the experience of carving a Secwepemc Cottonwood dugout canoe to see if we can increase student motivation, sense of belonging and engagement with numeracy.
Focus: To see if Indigenous hand drumming would improve student engagement with learning multiplication.
Focus: To what extent will using the “Thinking Classrooms” best practices increase thinking habits in students at École Nesika?
Focus: How will targeted instruction (‘I can statements’, setting learning goals, small group work, etc.) increase students’ literacy and numeracy achievement?
Focus: Will our efforts to build more meaningful staff-student relationships contribute to improved student attendance and ultimately performance?
Focus: Cultivating a school-wide culture of thinking, and increasing student initiative/ownership of learning.
Focus: How will having consistent, collaborative, and intentional expectations accelerate students development in literacy?
Focus: Student ownership of learning/growth mindset and assessment for learning practices.
Focus: On Growth Mindset because of the social/emotional benefits children will gain.
Focus: Identifying and supporting students with very low literacy and math skills.
Focus: Using ADST curriculum to address core competencies.
Focus: Developing students’ ownership of learning.
Focus: To increase our students’ sense of belonging and/or community.
Focus: To what extent can we improve student growth and ownership of their learning by creating a school-wide culture of thinking and learning?
Focus: To what extent will fully implementing the Zones of Regulation program in our school positively impact social-emotional learning?
Focus: On self-regulation and exploration of implementing programs (or versions thereof) into classes. We are interested to see if direct teaching of regulation translates into better student achievement.