Focus: Supporting teachers in the classroom with SEL strategies/Executive Functioning content and Decision-making processes that would allow them to better support and establish a more regulated classroom environment.
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Focus: Centered on the second principle of the First Peoples Principles of Learning, where learning is holistic, reflexive, experiential and relational.
Focus: With a focus on Social Emotional Learning, how can we help our students feel connected and supported during a global pandemic through the 4 R’s of the Longhouse?
Focus: How can we improve literacy and literacy engagement for Grade 8s and 9s?
Focus: Re-building a sense of connectedness and community in our school, post pandemic.
Focus: How do we meet the wide range of writing needs in our school?
Focus: What is the impact of using outdoor/place-based learning on deepening connections and improving mental health?
Focus: How can we utilize our beautiful outdoor spaces to help deepen our relationships to place and to each other, and as a result become more richly connected to and appreciative of all aspects of our community.
Focus: How will making our learning visible in math, with a focus on the critical concepts, improve both teaching practice and learner success?
Focus: Implementing Universal Design for Learning into the classroom to help create a more inclusive environment for all learners.
Focus: The lack of connection is affecting teacher work and student achievement.
Focus: One of our inquiries was focused on “Learning and Modelling Reconciliation in a Meaningful Way,” and the other was focused on “Student Anxiety”.
Focus: How to help students develop more independence as self-regulating learners.
Focus: On student connectedness or lack thereof, and their success in school and mental health and wellness – both the positive or negative correlations between feeling connected and supported at school, or not feeling connected and supported at school.
Focus: To define, measure and document what was going on for our students in the general area of “behaviour.”
Focus: Building number sense, using clear learning targets and daily number routines.