Focus: To use vertical surfaces as a tool to increase student participation, motivation and efficiency during math class.
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Focus: How early intervention of phonological skills can impact students’ story-telling skills and risk-taking in group work, using familiar nursery rhymes and stories as a foundation.
Focus: Investigating the gaps that could be filled in order for teachers to increase time spent on land-based, experiential learning activities for their students.
Focus: How might a district-wide school-based approach to meaningful evidence gathering and responsive instruction through an inquiry lens move learning forward for students?
Focus: To explore whether interacting with audiobooks (in French) improve student attitudes towards and engagement in reading, and to create inclusive reading classrooms by providing alternative modes of reading.
Focus: The impact of purposeful, choice-based play on student self-regulation.
Focus: How can we further develop students’ sense of social awareness and responsibility (core competency) through the science curriculum?
Focus: How can children use oral language during story workshop to incorporate Aboriginal Ways of Knowing?
Focus: Investigating what impact access to audiobooks and/or eBooks could have on the engagement and interest in reading for “reluctant readers”.
Focus: How can the structure of Story Workshop help our students view themselves as active creators of their own stories?
Focus: In what way(s) will building a district network deepen/expand/grow/impact the use of the POL as a lens through which we plan our lessons/teach, and how will this network allow teachers to feel more comfortable with including Indigenous ways of knowing in the classroom?
Focus: How does providing children with Indigenous materials during story workshop help the students to make connections to the First Peoples Principles of Learning that are taught throughout the year?
Focus: How might play-based outdoor learning affect students’ engagement and growth in kindergarten?
Focus: As we look through the lens of the First Peoples Principles of Learning, how might we adjust our techniques and activities to improve the word level reading skills of all learners.
Focus: What types of technology (hardware and software) for education best supports our learners? Knowing this, how do we make informed choices about usage and allocation of our technology for education?
Focus: On developing increased teacher attention to supporting student voice in writing.
Focus: How can we bridge the explicit teaching SEL/Self-Reg strategies and regular ‘academic’ learning? Is assessment for learning/feedback techniques the bridge?
Focus: Social and Emotional Learning (SEL) and developing academic perseverance and risk-taking.
Focus: To build confidence as writers who see purpose for their writing, who are willing to take risks, and whose written output reflects the strength of their ideas and voice in their oral language.