Focus: Helping students learn and share local Indigenous knowledge, language, and stories through student-led social media content creation.
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Focus: Does attendance improve if we create joyful and engaging opportunities for our school community to connect with Nuu-chah-nulth culture.
Focus: We wanted to explore ways to include and leverage student voice and goal setting when planning for and implementing reading intervention.
Focus: Does having intentional, shared, place-based experiences and intentional audiences have a positive impact on students’ engagement in, and quality of, writing.
Focus: Building connection to story, land and each other through outdoor story walks, story workshop, and tools to increase communication between all students.
My focus was to include more indigenous teachings in my practice to help build a sense of connection to our greater community.
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: 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.
Creating joyful and engaging opportunities for our school community to connect with Nuu-chah-nulth culture to create deeper understanding.
To create trauma-sensitive, engaging learning environments that fostered safety, connection, and increased student participation.
With engagement in mind, we are hoping to create more opportunities for authentic audiences within our Humanities 8 classrooms.
Eliminating Kinder Surprises with Early Connections!
To create a Nature & Culture Club that fosters a connection to nature and promotes cultural awareness by engaging students in nature walks, drumming, and singing Nuu-chah-nulth songs to build appreciation for Indigenous culture and environmental stewardship.
How can we support our students in transferring their knowledge, learning and skills to make connections, creatively solve problems and use critical thinking in the classroom, particularly in numeracy?
Harmony in Nature: Exploring Nuu-chah-nulth perspectives on nature through songwriting, integrating cultural appreciation, environmental stewardship, and community engagement.
How can collaborative learning opportunities enhance student engagement in the Grade 8 Humanities classroom?
Building engagement using numeracy-based games to consolidate competency and curricular expectations
To assist students in discovering flexible learning spaces within the school and to create optimal environments conducive to their learning
Focus: Using math bags and buddy classes to increase number sense and numeration skills.