School Name: Bear Valley School

School District: SD#82 Coast Mountains

Inquiry Team Members:
Terri Scott: terri.scott@cmsd.bc.ca
Cari Hopkins: cari.hopkins@cmsd.bc.ca
Ian Wen: ian.wen@cmsd.bc.ca

Inquiry Team Contact Email: terri.scott@cmsd.bc.ca

II. Inquiry Project Information

Type of Inquiry: Numeracy & Literacy Project

Grade Levels Addressed Through Inquiry: Primary (K-3), Intermediate (4-7)

Curricular Areas Addressed: Applied Design, skills & Technology, Arts Education, Language Arts – Literacy, Language Arts – Oral Language, Language Arts – Reading, Language Arts – Writing, Mathematics / Numeracy, Physical & Health Education, Science, Social Studies

Focus Addressed: Indigenous understandings (for example, Traditional Knowledge, oral history, reconciliation), Community-based learning, Core competencies (for example, critical thinking, communication, problem solving), Differentiated instruction, Experiential learning, First Peoples Principles of Learning, Flexible learning, Growth mindset, Inclusion and inclusive instructional strategies, Inquiry-based learning, Land, Nature or Place-based learning, Self-regulation, Social and emotional learning, STEM / STEAM, Universal design for learning

In one sentence, what was your focus for the year? Our focus was communication skills, collaborative problem solving and cross-grade team building.

III. Spirals of Inquiry Details

Scanning: We surveyed the students in the fall to explore their attitudes and beliefs. We watched them working together in cross-grade groups and realized that they had trouble expressing their needs and ideas to children who were not their own age. Many misunderstandings occurred due to mixed messaging and an inability to empathize and understand the perspective of their audience. We also noticed, coincidentally, that we as professionals were sometimes guilty of that when older staff and new teachers were sharing ideas. We all needed to improve!

Focus: We were hoping to build leadership skills in our students from kindergarten to Grade 7, while also capitalizing on our unique natural surroundings. Additionally, we were hoping to build staff cohesiveness and allow for a more open sharing of ideas and experience between teaching staff.

Hunch: We were noticing difficulties at lunch and recess between students, especially with students in the middle grades (Grades 3 to 5). It seemed as though they did not feel connected to students in the lower and upper elementary. This lead to misunderstandings and hurt feelings. We wanted to find a way to connect students in all grades through a single, all-encompassing project.

New Professional Learning: We drew on each other’s professional and personal experience. We used survival guides and nature guides for our area. We researched outdoor education through websites (Canadian Institute of Forests CIF-IFC.org, Tree Valley Academy treevalleyadademy.com, OutsidePlay.org). We also read “In Our Own Words: Bringing Authentic First Peoples Content to the K-3 Classroom” from the FNESC.

Taking Action: We decided to create a survival scenario for students in Grades K to 7. Students were put in mixed-grade groupings and told to expect daily challenges. The first challenge was to discuss survival in a theoretical way with all members of the group. They had to decide what their needs would be and in what order they should address their priorities. Next they were given their assignment; to find a way to survive after a vehicle breakdown in a remote, wooded area. Students had to discuss all aspects of the incident; their feelings, worries, needs, plans. This was shared with the whole group with drawings and notes on chart paper. Students then explored their ideas further in their journals. The next challenge was to choose a “useful” item from a wide selection of objects provided to them. These items would be the ones in the “car” at the time of the incident. Each child had to justify and defend their choice to group members and then write about its possible uses in their journals. (For example, a recorder could be used as a digger, an emergency whistle, a straw, or a hammer). The next challenge was for each group to find their site. We incorporated learning from our Salmonids in the Classroom program. Each group was asked to use a compass and a scent to find their way home to their “crash site” where they would build their shelter. An orienteering course was provided to each group with a corresponding scent. If they followed the course correctly, they should find a container with the matching scent. After finding their site, we provided each group with a tarp, some bungee cords, and 50 feet of rope. Over the next two weeks, the groups’ challenge was to create a shelter that could protect and comfort up to 6 children. This is the point at which we began to see increasing frustrations due to their lack of communication skills and empathy. We began to mediate discussions with the entire group about issues and possible solutions. These were heart-filled discussions that opened students up to the possibility of others’ perspectives. After this, we began to see a change in students’ attitudes and behaviours. Students spoke more kindly to each other and were more understanding. Some, more reluctant students stepped up to accept more challenges while others, who were previously over assertive, stepped back to allow more people to take the reins. The fort building assignment ended with a collaborative film-making project. Students were tasked with creating a movie trailer which outlined and highlighted their survival challenges and goals. These movie trailers were showcased at a year-end celebration of learning with students, families, and staff.

Checking: Following this project, we reconnected with our group of learners. They all saw each other as people they could rely on. They cheered each other on and had real conversations. Groups helped other groups and shared ideas respectfully. We had no office referrals for behaviour during the duration of our project, or even after it concluded. We would like to try similar projects again next year to see if we can create long-term change for our learners. We also grew as professionals. We can share ideas more freely and are becoming a more cohesive team. We can take risks with each others’ support.

Picture description: The photos show the parts of our project; the planning phase, finding the site, and building a shelter. They were taken in Stewart by Terri Scott.

Reflections/Advice: Next time, we would like to start earlier in the year and have a plan that encompasses even more learning goals. We would like to continue to build the capacity of our educational team so that we can creatively support learners to respect themselves, others, and their environment. As for advice we could give to other schools, it is important to build comfort with the topic and the natural environment prior to attempting such a project. Utilizing many different resources (pictures books, novels, films, documentaries) about survival and adventure is helpful to build background knowledge and attitudes. It is also important for staff to work on smaller, mixed-grade projects before attempting such a large endeavour so students have a chance to get to know one another.

School Name: Bear Valley School

School District: SD#82 Coast Mountains

Inquiry Team Members: Cari Hopkins: cari.hopkins@cmsd.bc.ca, Terri Scott: terri.scott@cmsd.bc.ca

Inquiry Team Contact Name/Email:Terri Scott/terri.scott@cmsd.bc.ca

II. Inquiry Project Information

Type of Inquiry: NOIIE

Grade Levels Addressed Through Inquiry: Primary (K-3), Intermediate (4-7)

Curricular Areas Addressed:

• Language Arts – Oral Language
• Language Arts – Writing
• Other: Outdoor Education

Focus Addressed:

• Community-based learning
• Core competencies (for example, critical thinking, communication, problem solving)
• Differentiated instruction
• Experiential learning
• Inquiry-based learning
• Land, Nature or Place-based learning
• Social and emotional learning

In one sentence, what was your focus for the year? We wanted to know if linking cross-grade, outdoor pursuits with written language instruction would improve students’ achievement in written expression.

III. Spirals of Inquiry Details

Scanning: We began our scan with a survey of student attitudes towards writing. We also asked if they could name two people in the school who support them. We collected writing samples in the fall of the year as our baseline data.

Focus: We had noticed that our learners had made slow progress in written expression since the closure of schools due to COVID in 2020. The intermittent absences due to waves of illness since that shut-down appeared to slowing down any momentum the students were making in writing. We felt that a new approach was needed to help students retain learning and build stronger skills that could withstand interruptions in learning.

Hunch: We have a rich natural environment at our doorstep, yet we were not using it in a focused and intentional way to enrich the learning of our students. We wondered if we used our assets, our access to the wilderness and our mixed grade classes, in creative ways would we see improvements in student learning. We wondered if encouraging interactions in mixed grade groups would increase vocabulary growth. We also wondered if we would see an improvement in writing outcomes if we combined focused instruction, outdoor pursuits and mixed grade groupings.

New Professional Learning: We looked at the theories of Lev Vygotsky, especially learning through play and social interactions. According to Vygotsky’s theories, play is essential to language development. Children also develop more quickly when interacting with others, especially older peers. We also researched outdoor education programs around the world and their findings. Children tended to learn more when exposed to natural environments and also demonstrated improved mental health.

Taking Action: The K/1/2 class and the Grade 6/7 classes worked on similar language concepts each week (prepositions, nouns, verbs, adverbs, adjectives, time/temporal clauses, descriptive language). Lessons were conducted in each classroom separately, at an appropriate level for each set of students. Students in both classes went on outings together, at least once per week, to play and practice using language concepts. Writing activities each week centred on using the language concepts while recalling play-based outdoor activities. Outings included walks in the woods, sledding, net fishing, creating art from natural materials, snowshoeing, and creating forts from found objects or from snow.

Photo description (above photos): Students from Bear Valley School playing together
in the natural environment of Stewart (photo credit: Terri Scott)

Checking: We used the Provincial Performance Standards for Written Expression to evaluate samples of our students’ writing. We took samples in October and in May. In October only 30% of the students in the K/1/2 class were fully meeting overall expectations in written expression. In the Grade 6/7 class, 33% of the students were fully meeting expectations. In May, 77% of the K/1/2 class was meeting or exceeding expectations in written expression, while the Grade 6/7 class had 58% of the students meeting or exceeding expectations.

Reflections/Advice: We were impressed by how quickly we began to see results from this inquiry. The students seemed to benefit greatly from our increased focus on social interactions and conversations with cross-grade peers. Practicing language concepts outdoors appeared to increase students’ retention of the concepts. Students in kindergarten were able to recognize prepositions even five months after the initial lesson! Overall, students were motivated to work on their writing skills and were excited to write about their experiences in the outdoors. We are interested in expanding this approach to include other subjects and secondary students.

School District: SD#82 Coast Mountains

Inquiry Team Members:Sam MacKenzie: sam.mackenzie@cmsd.bc.ca
Daphne Heenan: daphne.heenan@cmsd.bc.ca
T. Corstanje: tanya.corstanje@cmsd.bc.ca

Inquiry Team Contact Email: tanya.corstanje@cmsd.bc.ca

Type of Inquiry: AESN (focus on Indigenous learners or Indigenous understandings)

Grade Levels: Primary (K-3)

Curricular Area(s): Language Arts – Literacy, Science, Social Studies

Focus Addressed: Aboriginal understandings (for example, Traditional Knowledge, oral history, reconciliation), Core competencies (for example, critical thinking, communication, problem solving), First Peoples Principles of Learning, Formative assessment, Growth mindset, Indigenous pedagogy, Land, Nature or Place-based learning

In one sentence, what was your focus for the year? 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.

Scanning: When asked about cultural aspects of their own or the First Nations culture that appears everywhere in our area of northwestern BC, they seemed quite disconnected. We needed students to be aware of culture, both their own and of the Tsimshian, in order for them to show respect for diversity as well as the similarities and differences with a First Nations culture.
“Seasonal Rounds” were used as a framework to discuss local First Nations’ culture. There were many similarities between aboriginal culture and what we have come to identify as Canadian culture. We determined that it was debatable whether students (at the grade 3 level) are aware of connections and similarities between cultures. We set out to increase student awareness and pride in both cultures.

Focus: While planning lessons based on the new BC curriculum for grade 3 Social Studies, we became aware that the “Big Ideas” were all related to culture. One of our goals in implementing Aboriginal Worldviews and Perspectives in the Classroom is to ensure that all students have opportunities to develop a better understanding and respect for a variety of cultures, both their own and others. This task was the starting point for developing our inquiry question.
Students in grade 3 were asked about their culture as well as First Nations’ culture. 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. We began our lessons regarding culture by asking students to express their level of understanding of their own culture.

Hunch: Our hunch was: With the ‘Seasonal Rounds’ tool as a monthly reminder, and input from the First Nations Support Worker, the lessons will provide a frequent lens to view local First Nations culture. This practice should lead to a greater appreciation of local culture. The expectation is that all students will draw parallels to their own culture. This should lead to more inclusivity for non-First Nations and a greater appreciation of cultural significance for First Nations students. Introducing the concept of multicultural understanding (at a young age) will eventually lead to a deeper knowledge, appreciation, empathy and mutual respect for their own, and other cultures.

New Professional Learning: We have essentially created a professional learning community with a heightened awareness of the effects of direct cultural teaching on our students’ learning. The use of the Seasonal Rounds kept all of the lessons focussed on the local culture and samples from around the area. This inquiry ensured that the teachers involved were constantly evaluating and improving their teaching practice to ensure that they are meeting the curriculum goals and integrating aboriginal perspectives and knowledge into the classroom. The teachers also learned the Seasonal Round information and appreciated the knowledge imparted by the First Nations worker regarding culture, values and customs.

Taking Action: 1. We started with a survey asking students to describe their understanding of their own culture as well as their classmates’ cultures by outlining their experiences with tools, toys, traditions and food. There were a large number of blank spaces on the survey indicating students had little knowledge of their culture.
2. Seasonal Rounds lessons were taught in the classes with a different focus each month. Seasonal Rounds refers to the pattern of movement First Nations people followed. People would move to different areas dependant on the availability of resources. Where resources were more abundant, people would remain for a longer period and would move when resources became more scarce. Tsimshian people continue to be in harmony with their environment and apply their cultural knowledge to the gathering of food and resources.
3. Students explored their own culture by asking family members for their historical backgrounds.
4. A mid-year survey was conducted to assess student growth – it was nominal.
5. More direct and experiential lessons took place: students made a diorama of a First Nations village; students heard oral stories from the First Nations worker and an emphasis was placed on her traditional activities and ways of being; students learned how to bake bannock from First Nations elders and went on a plant walk; they also learned to drum and play traditional games.
6. Students completed review work using Venn diagrams to compare their own culture to the Tsimshian culture. The final survey demonstrated a deeper understanding and respect of the Tsimshian culture.

Checking: Students demonstrated not only pride in their knowledge of Tsimshian culture but excitement in learning anything to do with the culture that is all around them. We came to appreciate that, unless students were first or second generation Canadians, they had extremely limited background information on their own heritage.
They showed deep reverence toward all First Nations Elders and awe in the skills and learning being departed to them. First Nations students were able to discuss their own culture in a manner that established them as class experts which, in turn, helped them to become more engaged in all lessons. These children became resources for their non-aboriginal peers.
What we did not expect was the lack of connection non-aboriginal students had to their own culture. Even after having students research their familial background, students tended to define their heritage as “Canadian”. According to these classes of Grade 3 students, being “Canadian” means that all cultures create a mosaic and cultural lines are indistinguishable.

Reflections/Advice: The new curriculum suggests that students have an understanding of Indigenous cultures around the world. We suggest that students be taught that there are other cultures from other countries, provinces and within our own province however, the focus we plan for next year will be on the Nation on whose territory we are in. Grade 3 is very young to expect they can appreciate a culture they cannot readily see.

School District: SD#82 Coast Mountains

Inquiry Team Members:Tina McKay: tina.McKay@cmsd.bc.ca, Veralynn Munson: veralynn.munson@cmsd.bc.ca, Patricia Mouland: patricia.mouland@cmsd.bc.ca

Inquiry Team Contact Email: patricia.mouland@cmsd.bc.ca

Type of Inquiry: NOII (focus on core competencies, OECD learning principles, etc.)

Grade Levels: Primary (K-3), Intermediate (4-7)

Curricular Area(s): Other: All curricular areas

Focus Addressed: Flexible learning, Self-regulation, Social and emotional learning

In one sentence, what was your focus for the year? We wanted to explore the effects of alternate seating in regards to the on-task behaviour of individual learners.

Scanning: Baseline data was collected for a two week period of time. Teachers recorded off-task behaviour that distracted others in the class from 9:00-10:30 daily. Target learners were also asked to reflect on their own ability to stay on-task during this same period of time and what strategies they already use to assist them with this. We considered that learning needs to be reflective (First People’s Principle of Learning). Having learners think about their learning and self-check their on/off-task behavior and the strategies that they use to refocus, has them reflect on their learning. We also recognized that the learning environment needs to be learner-centered, recognizing that each learner may require something different even when exploring seating options. We wanted to be sure that their learning environment was profoundly personalized and sensitive to their individual needs (OECD Principles).

Focus: It had been our experience that an increased number of learners were having difficulty staying focused on tasks. They were engaging in fidgeting behavior that was distracting to those around them. We were hoping that if we offer alternate seating that allowed options to move or stand without distracting others, it would reduce their off-task and disruptive behaviour. We wanted learners to be able to recognize when they were off-task or disruptive and choose a seating option that would support them with their on-task behavior.
We wanted them to experience more sense of control and more academic success.

Hunch: We had a hunch that some learners have trouble sitting within the constraints of a conventional chair. We believe that if we offered alternate seating (ex. bands on legs of chair/desk, wiggle stools, standing desks, desk cycles), we would see an increase in on-task behavior and a reduction in disruptive behavior. We expected that the practice of checking in would also increase individual awareness to their on-task behavior and an understanding of when and what they are able to use to help refocus them to task when off-task.

New Professional Learning: Together we discussed the current and past research including:
-First Peoples Principles of Learning – https://firstpeoplesprinciplesoflearning.wordpress.com/
-Ananiadou, K., & Claro, M. (2009). 21st century skills and competences for new millennium learners in OECD countries http://www.oecd-ilibrary.org/education/21st-century-skills-and-competences-for-new-millennium-learners-in-oecd-countries_218525261154
– Wiggle Worms – A Guide to Alternative Seating for the Classroom (theinspiredtreehouse.com)
Copyright © 2016 Lauren Drobnjak and Claire Heffron – The Inspired Treehouse, LLC
-Effects of a Classroom-Based Program on Physical Activity and On-Task Behavior
MATITHEW T. MAHAR’, SHEILA K. MURPHY, DAVID A. ROWE, JEANNIE GOLDEN,
TAMLYN SHIELDS, and THOMAS D. RAEDEKE – Activity Promotion Laboratory
-Spark: The Revolutionary New Science of Exercise and the Brain by John J Ratey

Spark: The Revolutionary New Science of Exercise and the Brain by John J Ratey was the resource that we referenced the most. The discussions with occupational therapists and physiotherapists and our teaching colleagues provided insights to the work that were doing.

Taking Action: 1) Learner Identification – Each teacher selected 2-3 learners in their class that distract others and/or had the most difficulty staying on-task. These learners included indigenous and nonindigenous learners. After the initial interview, the learners were apprised of the inquiry and given the option to participate.
2) Data collection – we collected baseline data for a two week period, without introducing any alternate seating. As we introduced each alternate seating, a two week data collection on the effects for on-task behavior ensued. Data was collected from 9:00-10:30 am each day.
3) Selecting the alternate seating – After meeting with our team, we chose therabands on chair and/or desk legs, wobble stools, standing desks and desk cycles.
4) Introducing the alternate seating – following recommendations from the resources that we read, teachers introduced one seating/standing option for a two week period of time. The target learners were required to use the option from 9:00-10:30 daily. From 10:30 until dismissal, the target learners were allowed to choose to continue using the alternate seating or a conventional chair. Data was collected and learners were interviewed at the end of each two week trial period.

Checking: Each of our teachers recorded a marked difference in the on-task behavior with the introduction of one or more of the seating alternatives. Our learners also voiced the change that they experienced. They easily choose their preferred seating and were able to express why it was their favourite. In each case, they mentioned the fact that it was easier to focus and not distract others because they could move in a small space.
We felt that there was enough change and advantages to having seating options in class, especially the wobble seats and the stand up desks.
Our learners gained experience in one-to-one interviews where they were checking in with their learning, their preferences and the changes that they experienced. With the increased opportunity for student voice and teacher feedback, they became more comfortable and insightful when answering the four questions.

Reflections/Advice: We learned:
-that our learners need choice and voice around their own comfort in the classroom, specifically with seating options
-that each learner had different preferences and it is important to have a variety of seating options
-that involving our learners in the inquiry process provides a depth that we would not have had without their voice

Plans for continuing:
-through conversations with other staff, we decided to go beyond the parameters of our pilot classes with this inquiry. Other classes began to fundraise for alternate seating in their classes. Our PAC supported the project and our district team also saw the value and offered support. We will continue to build on the options in every class in our school. Alternate seating has become part of some learner’s IEPs and student intervention plans.

Advice:
-start small – begin with one seating option. Provide explicit instructions and modeling the use of it before offering it to students. Allow time for your learners to all have a chance to use the new seating. Meet with your learners one-to-one and as a group to check in with them on their experience and their learning. Track on-task behavior at each stage.