Helping students become stronger communicators and team members by supporting their critical and creative thinking.
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Our focus is improving student engagement by using local knowledge and traditional activities.
Developing a deeper and broader understanding of number sense from K-3 with a focus on improving numeracy outcomes for Indigenous learners.
Implementing approaches to literacy that incorporate multi-sensory and kinesthetic learning and involves Indigenous staff members in the literacy lessons.
Cultivating opportunities for learners to connect with self, others and the land in an online learning environment.
Developing student and community voice and agency in ways that allow for Indigenous students and community members to be authentic change makers and change leaders in their school.
Implementing a literacy intervention approach across most classrooms in our primary school, which involved small groups, multi-sensory and multi-modal learning tasks, and a structured scope and sequence.
Developing self-regulation skills through a variety of learning experiences: inquiry projects, place-based learning, and developing cultural understandings.
Focus: We hoped to shift students’ regulated behaviours (displayed consistently while learning outside) into the indoor classroom environment through connected strategies used both inside and while students were in cross-graded, cross-curriculum learning groups outside.
We focused on developing engaging, hands-on and experiential learning opportunities that were designed to create connections to literacy and numeracy learning and relationships for the students to both school and community
Developing a deeper and broader understanding of number sense from K-6 with a focus on improving numeracy outcomes for Indigenous learners.
To learn how to use the Seasonal Rounds of the Dakelh people to plan instruction
Cultivating safe learning environments for Indigenous learners through exploring Indigenous pedagogies & engaging in community action.
We are learning about cultivating a strong sense of belonging for, and more communication with, the Indigenous community of learners in our online learning school.
Each member of the team chose a specific research-based strategy to try to increase Indigenous learner achievement in literacy, reading, or numeracy.
Students’ interactions with each other and with adult staff members reflected an overall misunderstanding of what it means to be kind, caring and respectful.
On student engagement with the core competencies and goal setting
Focus: To plan our teaching using the Seasonal Rounds calendar of the Dakelh people and make our teaching more interconnected.
Focus: Increasing literacy skills for intermediate-aged Indigenous learners who were two or more years below grade level.
Focus: We hoped that a playful approach for learning would help all our students, but particularly our Indigenous students adopt a more positive mindset and move students from an expressed indifference in learning to engaged learning.