Case studies are rich sources of data, capturing both the process of inquiry with regard to a school’s particular focus for improvement, as well as the learning and observations obtained throughout the journey.
Focus: To check in with our students regarding the impact of our first annual Transitions Learning Luulgit (Feast) and to use the information to prepare for this year’s Luulgit.
Focus: To increase the school population’s awareness of Indigenous knowledge and ways of being through school-wide mini lessons, and an increase in Indigenous physical, cultural and curricular representation.
Focus: For learners to use the Four Questions to self-reflect on their learning and move forward with their learning journey.
Focus: The Circle of Courage — to help students become more resilient.
Focus: Learning courage through establishing relationships, and bringing into the classroom, members from L’arche Comox Valley.
Focus: The creation of a multi grade First Nations Academy for First Nations students only, allowing a safe environment for students to explore and understand their own history.
Focus: Does technology (particularly IXL Math and Early Literacy) enhance the teacher’s ability to offer differentiated instruction?
Focus: To offer cultural learning opportunities (field trips and virtual classes) that connect students to First Peoples Principles of Learning and promote the development of positive personal and cultural identity as a core competency.
Focus: To create a plan for an outdoor learning space and garden — with a community library (book-share), to integrate Aboriginal teachings into daily activities to develop awareness, respect, and understanding for the people and culture, to host a school-wide Aboriginal Day in June to celebrate Aboriginal culture, and to promote and develop a feeling of cultural pride and confidence in our Aboriginal students.
Focus: To continue engaging in meaningful transitions with our Gr 7-8 students.
Focus: What will the impact of conferencing with students around reading/writing be on student outcomes and the teachers’ skills/knowledge of observing & noticing behaviours?
Focus: The Kindergarten and Grade 4 class are looking to work together as buddies to focus on how they can build a greater sense of resiliency, empathy and school community through STEM activities.
Focus: Studying the evolution of reciprocity in our school community with the notion of hands back, hands forward.
Focus: Increasing student engagement and competence with numeracy.
Focus: To learn more about Social Emotional curriculum to help our Aboriginal students be in a place of “readiness to learn”; in addition, we decided to accompany this learning of our own with learning about SEL through an Aboriginal paradigm. Our hope in doing so was that through approaching our students with these understandings, they might have more of a sense of belonging within our school community. We also decided to do this in the hopes of sharing our new knowledge with our colleagues and peers with the additional hope that they too, might be able to approach our students with their new understandings.
Focus: On culturally relevant pedagogy and how to implement it in various facets of a high school education, but also wanted to start integrating indigenous understandings under Health and Wellness.
Focus: How does the creation of nature-focused learning spaces and/or bringing students to outdoor spaces affect the engagement and overall well-being of our school community?
Focus: How can we better support the teaching staff in our school with Aboriginal pedagogy and First Nations Principles of Learning within their classrooms?
Focus: On making meaningful and thoughtful connections between the FPPL and the Core Competencies.
Focus: How might an explicit focus on place (instruction, experiences and explorations) foster growth of a positive relationship between learners and their school community?
Focus: How to decrease student stress at Ecole Quarterway using the open hearts framework and Coast Salish wisdom towards nature therapy/Ecotherapy/ connections to the land?
Focus: How can experiential learning encourage greater understanding between Indigenous and non-Indigenous students?
Focus: Providing a space where students in grade 3-5 had the opportunity play with math/numeracy in an experiential manner and designed with an Indigenous lens.
Focus: Connecting Aboriginal understandings and core competencies through experiential, land-based learning.
Focus: To begin a journey in becoming more knowledgeable about Aboriginal Education, protocols, while incorporating outdoor education.
Focus: To use robotics and other inclusive technologies to facilitate a richer inclusion for all children.
Focus: How can we increase our students’ numeracy skills and basic mathematical understandings, while providing opportunities for interventions and extensions and cross-grade interaction?
Focus: Will the completion of a guided inquiry project early in the school year enable students to apply the Spiral of Inquiry and some of the First Peoples’ Principles of Learning to complete a personal inquiry at the end of the year? The personal inquiry question will be — How does your spark connect to the world around you and make it a better place?’”
Focus: On building student’s ability to independently read and interpret non-fiction texts in order to support their learning in inquiry style Science and Social Studies units.