Theory of Action
This is the theory of action that show all the ways in which we engage in learning with educators and students across the district.
The OECD has done extensive research in education and has determined that creating innovative learning environments will help educators to put students at the center of their learning.
ILE Data Collection
We have collected quantitative and qualitative data to show evidence of improved learning when students are learning in innovative learning environments.
ILE Pro D Day
On the August 2019 Pro D day, educators across the district gathered to think collaboratively about how to innovate to improve learning for students. To reflect, they engaged with materials.
These are the pedagogies that we believe are essential for creating learning environments that put students at the center of their learning.
Beliefs About Learning
It is important to consider our beliefs about teaching and learning, as they guide the intentions we set and shape the actions we take throughout the learning process.
Culture of Inquiry
How do you move from 'doing inquiry projects' towards creating a culture of inquiry that influences how you engage in learning with students? There is no right way to inquire - this is a choose your own adventure guide.
Making Thinking Visible
These are routines & protocols that you can use to help your students reflect on & think more deepily about their thinking. This prepares students to share their thinking with others to build collective knoweldge.
In order to create a culture of thinking and curiosity we can ask really big, complex questions. We can also ask smaller questions that will help us to explore . When we make those questions visible it makes some of the thinking visible. See examples here.
What is Learning?
Reflections from the educators and students across the district as they use materials to consider the question "What is Learning?" These explorations are helping educators to innovate teaching and learning.
How can we create a culture of thinking in math? We have organized our thinking around Gerald Aungst's 5 'Principles of the Modern Mathematics Classroom.' Lots of links to help you get started.
When we document, we curate valuable information that will guide next steps in learning. Documentation allows us to share the holistic and complex story of learning; however, the ultimate purpose is to AMPLIFY
the learning of both teachers and students.
Cultures of Thinking in Math
How to Document
What are all of the ways that educators in our district are collectin documentation? When are they finding the time to document learning? What are they doing with the documentation they collect? How are they using it to amplify learning?
Assessing in Inquiry
We have posed a series of questions to think about: Where does assessment live within a culture of inquiry? How is documentation a powerful tool when engaging in inquiry based learning? How are learning maps helping students to self-assess and set goals?
Materials as Thinking Tools
Students and educators across the district are using materials to help them think about big, complex questions around identity, anti-racism, residential schools, etc. The materials are helping students to think deeply about these questions.
Materials: Setting the Table
What materials can you use as thinking partners or thinking tools? See this visual to get some ideas. Also discover how to create aesthetically pleasing 'table ateliers' that students will find calming and interesting.
Educators and students in our district are using a beaded timeline to learn the story of Indigenous people in BC and the Okanagan. They are also considering the question, 'What makes an event significant?' and 'What significant things have happened in my life?'
Learning With Google Earth
Look here to discover how you can use Google Earth and Google Maps as learning tools in your classroom. There are so many incredible ways that you can use these tools to bring the world into your classroom
Design Thinking & Spirals
We have made our thinking visible about how you can use design thinking to amplify the spirals of inquiry in school or classroom inquiries.
How can we create opportunities for students to grow their curricular and core competencies? What is the role of the teacher in this? What is the role of the student? How can we make sure that reflecting on the competencies isn't left to the end of the year?
Before we get upset with others, it is important to take a look at ourselves. How can we use the SCARF model to consider the reasons behind our actions? On this visual, find a pinch sorting tool that might help you to reflect.
Side by Side Skills
How can we form strong learning partnerships with others? What interpersonal skills can help us? Consider your listening skills and the language you use. How can developing these skills improve your working relationships?
Harrison's Waterline Model
The Waterline Model invites you to switch from a focus on the task
to a focus on the process. What is beneath the surface? Dive beneath the water, go below the waterline, to better understand what’s happening with your group dynamics so you will know better how to address it.
Design Thinking Model
Design thinking is a process that can be used to co-construct a prototype to take action to innovate change. Engaging in design thinking with others will help you to create a collaborative group of colleagues that will support you as you seek to improve learning for the students in your care.
Kotter's Change Model
The 8-Step Process for Leading Change was cultivated from over four decades of Dr. Kotter’s observations of countless leaders and organizations as they were trying to transform or execute change. He
identified and extracted the success factors and combined them into the
8-Step Process for Leading Change.