Class reviews 2024: Intentional inquiry focus in 16 divisions

We follow the Spiral of Inquiry to determine the focus of learning for each class this school year.

Our teaching teams met for each division to discuss their intentional inquiry focus for this school year.  The classroom teachers scanned their classes for strengths and areas for growths.  We then met with resource teachers, administration and the counsellor to determine the focus of learning and actions to be taken this year. The following threads of inquiry emerged.

Personal and Social Responsibility

How can we build greater student independence in the classroom?

How can I foster greater independence (self-direction, problem solving and perseverance) in my students?

How can we teach students to collaborate on group projects so that they maintain their focus, attention to detail and an appropriate noise level?

How can we grow resiliency in students by providing the right challenges so that they can complete tasks more independently and feel successful?

How can I foster sense of social responsibility in my students so, for example, they listen to each other respectfully and show respect to each other during transitions and during  learning discussions/student presentations?

How do I encourage students to speak French spontaneously and take more risks? How can I build community, so my students are more involved and part of Diefenbaker? How can I teach Digital literacy and responsibility effectively?

Universal Design for Learning

How do we meet the needs of the wide range of students in literacy and numeracy?

How can I plan to support all learners both academically and behaviorally with such a wide range of student needs in both areas?

How can I create a program that meets the needs of all my learners with such a wide range of academic and behavioural needs?

How do I interact with parents in a way that makes them feel comfortable but allows for kids to be kids/make a class community?

Social and emotional learning

How can we create a supportive and structured classroom environment that balances playful engagement with focused learning, while promoting respectful behavior during transitions and at lunchtime?

How to support children who haven’t made close connections? Initiating play outside, asking for help, in the classroom?

How do I support my students in initiating play in the classroom, outside and asking for help?

How can we support anxious students and encourage verbal output in their new language for French immersion success?

Literacy

How can we further develop students’ writing?

How can I encourage students to spontaneously and independently speak in French? How can I support students to build vocabulary for them to feel successful with their oral language skills?

Possible learning and actions:

• Teach Learn 38 Social responsibility and SEL story lessons
• Co-teaching with our teacher consultant and school counsellor
• Provide teachers with collaboration time for teachers to plan Universal Design for Learning (UDL), to create proficiency indicators and UDL units using examples on Learn 38
• Teach executive functioning strategies
• Teach Media Smarts, Digital Literacy units