Our Learning & Actions for 2017-18

What will ‘patience and time’ look like in the classroom?

The school community (students, teachers and parents) will need to interpret the meaning of our new focus, both in the school-wide and individual context and to find practical applications and behaviours to support it.

A focus committee is forming to gather information from staff, to lead discussions, to organize our thoughts and to invite experts or suggest ProD events as needed.

As this is a very recently-identified focus, we are in the beginning stages of our inquiry. Our preliminary discussions have brought some possible inquiry questions to mind:

What is the primary purpose of taking more time and having more patience with our learning?
How does taking more time for learning connect to the new curriculum?
Will more time allow for deeper learning?  Will students connect their learning to a bigger context?
Will taking more time help students transfer their learning to other contexts?
How does our scheduling affect the time we have for learning?
Are there parts of our day that could be better used?
Is there a way to plan that will allow us to have a better focus and gain time for learning?

How does the classroom setup and environment support patience and time?
How can we help our students to have more patience with their learning?
How can we as educators have more patience with our students’ learning?
Is more collaboration time needed for staff?  What should be the focus of that collaboration?  How can it best be offered?
Does this focus relate easily to the Core Competencies?  In what way?

Our Evidence for 2017-18

How will we know if we are making a difference?

How are we going to gather evidence of student learning related to our focus?

Evidence may be gathered on a teacher-by-teacher basis or on a school-wide basis.

Evidence may take the form of photo-stories, videos, quotes from focus groups/conversations, surveys, performance-based assessments, artifacts.  Ideally our evidence will be both qualitative and quantitative.  We will need to learn to analyze and communicate our evidence.