Other Inquiry Projects

2017-2018: Educators in SD27 participate in Collaborative Inquiry Projects outside of school-based ones as well. These may be one-time projects or parts of ongoing collaborations among groups of teachers. This year, we have inquiries supported by Bella MacQuarrie (Technology Integration-Difference Makers and SET-BC #LastWord projects), Stephanie vanderLaan (SIOP/ELL project), Carol Anne Dikur (Reading Strategies) and Brian Davidson (School Leaders' PLC).

Difference Makers & #LastWord Technology Integration Inquiry

Report submitted by Bella MacQuarrie, Inclusive Support Resource Coordinator, on behalf of 8 educators

This project was designed around the theme of endangered and disappearing languages both locally and globally and the goals were to examine efforts to save and revitalize those languages, specifically though the arts communities. I enlisted the participation of teachers in SD 27 that work in the schools in the Chilcotin region of our school district, specifically, Anahim Lake, Alexis Creek and Dog Creek. Between the 3 schools, 3 separate indigenous languages (all endangered) are represented: Carrier (Dakelh), Shuswap (Secwepmectsín), and Chilcotin (Tl’etinqox). All 3 schools have largely First Nations populations, and the 3 teachers are all teacher/administrators. My hope was that schools/teachers would then take on the challenge to contribute to these efforts by creating artifacts through local projects and sharing their work locally and globally with an authentic audience in the larger community though social media. We would use the technology supplied through the grant from the Synergy project to help create content, by utilizing apps and websites to learn and create. This included 5 iPad Pros, and 5 Apple pencils, and a projector.

As the project coordinator, my hope was to introduce the project to the schools I was supporting and then interested teachers would help to build lessons around selected content that I curated and shared with them. My goal was to make curricular connections to the curated content through English and Socials and the Arts and Music as well as FN education around residential schools and the impact on FN Language and culture. There was also an opportunity to build a lesson around infographics which touches on graphic design and math concepts. There were opportunities for making literature connections in picture books and novel studies, as well as connections to poetry writing and comic creation. I wanted to offer as much flexibility as possible when making connections and provide options for a variety of grade levels.

As well, I wanted students to explore the role of technology in helping to save and preserve endangered and disappearing languages. I was able to curate numerous examples of iPad apps for various First Nations languages that were built to help preserve language and culture. These included everything from games, dictionaries, and songs, to keyboard extensions, and more.

One activity for future development would be for students to design an app to promote their language.

Embedded into the whole project was the plan to connect students to people outside of their local communities who are also working to save and preserve endangered languages. We developed a Twitter hashtag #thelastword27 and posted work, articles, websites and other content using the hashtag, in hopes of making some of those connections, and modelling the use of social media as a means to expand learning opportunities. We will continue to use this hashtag and hope that others using resources or ideas from this project will post to this hashtag as well. As a group of teachers, we embedded into this project a book study on social media to help us define how we might better leverage social media into this project. (To read Bella's full report, follow this link to her blog post)

ELL SIOP Inquiry

Report submitted by Stephanie vanderLaan, District ELL Coordinator, on behalf of 12 educators

ELL and classroom teachers were invited to participate in an inquiry to see how specific strategy instruction would support the language needs of ELL students (and all students) within a classroom setting. Teachers were provided with a resource and shown several strategies which could be used in the classroom and asked to select one to teach in a whole class lesson. They were asked to have the students reflect on the value of the strategy and how it supported their learning/understanding. Teachers were asked to use the strategy with students 3 or 4 times. Teachers then reported back to the group what they and their students learned from the experience. Teacher reflections are summarized below.

Reading Strategies Inquiry

Report submitted by Carol Anne Dikur, Literacy Support Teacher and Brian Davidson, PLC Coordinator, on behalf of 7 educators

Following training in literacy processing theory in the Fall of 2017, through Reading Strategies, 5 teachers participated in an inquiry to support applying theory into practice. Each teacher selected a focus and used the other members of the group to provide feedback and observations to support new or refined practice. Based on the feedback and conversations, each teacher selected a focus/change/refinement to work on before a follow-up observation. Reflections, in the form of answers to 3 prompts, from participants are summarized below.

1) What did you learn this year? What differences or changes have you experienced? (Highlight, surprise, new practice)

• Deeper understanding of the Literacy Processes of both reading and writing.
• Feeling more confident in understanding the needs of their students and how to move them forward.
• Their teaching and planning of instruction was more intentional and targeted.
• They’ve noticed a change in confidence in their teaching practice and an increase in students’ confidence and independence.
• They noted the value of working with other teachers and Learning Support Teachers using common language and teaching.

2) Think about all the things that you changed in your practice, or added to your practice.

• Importance of Familiar Reading
• Have structured components in a Guided Reading lessons and allow for time to complete all parts.
• Start the year Concepts About Print assessment
• Using Hearing and Recording Sounds assessment to gain a better understanding of what the student can do.
• By focusing on ONE area of change and perfect that area before moving on to an new area of focus.
• Organize your supplies in a way that allow you to access them when they are needed. This has allowed them to become more efficient and intentional with their teaching moments.
• Planning for instruction is planned and organized.
• Intentionally focusing on reading and writing strategies is important in moving a student forward.
• Careful selection of leveled books to meet the needs of the reader.

3) What direct and indirect impacts on student achievement and learning were realized because of your inquiry work this year?

• The importance of teaching independence and fostering opportunities to support independence is foundational in sustaining reading and writing.
• Students are more confident, independent and enthusiastic in independent writing because of adding Word Work and Guided Writing to the Guided Reading Lessons.
• Students are more willing to take risks and can try multiple strategies before seeking help.
• Teachers have a better understanding of the value of Guided Reading and Writing, and make sure GR is a uninterrupted, protected block of time in their day.
• Teachers have noticed progress in all their students, both big and small.
• Students are prouder about their achievements, and more willing to engage in reading.

School Leaders PLC

Report submitted by Brian Davidson, PLC Coordinator, on behalf of 6 educators

Five School Leaders participated in a PLC focused on leadership development. We spent time during our six sessions following the Spirals framework, examining questions of practice, digging into recent literature on leadership and examining different growth plan structures. We were fortunate to be able to participate in a school visit to Norma Rose Point school, a collaborative and inquiry-focused school in Vancouver and to also meet with Dianne Turner and work with her on the topic of visioning. School Leaders were able to plan and implement some impactful changes as a direct result of the visit. For example, one principal designed an inquiry time for students in her building that gave students options and choices to investigate a topic of personal interest. Another school leader is investigating ways to restructure the school timetable to permit interested teachers to collaborate together in ways that allow for combining students in different ways. These changes occurred as a direct result of the school visit. School Leaders are keen to continue to work together and support each other’s leadership development and professional growth. They see the value in collaborative work and have developed a trusting relationship to support this.

2016-2017: Educators in SD27 participate in Collaborative Inquiry Projects outside of school-based ones as well. These may be one-time projects or parts of ongoing collaborations among groups of teachers. This year, we have inquiries supported by Support Services (Inclusion PLC), Teacher-Librarians, Bella MacQuarrie (Technology Integration PLC), Frances McCoubrey (Learning in Nature Inquiries) and Brian Davidson (School Leaders' PLC). Each is outlined below:

The main Inquiry question for the Inclusion PLC group (14 LST Teachers and a number of Classroom Teacher partners) is:

• How will using Jennifer Katz’s and Shelley Moore’s inclusion models increase the amount of time a case study student in purposefully included in a specific context?

The Teacher-Librarian's question evolved through several iterations before settling on:

• What will working collaboratively with teachers and First Nations Support Workers at each of our schools, focusing on First Peoples Principles of Learning lessons, result in more experiences and understandings for our students?

Five inquiries are occurring under the Technology Integration umbrella:

• Inquiry 1: How will using an iPad for Project-based learning increase students’ 21^st Century skills to produce quality projects?
• Inquiry 2: To what extent will students be able to increase engagement in their own formative and summative assessments? How will iPads help to increase inclusion and engagement in the music classroom?
• Inquiry 3: How will specific iPad apps affect the depth of understanding, the sharing of that understanding and the independent presentation of understanding?
• Inquiry 4: How will using iPads in the classroom increase both student engagement and written output?
• Inquiry 5: How can iPad use engage and promote independence in a small group setting?

There are nine different term-long 'Learning in Nature' Inquiry Projects, supported by Frances McCoubrey, the SD27 Outdoor Education Resource Teacher.

• Inquiry 1: How can outdoor education positively affect independent learning?
• Inquiry 2: How can I foster respect and self-regulation by taking learning outdoors?
• Inquiry 3: How will spending purposeful time outside affect students’ mindsets?
• Inquiry 4: To what extent will using the outdoors to teach self-regulation and mindfulness reduce disruptive playground behaviours and office referrals?
• Inquiry 5: How will meaningful and purposeful outdoor activities extend students’ abilities to self-regulate?
• Inquiry 6: How will using an outdoor, classroom, with structured, purposeful activities, promote a more successful student who is engaged, focused and comfortable in different environments?
• Inquiry 7: How can I foster self-regulation in my students by learning outdoors?
• Inquiry 8: To what extent will regular participation in learning outside of the classroom improve students’ conscious level of respect?
• Inquiry 9: To what extent will taking lessons and activities outside affect self-regulation?

The School Leaders' PLC, facilitated by Brian Davidson, PLC Coordinator:

Four School Leaders participated in a PLC focused on leadership development. We spent time during our three sessions scanning in preparation for beginning focused inquiry work next year. Scanning work included exploring key leadership themes, visioning, examining our ‘classes’, discussing growth plans and BCPVPA standards, and reading and discussing leadership literature.

2015-2016: Educators in SD27 participate in Collaborative Inquiry Projects outside of school-based ones as well. These may be one-time projects or parts of ongoing collaborations among groups of teachers. This year, there are three different term-long 'Learning in Nature' Inquiry Projects, supported by Frances McCoubrey, the SD27 Outdoor Education Resource Teacher. Details about each can be found below.

‘Learning in Nature’ Inquiry – Outdoor Education Resource Teacher

Frances McCoubrey:

Inquiry Question: To what extent will utilizing natural spaces to pursue socialization activities increase the students’ resilience and ability to self-regulate?

Analysis:

Self-Regulation - I did not receive feedback from classroom teachers that the students that spent time with me had increased classroom stamina and reduced incidences of social conflict due to their time with. I also did not explicitly ask them. What I did notice was social conflict and anti-social behavior was more a reflection of who children were with and their engagement in the activity being pursued. Time spent outside did result in students being engaged for longer periods of time and created space for a student to be on their own if they were finding socializing overwhelming. My Grade K-3 students also spent a significant amount of time in the spring outside bug hunting. During these activities I noticed student’s vocabulary, ability to focus and build empathy through knowledge accumulation was significant. One student spent 20 minutes watching and catching a small butterfly by using a stick to hold it.

Self Esteem – Student self-talk when we were outside varied, depending on the student, but all except for one who is very self-conscious of their body, were able to be successful when we were doing activities outside. Children that were reluctant writers were keen to keep track of the bugs we were catching by writing them down with a clipboard. Part of the success with this I think was who was in the group with them. My one group of grade one boys had one individual who struggles to sit still, but is incredibly accommodation, generous and easy going. He was able to model for the other 3 students how to share, cooperate and be gentle.

Reflection: Although some students still exhibited problematic behaviours they demonstrated inside outside as well, students were keen to engage when outside. Students were keen to go outside and worked hard at completing activities related to this outside time. Through my journaling, I noticed that students had more opportunities to show empathy and patience during our time outside, especially during bug hunting and gardening. I think this is because it is easier to show compassion and tenderness to something that isn’t able to express opinions or expected to play and share in the same way an individual.

Having access to a variety of environments I think is important to working with student who exhibit various antisocial behaviours (emotional outbursts, obstinate behaviours, poor self-control).

The most influential pieces of my work this year with vulnerable students, according to my observations, were:

· Group composition

· Group size

· Some student choice

· Hands on activities (inside, the students couldn’t get enough of building model habitats, etc. with plasticine, cardboard and glue; outside – fort building, bug hunting, “parkour”, biking, archery, various sports, gardening)

· Being active

· Variety

What I was not able to observe was if children’s time spent outside gave them ideas for activities to do during their free time at home and with friends. If being outside made them feel more comfortable outside, they may be getting benefits long term through unstructured outdoor time outside of school.

The last three activities I found easier to do in some ways outside due to my preferred activities. There were also more places to move to compared to a classroom which gave the students a break if one location started to get “boring” for an individual or if someone did have an outburst and needed to get away somewhat from the group. Students were able to go and sit by a tree on their own for a minute while the rest of the group continued on. In these situations, the student was able to do this on their own without being “sent into the hall” because they were in trouble like in a classroom.

‘Learning in Nature’ Inquiry – Fall Group

Kirsten Hamm:

Inquiry Question: How does going outside daily help students feel more comfortable, engaged, observant, confident, happy and connected to the natural world?

Analysis: I notice less squabbling when outdoors – noticeably less pushing and arguing. Students share their discoveries readily with each other; increased observation skills; students that were previously uncomfortable with activities such as sitting on the ground now are confident to do so.

Reflection: Time spent outside for teacher and students was very enjoyable. Students love their outdoor time and are more focused and calm when we return to our classroom.

‘Learning in Nature’ Inquiry – Winter Group

Theresa Herrling:

Inquiry Question: To what extent will taking students outside increase engagement in science and nature observations, using the five senses?

Analysis: The students did become more descriptive in their language. The students were keener to go outside after we had gone a couple of times, it was exciting for them to go and explore. The learning challenges that I had were far less than I was expecting.

Reflection: I think that some observations, using the five senses, led to more descriptive language. The students are definitely excited to go outside and explore in the forest. They are always asking when we get to go back. I am going to continue this with my next year’s class, and hopefully go out more than we did this year.

Jill Kurki:

Inquiry Question: To what extent will taking students outside deepen their understanding, increase their engagement of concepts introduced in class?

Analysis: Taking students outside deepened student understanding and significantly increased student engagement of concepts introduced in class. Outdoor lessons and activities were incorporated into many subjects over the year. A brief list of concepts taken outside and the time of year:

Fall: Math=data analysis, patterning LA=writing SC=habitats, scientific process

Winter: LA=writing SC= habitats, scientific process, water testing

Spring: Math=fractions and multiplication SS= mapping, recycling SC=scientific process

Student engagement was the easiest to assess. It was extremely evident in positive reactions from students when informed they’d be learning outside. On-task behaviours were consistent across all students and lasted longer than expected. ‘Behaviour’ issues were at a minimum as students requiring direct support to make learning connections were independently engaged. More students participated in class discussions and individual conferences needing less teacher prompting. Student comments reveal high interest and engagement: -“this can’t be math” .. “are we really learning?”, “…this makes sense now”. “.. I’m doing this more than working in my book”. Students would let out mini-cheers when the Shape of the Day revealed Math outside or Science outside. This lasted throughout the year, leading me to believe that the interest was not a novelty. When reflecting on what was learned at end of lesson/activities, students seemed to generally have more input after outside lessons compared to inside lessons. Those students who would normally need prompts to show learning had answers independently.

Assessing deeper knowledge was more challenging but evident in the fact that over time the knowledge gained was not lost. Throughout units when concepts had to be reviewed or referenced, those that were covered outside were easier for students to recall. A simple prompt of ‘remember when we were outside and worked with----’ elicited more positive responses than doing the same for concepts taught in class. Connections to prior knowledge were made more often when discussing learning objectives covered outside. Higher achievement levels, on average, were noted in projects and activities that involved outside lessons.

Reflection: Upon reflection, it makes me wonder if it is the novelty that creates the higher engagement. I believe that more can be done outside but fear that if it became the norm – the engagement would decrease. I think being outside more often can be achieved without the novelty wearing off. Maintaining the excitement of something special while increasing the regularity of going outside would be a goal/focus for next year. I was intrigued by the fact that skills and processes became naturally embedded in activities when taken outside so the ‘teaching’ was less directed and more fun/attainable for the students. Students couldn’t wait to share their connections to prior knowledge when we were outside - it was like literally and figuratively removing walls! I believe it’s these connections that contribute to the deeper learning. I’m interested in seeing what research back this up.

I did note that joining a group with a slightly different inquiry was not a good idea for me. I initially thought that having others to support my inquiry would be more important than inquiry itself: as long as the inquiry was close to an interest on mine, I’d be able to see it through because more brains/ideas are better than one. This did not ring true and splitting off on my own despite not having others to bounce ideas off of, was the best way to go for me in hind sight. Nothing personal - just another example of the power and motivation of interest and ownership!

My students and I would benefit from having this process of inquiry continue next year. I found the short time frame with minimal meetings to be effective for time management, motivation and accountability. The direction and support from Francis is completely necessary. I will need her direction and support next year as developing more regular outside learning experiences is my focus for next year at school-wide level.

Thank you for this opportunity. I especially appreciate the forgiveness given with due dates and the understanding shown towards different learning rates.

Rob Kowalski and Connie-Lynn Redl:

Inquiry Question: To what extent will doing a weekly outdoor education class/activity develop a greater environmental awareness in our students?

Analysis: The students were able to produce engaging PowerPoint presentations about the flora and fauna they encountered using pictures they had taken while on outdoor walks. Having discussed the types of animals that live in this area, the students did internet research on various creatures of their choice, collecting their data into a field guide, outlining that animal’s characteristics, habitat, food requirements and tracks.

From the student survey asking the question -” What has changed about your environmental awareness as a result of taking outdoor education class?” – nearly all students indicated that they had learned about their environment by what they had experienced from class. They felt that their time spent in nature had a positive effect on how they view nature. More encouraging was the number of respondents who desired an increase in the time they can learn about nature while outdoors. They would like to do it more.

Reflection: Having taught an Outdoor Education class for two years now as part of our PE program, I see the benefits of such classes as twofold. First they are an opportunity for some good, physical aerobic exercise. The kind that leaves you with rosy cheeks, a smile on your face, a sense of accomplishment and a generally upbeat and positive outlook to the day. Second it fosters in children the importance of their” natural” home and the creatures they share it with. In order to develop an awareness and appreciation of one’s natural environment, requires immersion into that environment, with a focus on using our senses to become attuned to it – which in children is just awakening their latent “animal instincts” of listening, smelling, seeing and being ever present in their awareness while being in nature (that sixth sense). Through thoughtful mentoring, this end can be realized, producing an individual who not only knows about their natural home, but has a desire to learn and experience more about it beyond their time at school. And ultimately when someone is connected to the plants and animals and the beauty of their natural home, they are more apt to care for it and preserve it.

So this short inquiry has shown me a need to develop more activities for classes that I can use to engage children while being outdoors. The desire to learn such things is present in them. Ways to support and foster that need is the direction of future inquires. Collaboration with Frances and others interested in similar types of learning has greatly helped and are a positive way to share ideas.

Tanis Stewart:

Inquiry Question: How will using an outdoor classroom promote a more successful student who is focused, engaged, creative and utilizes their senses? How does my outdoor teaching practices and routines promote detailed, descriptive writing?

Analysis: Having experiences in an outdoor classroom does help to promote a student who is focused and engaged. The students in my class were able to maintain focus for longer periods of time when we went outside to complete writing and history assignments. At the beginning of the inquiry most students had a hard time completing the assignments. They had difficulties focusing in on specific areas of observation. They tended to take a general look around and write their observations down in very broad terms. After providing some explicit teaching, modeling and revamping the nature notes template the students maintained focus for a longer period of time. By the end of the inquiry (April) the students were able to complete most of the nature notes in detail. When the class was walking to our outdoor classroom (through the hole in the fence) or into the dairy fields they were more focused and would often comment on things that they saw or heard.

My outdoor teaching practices and routines did help to promote more detailed and descriptive writing outside. The students were able to provide more detailed observations in their nature notes, but we didn’t do anything with the nature notes once we got back into the classroom.

Reflection:

· By the end of the inquiry everyone was writing something

· My role changed – I let them write for longer periods of time with less disruptions – I did less talking to the whole group and provided more scaffolding for key students

· In the beginning I noticed the kids needed help in really observing their surroundings. They only looked around their immediate surroundings – not up into the sky/forest canopy or down into the forest litter.

· “Painting with words or phrases” was extremely difficult in the beginning. A majority of the students wanted to draw their observations.

· Through the course of this inquiry Frances and I developed “Nature Notes” templates.

· Next year I would like to continue this inquiry, but look at different forms of writing in nature. Frances helped me to look at several different forms, not just journaling.

· Would also like to do more science, math and art outside

· Enjoyed working with Jen and Peta Sue – we tried to meet once a week, but it was difficult when we are in different buildings

· I have always wanted to have an “outdoor education backpack” filled with goodies (whistle, blind folds, etc.) for when we go outside. It is now hanging up in my classroom. When we go out to do outdoor education activities I just have to grab it.

Jen Hansen & Peta-Sue Silver:

Inquiry Question: How will using an outdoor classroom promote a more successful student who is focused, engaged, creative and utilizes their senses? How do our outdoor teaching practices and routines promote detailed, descriptive writing?

Analysis: At the beginning of the year writing was short and simple with limited vocabulary. Students had little focus and were not excited to write and on task behavior was limited. Now students are willing to write more and with greater vocabulary. Students needed the outdoor outlet for creativity which lead to a calmer time in the classroom. Students were more excited about their learning and writing. Students transferred their learning to their outside play time.

Reflection: This time is extremely valuable in the classroom and an important part of the day to encourage creativity and excitement about learning. We will continue to incorporate the outdoor learning space as part of our teaching practice. We would like to be even more intentional in our teaching, giving even more purpose to the learning of our students. We would like to create a “backpack” ready so one does not waste time during transitions. We think it is important to remember to use gradual release when dealing with behavior expectations outside.

‘Learning in Nature’ Inquiry – Spring Group

Meagan Vandekerokhove:

Inquiry Question: To what extent will using technology outside to ‘create’ develop better listening skills and more independence in students?

Analysis: Using technology outside to ‘create’ started to develop better listening skills and more independence in students. I know this because the students were able to make good choices on their own and regulate their actions with fewer prompts from me. They were eager to get outside and explore and participate in various games and activities that practiced desired skills (i.e. finding their own “sit spot” to write journals, reflections, and draw; playing listening games -lynx and snowshoe hare, drawing all the sounds that they hear in a given time span; doing activities that get them to slow down and pay attention to detail - drawing what is above, below and around them, the snapshot camera activity). After doing these things outside, I would give them gentle reminders, “remember when we played… outside? Do you think you can do the same in the classroom?”, when needed. We used technology outside to create an iMovie and take photographs to showcase their learning and the various things that they had discovered. The students really enjoyed being able to use the iPads to do this and worked well together to take turns and express their ideas. One day, we decided to build forts as the planned activity didn’t go over very well and from that we began to make a movie as a class about how to interact with and in nature as well as a how-to guide on building forts. The students loved this project and were interviewing each other and had to work together to move the larger sticks. I got to see kids who rarely ever talk to each other working together and communicating effectively. For once there was no fighting/tattling from my students. However, I don’t know to what extent doing these activities instilled better listening skills and independence, as shortly after beginning the inquiry, two of my more challenging students moved away and our class dynamics changed drastically.

Reflection: I think that this was an awesome inquiry to participate in because the students were really engaged and excited to be doing it. They learned so many more skills than had we stayed in the classroom. However, I wish that the inquiry itself was longer, perhaps year long, as the weather wasn’t very good for most of it and my students didn’t come dressed for the weather despite the many reminders and notes home. This resulted in us not being able to get out as much as I would have like. Also, I think my inquiry question might have been a bit big as I had to teach them how to use the technology and let them explore with it before being able to delve into the larger projects. We didn’t make it very far in our project (i.e. we took videos and pictures and started practicing with the iMovie app, but were not able to actually create a finished product). If I were to do this again I would like to have had first term to introduce students to the technology tools, second term to just explore outside and get used to the idea of using outside for more than just play, and then third term to put it all together. I also think that this question would be easier with an older grade as the K/1 students needed a lot of guidance from me. I think that to make this inquiry more fruitful, we would have more time to explore our questions, as well as being able to meet as a group a third time (perhaps in the middle of it) to share what is/is not working and different activities that we have done in case some of us have run out of ideas. My big a-ha moment came when I brought the iPads outside for the first time and the students were super responsible with them without prompts from me, and they were even working together to climb logs and then pass it to each other to get better footage. I realized that yes, we can take technology outside, that it isn’t just some abstract idea. I also realized that when outside, the students’ attention span for listening to instructions was about 1.5x what is was inside and therefore you can do more with them. However, that being said, I know I struggled with finding a balance between letting them explore and play and doing “lessons” around skill development.

Susan Soules:

Inquiry Question: To what extent will the Kindergarten children develop more self-control, both within the classroom and outside of the classroom during Outdoor Education opportunities?

Analysis: Outdoor Education opportunities began assisting Kindergarten children develop more self-control, both within the classroom and outside of the classroom. I know this because children looked forward to our stories, activities and working with the other (K/1) class. The children were able to sit and listen to the stories in one area without much distraction (less ‘hands on’, not in each other’s spaces, etc.) compared to in the classroom. There were many examples of positive interactions, conversations and focus during the ‘nature hunt.’ Interactions with the children from the other class were positive.

Reflection: After 5 lessons (2 with another class), I have noticed several positive outcomes. Firstly, I was apprehensive taking my active class out on my own. Quite often I have to have back up (principal or LST) assist when a situation arises in my room (hands-on behaviour or refusing to work for example). Surprisingly, all of the children were completely engaged and worked well, individually and in partner or random group work.

When we did an art project with another K/1 class, it was exciting and refreshing to see the children so self-directed. Each child was engaged – some building art on their own and others working with other children creating artwork. I did not see any hands-on – only positive dialogue, lots of creativity, kids having fun and exploring! We took fantastic pictures.

Overall, I am very optimistic and look forward to introducing ‘Outdoor Education’ throughout the year in 2016/2017.

Jennifer Reedman & Marianne Okrainetz:

Inquiry Question: To what extent will taking the students outside to garden and explore nature affect their ability to take risks, work independently, and use descriptive vocabulary in their writing?

Analysis: Taking the students outside to garden and explore nature positively affected their ability to take risks, work independently, and use descriptive vocabulary in their writing. We know this because we have evidence in journal writing and drawing. We saw risk taking behaviour while gardening and on field trips. One particular student with behaviour issues totally engaged with all outdoor activities. He was excited to draw and share his learning. Another student show is not typically a risk-taker took risks creating and recreating art outside until she was satisfied with her result. Descriptive vocabulary was used in writing at times, however we noticed a lot of new vocabulary being used in whole class and small group conversations.

Reflection: Our students were fascinated with the whole process of gardening and growing plants from seeds/bulbs. The students are excited to see the results of their gardening. The kids take pride in all their gardening and outdoor learning, we were really impressed with the student’s ability to be on task working both independently and as a group during most of the outdoor activities. We would love to be able to have a once weekly outdoor time to visit a place like Boitanio Park, the River Valley or Memory Garden. We value the planning time and the outdoor inquiry project. It gave us inspiration to pursue our own outdoor learning.

Marissa Ball:

Inquiry Question: How will going outside on a weekly basis increase students’ ability to write more descriptively?

Analysis: Going outside on a weekly basis moderately increased students’ ability to write more descriptively. I know this because when we did descriptive writing at the beginning, choosing topics was difficult for some students. Some didn’t stay on topic and descriptive word use was minimal. Throughout the year, we tried to go outside weekly and then write based on this experience. This gave all students similar experiences and a focus for their writing. Doing nature walks really helped students focus on their surroundings and come up with descriptive words to describe what they saw. It also increased how much they were able to write.

Reflection: A student who would sit and write nothing for a whole period had no problem writing when we did our nature journals outside. All students were fully engaged and writing when we went outside and used our five senses to describe our surroundings. Having common experiences to write about prevented students from saying they didn’t know what to write about. Students were very engaged and observant of their surroundings.

Tammi Varney, Jean Swann, Marnie Tarves, Lacey Venner, Cassie Campbell:

Inquiry Question: To what extent will regular place-based learning help develop stronger interpersonal skills?

Analysis: Participating in regular place-based learning somewhat helped develop stronger interpersonal skills. However, the shortness of the inquiry period combined with the intense time of year made it difficult to draw strong conclusions. Occasionally, we saw improvement with partner interactions. For example, partners were having good conversations even though they didn’t regularly play together. One thing that has greatly improved is respecting nature (by not picking flowers or wrecking insect homes). Overall, we have noticed that the students have embraced the whole nature experience. Students are showing less resistance to being kind and respectful to each other, the adults, and nature. For example, when we went to our ‘forest classroom spot’ all three classes really enjoyed and appreciated the natural beauty and cool place to play. Earlier in the year, they would not have appreciated it as much.

Reflection: Next year, we would like to introduce the concept of kindness and respect in September and working on it all year. Observations we’ve made that will help us next year are:

· Time of day à two classes noticed that if they went before lunch, the kids were more focused and had more positive energy. We would like to explore this more next year.

· Choosing extra adults to accompany us who help the children focus instead of districting them or not being involved. (MT, LV, CC)

I think with five year olds, I definitely see kindness increase during outdoor activities. On the few days that we don’t make it outside I notice changes in the students’ behavior inside. Some tend to have a more difficult time respecting personal space and using kind words and an appropriate voice level.

As I observe my students outside, I see that they feel capable and more confident trying to help others, be they children or adults. Those that may be a bit clumsy in the classroom have the space to move freely outside and this keeps them feeling more successful.

The adults that the students interact with outside treat them respectfully and acknowledge that they are competent to help. We work with community members in the garden to weed, move plants and help to carry logs to lay along the path. Kids can’t wait to take a turn carrying shovels, dirt and plants. The children spontaneously explained to other customers why we were buying supplies to help us pick up litter in the community. During the outdoor art activity based on Andy Goldsworthy, the children were excited to work together to collect natural materials and they shared without arguing or hoarding.

The students have learned to be kind to creatures they find outside. As we dug in the garden they carefully moved worms out of the way of shovels. After observing ants, they carefully move them off clothing to put them back in their natural surroundings. They were cautious babysitters of our baby caterpillars and responsibly reminded a few to not disturb the butterfly habitat. As we released the butterflies they spontaneously called “Bye, Bye, Butterflies” and watched their flight like proud parents.

In the forest, students spontaneously lifted branches for their friends to make it easier to pass under. If someone is struggling up a hill, they lend a hand or if a partner lags behind in the line, they call out to make sure they are safe.

However, for me the skills that I see the most improvement in at the K level are self-confidence, fluency of speech and vocabulary development. Many of my shy students are drawn into outdoor explorations as a result of curiosity, surprise or shared experience. They are quick to ask questions, tell stories, or call others over to see something special.

When we study living things, the students seem invested in learning the knowledge and retaining it if it is related to something they have personally observed outside. Similarly, I noticed that they can easily transfer sophisticated language like camouflage, fragile and habitat to new discussions as appropriate. Their fact sheets on butterflies and bees were quite detailed. (TV)

‘Learning in Nature’ Inquiry Summary

Report submitted by Frances McCoubrey, Outdoor Education Resource Teacher

With the over 25 teachers I engaged with this year through outdoor learning inquiries, over 500 students in our district spent time outside meeting curriculum goals. The benefit of this to student’s mental and physical health, not to mention academic success, is significant. Teachers pursued outdoor learning for various pedagogical reasons, ranging from social and emotional learning and physical health through to increased engagement and depth of understanding. Responses from teachers and students was overwhelmingly positive with several teachers planning to continue their inquiries with outdoor education next year. Time spent outside with students showed students were overall more engaged, willing to write, and better able to focus. Several teachers noticed how students they had struggled all year to engage in classroom activities were much more compliant and interested when their learning occurred outside.

Teachers this year were from Elementary schools throughout the district. Next year I hope to engage more high school and rural school teachers. We didn’t have anyone participate from schools in the Chilcotin, WLSS or Columneetza.