INQUIRY PURSUITS, FOCUS & AGREEMENTS

Assessment Inquiry School Goal: If we use Assessment (Formative) For Learning, will students take ownership of their learning?

Our inquiry pursuit with Formative Assessment focuses on clarifying the learning intentions for our students and using meaningful on-going feedback strategies to check for understanding to support student learning. An important aspect of our Assessment goal is to build in student voice; having students develop personal goals around the Core Competencies embedded in the new BC Curriculum. Ultimately, we want our students to be aware of 3 Essential Questions in order for them to begin to take ownership of their learning: 1)Where are you at in your learning? 2) How is it going? and 3) Where to next?

Feel free to ask your child these 3 questions with their school work and projects.

The Zones of Regulation & The Grizzly Den: To improve student performance by regulating their emotions and to be cognitively engaged with their learning.

At Gibson we have been concentrating on the Social and Emotional Learning (SEL) of our students. These skills include recognizing and self-regulating their emotions, developing caring and concern for others, establishing positive relationships, making responsible decisions, and handling challenging situations constructively and ethically. It teaches them how to develop a healthy Growth Mindset to achieve goals and how to persist in the face of a challenge. All students have access to The Grizzly Den (our sensory room), supported by a Behavioural EA, when they need to calm down or rev up to get cognitively re-engaged with their academic and social learning. We want our students to be in the green zone!

Aboriginal Education Enhancement Agreement (AEEA): All students will demonstrate a deeper understanding and appreciation of the histories and cultures of local Indigenous Communities using the First Peoples 7 Principles of Learning.