Pedagogy

Pillars
Guiding Principles
Teaching Approaches and Strategies
  • Learning recognizes and includes the roles of Indigenous knowledge.
  • Learning involves patience and time.
  • High quality and engaging learning opportunities meet the diverse needs of all students.
  • The environment and instructional strategies are designed to support the holistic (social, emotional, intellectual, cultural and physical) needs of the student with the objective of furthering their educational growth.
  • Instruction is scaffolded to support the development of the core and curricular competencies, leading to student ownership of their learning.
  • The methods of planning, instruction, and teaching are based on current research and informed practice.
  • Resources align to “Big Ideas” and learning standards and support the “Know, Do, Understand” model.
  • Resources are compliant with district privacy standards and initiatives.
  • Clearly articulated and measurable learning intentions, linked to core and curricular competencies, and embedded in instruction, are understood by students.
  • The success criteria are clear to students.
  • Instruction allows a variety of options and choice for students to demonstrate their learning.
  • Set professional learning goals to explore, apply and reflect on pedagogical approaches made possible through innovative tools.
Pillars
Reflective Questions
Teaching Approaches and Strategies
  • In what ways is an understanding of the historical context of Indigenous Peoples in Canada incorporated into teaching and learning?
  • In what ways has critical examination:
    • valued the knowledge and the voices of all stakeholders in the education system?
    • guided decision-making in what is taught and how it is delivered?
  • When, where and how is:
    • the learning of Indigenous knowledge visible?
    • a further understanding of Indigenous knowledge pursued?
  • In what ways are instruction, content, resources, and learning tasks differentiated for students in order to encompass and support individual:
    • learning needs?
    • culture? 
    • language?
    • life experiences?
    • ancestry?
  • In what ways are individual student needs supported through classroom and school:
    • assessments and diagnostic measures?
    • reporting?
  • In what ways does the scaffolding of the learning provide all students with:
    • access points to the development of the core and curricular competencies?
    • ownership of their learning?
    • opportunities to provide and receive peer feedback?
  • In what ways are the standards of professional practice maintained and used for the benefit of student learning through:
    • school-based and classroom practices?
    • collaborative efforts with colleagues?
    • continual professional growth?
  • In what ways are the learning intentions and success criteria made visible, open and transparent to students?
  • In what ways are students provided innovative options to demonstrate their learning?
  • In what ways are students provided opportunities for student voice and ownership?