Student Engagement

Pillars	Guiding Principles
Cognitive	Personalized, concept-based learning opportunities expand student thinking and learning in meaningful ways and ignite their passion for learning. Cross-curricular connections awaken student curiosity. The provision of real-world opportunities for learning strengthens students’ understanding and engagement. Students are provided voice and choice in their learning journey for the purpose of developing student confidence in abilities and control over their own learning. Student involvement in the co-creation of success criteria increases their interest and desire to succeed in their own learning. Student capacity to self-assess and to provide quality feedback to peers deepens student thinking and learning. Learning opportunities and resources are selected to strengthen and increase understanding and are accessible for all learners. Innovative tools further thinking, engage students, and provide them an active role in their learning.
Actions and Interactions	Learning supports time to reflect on how one’s actions impact others. Learning tasks are designed to support student development of independent and interdependent skills. Problem-solving, collaboration, communication and leadership skills are developed intentionally. Learning involves exploring the rights and responsibilities of belonging to a collective. Learning provides opportunities to support and contribute to others’ growth. Learning provides the practice of self-advocacy and the acceptance of support when and as needed.
Social/Emotional	Social emotional learning supports the development of the individual and collective identity. The celebration of individual and group strengths and growth develops a positive mindset in all learners. The development of trusting relationships within the classroom and the school community is foundational to effective, engaging teaching and learning. Students feel heard, seen and cared about and are more able to engage creatively in their learning. Social and emotional skills are explicitly taught and embedded in classroom practice, so students learn how to manage emotions in themselves and with others. Teaching and practicing SEL skills promotes collaborative learning and effective problem-solving.

Pillars	Reflective Questions
Cognitive	In what ways is learning: personalized? concept-based? meaningful to the learner? accessible for all learners? How is learning transferable to the student’s life? In what ways have all voices been heard in the process of developing success criteria? In what ways are students provided opportunities to build skills in: self-assessment? peer assessment? giving and receiving feedback? In what ways are the learning opportunities and resources selected with a critical lens: for accessibility and inclusivity? with cultural and historical contexts?
Actions and Interactions	In what ways do learning tasks develop independent and interdependent skills? In what ways are students’ interactive skills taught, developed and practiced? In what ways are students provided opportunities to reflect on their in-person and online actions through the lens of: intended and unintended consequences? personal responsibility? interconnected impacts of choices on others (self, classmates, staff, family, etc.)? humility? forgiveness? How do interactions between community members develop and model strong and healthy relationships? In what ways is self-advocacy taught, developed and practiced? In what ways is the acceptance of support taught, modelled and practiced?
Social/Emotional	How does the classroom environment create intentional social interactions where every community member has an equal and valued voice (for example, through consensus, circle discussions, constructive responses to others’ work, cooperative collaboration, mentorship, sharing/listening)? When and how does the classroom environment provide opportunities for learners to share their stories and their voices? When and how does the classroom environment provide opportunities for learners to listen to and connect with the stories of others? In what ways are authentic learning experiences provided that enable students to connect: personally, and within their family? locally, and within their community? globally? In what ways: are trusting relationship skills developed within the classroom community? is a positive mindset developed for individual students and for the group? is student confidence built through the provision of voice and choice? Does the classroom environment encourage healthy risk taking such as: sharing authentic voice? creative thinking? How are SEL skills explicitly and implicitly modeled, taught and practiced (for example, empathy, self-awareness, self regulation, problem-solving and conflict resolution)?

Instructional Services