The Teaching Quality Standard is represented in this project in a myriad of ways. Below are the most significant elements present.
Fostering Effective Relationships
(d) inviting First Nations, Métis and Inuit parents/guardian, Elders/knowledge keepers, cultural advisors and local community members into the school and classroom.
Demonstrating a Professional Body of Knowledge
(b) using instructional strategies to engage students in meaningful learning activities based on:
Establishing Inclusive Learning Environments
(h) providing opportunities for student leadership
Applying Foundational Knowledge about First Nations, Métis and Inuit
(b) supporting student achievement by engaging in collaborative, whole school approaches to capacity building in First Nations, Métis and Inuit education.
(d) inviting First Nations, Métis and Inuit parents/guardian, Elders/knowledge keepers, cultural advisors and local community members into the school and classroom.
Demonstrating a Professional Body of Knowledge
(b) using instructional strategies to engage students in meaningful learning activities based on:
- specialized knowledge of the subject areas they teach;
- an understanding of students' backgrounds, prior knowledge and experience;
- a knowledge of how students develop as learners
Establishing Inclusive Learning Environments
(h) providing opportunities for student leadership
Applying Foundational Knowledge about First Nations, Métis and Inuit
(b) supporting student achievement by engaging in collaborative, whole school approaches to capacity building in First Nations, Métis and Inuit education.
TQS Reflection
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In crafting this project it was important for me to demonstrate an opportunity to create an inclusive learning environment, as my focus in choosing a PIP project was to have the opportunity to connect with students and allow them a leadership role in whatever I ended up doing. 'The Dorm' gave the students the opportunity to have full autonomy over the design, research, and execution of the project. However, allowing students to direct learning and exploration into a topic was the most rewarding aspect of this assignment because students discovered information on Residential Schools completely out of their own curiosity. Helping the student to create 'The Dorm' allowed us to connect with local Aboriginal Education workers, Elders, and community members and parents. Finally, this project extended beyond the walls of our own classroom as other classes took the space and created lessons from it, such as our social justice teacher who began his unit on racism with a reflection activity using 'The Dorm'. Further, eight grade six and grade seven classes from the middle school walked to Selkirk Secondary School to come and experience the room, and both students and teachers left feeling deeply impacted. Schools from out of zone also came to experience 'The Dorm' creating a "whole school approach" opportunity. The entire project was focused around how the students wanted to convey their learning, and I cannot imagine doing this project differently after having students share their reflections and experiences with me. I had a university professor once tell me that they were not teachers of knowledge, rather facilitators of learning, and until completing and reflecting on this project, I did not know what that looked like in practice, and I am thankful for it.