It is vital that we recognize and support the expertise of staff and students who have a rich experience that can’ t be replicated by larger, external research projects or abstract theories.
through my reading,” Emily said.“ I went back into the book to search for evidence to support my thinking, and to oppose it. Even beyond the book, I went to online sources and journals, and read about what others are saying about conformity, to enhance my understanding— letting myself loose on the inquiry journey. I feel I have a more informed conclusion about what I was reading.”
“ It was almost like I was investigating the book. When we ask questions, we’ re also engaging, solving, and analyzing everything related to a topic. That part was really fun.”
This feedback inspired Ms Duteau to pursue a joint journal submission with Emily, examining the framework’ s impact on learning by elevating the role of inquiry. The piece is ongoing, and they look forward to submitting it to the International Journal of Student Voice once complete.
“ I would like to find more ways for students to have a purpose to their writing, not just feel that it is for a mark,” Ms Duteau said.“ Long-term, I would like more students to feel like they could submit their work to get published.”
It is vital that we recognize and support the expertise of staff and students who have a rich experience that can’ t be replicated by larger, external research projects or abstract theories.
CREATING A CULTURE OF CONTINUOUS GROWTH
This type of knowledge-sharing isn’ t solely reserved for Research Chair positions or the PLC meetings. Many of our staff have shared their knowledge with fellow educators. both at CHS and beyond!
For example, at this year’ s Climate Collaborative for Educators— an Independent School Association of BC( ISABC) professional development event hosted here at Crofton House— Ms Kabolizadeh and Ms Kapila, Teachers, Grade 7, Junior School, shared their Climate Action Summit project. The Summit project explores what climate change is, how it impacts the environment, and what is happening now( a solutionsfocused discussion)— culminating in each representing a country in a mock UN-style Summit and justifying their CO2 emissions. Through their research, students look to connect data fluctuations to various other factors and better understand both the country’ s emissions and the environmental impact.
Ms Hare, Teacher, Ivy Compass Program, Junior School, also shared work in Grade 7 Discovery around the United Nations Sustainable Development Goals( SDGs) throughout the year-long Ivy Compass programming. Through exploration and inquiry in Term 1, students come to understand
Learn more about teacher research and scholarly articles. the SDGs and prepare to carry out a group action project based on research and design thinking in Terms 2 and 3. This year, the Grade 7 class focused on fast fashion and textile production in connection to the various SDGs.
DEEPENING PRACTICE
By prioritizing ongoing professional development, reflective practice, and research-driven approaches, staff are continuing to model critical thinking, collaboration, and lifelong learning for our community.
“ It is vital that we recognize and support the expertise of staff and students who have a rich experience that can’ t be replicated by larger, external research projects or abstract theories,” Mr Griffith said.
And when, staff engage students in their research-driven approaches, interrogation and investigation increasingly become an essential part of the fabric of learning at Crofton House.
“ Action research at CHS works to elevate the voices of those who are most implicated in teaching and learning policies and practices: teachers and students,” Mr Griffith said.“ As such, it aims to create positive change through critical and systematic investigation by practitioners.”
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