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Growing Innovation Projects

UPDATES:

Growing Innovation is growing in 2019! Added below to resources, documentation and information from previous and sustaining Growing Innovation-supported projects are those from fifteen (!)  new members of the Growing Innovation community for 2019. With a huge Growing Innovation welcome to those diverse projects (and a whole new category of projects), we look forward to continuing to inquire together and to have project updates, artifacts and documentation to share below, thereby to bring together so many inspired, and inspiring, educators currently transforming education and their communities in rural British Columbia.

NEWER!! 2018-2019 project reports are now available below. See how projects are evolving and changing as they transform their communities, and education itself.

NEW! Below please find new project artifacts and documentation for all new and sustained Growing Innovation projects – who were grateful to be working together in May at the 2019 Rural Schools Symposium

RECENTLY RELEASED!  New in the past year are also two New Pathways in Educational Change, on assessment and then on curriculum.  A new Voices of Rural Education Video is also available (thank you again Laury!).  New project documentation work is in the works in 2019 – initially here with the sharing of Collaborating for Equity for Indigenous Learners in Rural Schools from UBC Okanagan.

Here’s a big thank you to all of you who made the 2019 Growing Innovation Symposium a great success.  It is always so good to get together in person!  Please don’t miss video documentation for Growing Innovation gatherings and symposia. 

Find Growing Innovation Tweets (and don’t forget to follow @ruralteachers) by searching the #growinginnovation hashtag on twitter.

Begun as a UBC Faculty of Education – BC Ministry of Education partnership, the initial seventeen recipients of Growing Innovation grants, as well as one recipient of the Rix Merit Award, have seen the program grow and change.  From the impressive 61 submissions received from 36 rural districts, a remarkable response to the call for applications, those mapped and listed below (and since added to!) were selected for their focus on students in rural communities, innovation, and potential for research.

We are very pleased to represent this wonderful, diverse and important work, along with a growing collection of links from the projects.

“The education system itself must be transformed into one that rejects the racism embedded in colonial systems of education and treats Aboriginal and Euro-Canadian knowledge systems with equal respect” (Truth and Reconciliation Commission of Canada, Canada’s Residential Schools: Reconciliation (PDF download)(2015), p. 122, emphasis added).

Red markers are current and sustaining projects, purple are Growing Innovation Projects 2011-2018. Mouse over for project name, click for brief description and links… :

 

And here is the complete listing, with all project updates, artifacts, documentation, and media links in addition to a growing library of resources:

New and Sustained Growing Innovation Projects (red dots above)

26. District: No. 10 (Arrow Lakes)

Project Title: Designing for Change Paddling with Passion and Purpose

Students at four schools – and throughout the district – participate with teachers, local artists and designers, to investigate the forms and fruits of creative thinking, critical thinking and engagement in design thinking through hands-on project based learning. This project is evolving with the participation of community members and the leadership of Métis and Sinixt Elders through “multi-disciplinary place-conscious hands-on learning” in building, and then using, paddles. In this, this project’s inquiry focuses on students who are “creating a clear connection from the learning they are doing in school to the world around them.”

As with all of the artifacts we are able to share here, we are so grateful to this project to be able to share this project’s Rural Schools Symposium 2016 presentation materials. Unfortunately, along with this powerpoint we can neither convey to grace of Terry’s representation of their work in this project, nor the exceptionally beautiful video that was included in it. We will link to it here soon however…so please stay tuned!

Shared at the 2017 Rural Schools Symposium, with thanks we can now make available the people and initiatives of this project via their compelling Design Thinking Trailer.

Available here is the project’s 2017 Rural Schools Symposium Presentation – its a (pretty big) powerpoint available for download in another window (so give it a bit of time).

Here’s a lively and informative video from Hackathon & MakerDay 2018 at Lucerne Elementary/Secondary School.

Please appreciate with us this project’s 2019 artifacts and documentation.

Here is the Paddle with Purpose 2018-2019 final project report (opens in new tab).

27. District: No. 27 (Cariboo-Chilcotin)

Project Title: Cariboo-Chilcotin Outdoor Classroom

A very large rural district investigates moving rural education outdoors by engaging natural areas as sites for both curricular outcomes and connecting students to their natural communities – and to each other. This project is evolving into developing teacher capacity for outdoor education by way of a new mentoring initiative in six schools, and documenting transitions to innovating within the new curriculum in teaching outside.

Thank you to fine project for sharing Rural Schools Symposium presentation materials (.ppt file – opens in new window).

Here is Cariboo-Chilcotin Outdoor Classroom’s 2018-2019 final project report (opens in new tab).

31. District: No. 50 (Haida Gwaii)

Project Title: Community Connections: Learning and Teaching Haida Language

This project explores what happens when students are taken into the heart of the Haida community to nurture relationships and language learning with Elders. It will create a community classroom (school outside the conventional school building) in order to empower First Nations learners through visits to the Skidegate Haida Immersion Program. As it evolves, its focus on the preservation, teaching and learning of the Haida language is deepening. As students and Elders gather daily in the community to teach and learn Haida, they increasingly work within First Nations principles of learning, especially inter-generational roles and responsibilities, Indigenous knowledge, and patience and time in education.

From Tricia we are very please to be able to share this Explain Everything Interactive Whiteboard for iPad-created project about Community Connections – debuted at the Rural Schools Symposium 2017 at UBC.

Please appreciate with us this project’s 2019 artifacts and documentation.

From the 2019 Rural Schools Symposium, we are grateful to be able to share this project’s presentation (.pptx opens in new window)

Here is the Community Connections 2018-2019 final project report (opens in new tab).

32. District: No. 74 (Gold Trail)

Project Title: Desert Sands Middle School

This project examines how interdisciplinary, project-based learning will promote student engagement, design thinking, and academic rigour in a small rural-school environment. It evolves into specific inquiries into critique, pride and commitment in exploring concepts of quality and diversity in bringing into student inquiries community and Indigenous participation.

As an artifact for 2019, this project has shared a project overview with inquiry documentation (PDF opens in a new window).

From the 2019 Rural Schools Symposium, we are grateful to be able to share this project’s presentation (.pdf opens in new window)

Here is the DSCS Middle School 2018-2019 final project report (opens in new tab).

33. District: No. 91 (Nechako Lakes)

Project Title: Creating Engaging Community Partnerships for Learning – Koh Project

Through student-driven inquiry across a number of important local initiatives, this project will ‘diffuse the boundaries between school and community’ to better integrate the two both enrich learning and improve the community – while considering resultant student engagement and sustainable and generative local connections among school and its place. As it has developed, it has found new trajectories in a long term, recursive (in ‘spirals of inquiry’) engagement in land-based service learning, partnering in and contributing to university-led watershed research, where teachers’ learning also becomes a question in respect of student engagement.

Here are some project pictures that Mia shared with us (including a fine rainbow pic).

Don’t miss this project’s 2017 Rural Schools Symposium presentation (with Aboriginal Learning, Outdoor Education and Hogsback Lake cameo).

Please appreciate with us this project’s 2019 artifacts and documentation.

From the 2019 Rural Schools Symposium, we are grateful to be able to share this project’s presentation (.pptx opens in new window)

Here is the Koh Learning project’s 2018-2019 final project report (opens in new tab).

34. District: No. 6 (Rocky Mountain)

Project Title: Selkirk Secondary Professional Learning Community (PLC) – Arts Integration in Interdisciplinary Inquiry

Through a concerted effort to increase capacity for collaboration and collegiality through inquiry, this project seeks to “challenge foundational understanding” to move thinking forward toward changes to high school programming. Including participation of students and community mentors, the PLC expects to propose a new model of high school education that deploys and values “genuine thinking” through a shared commitment to collaborative inquiry, interdisciplinary learning, place-consciousness, pedagogical innovation and competency-based learning. Moving forward, this project strives “to create space for interests and passions within cycles of inquiry, fostering connections and collaboration within the group and with mentors in the community” where curricular subject integration is explored as a “missing element” toward “alternative artistic mediums allowing more creative expression” for students.

As a project artifact for 2019, this project has shared a sample of student art and its connections with its inquiry journey (PDF opens in a new window).

From the 2019 Rural Schools Symposium, we are grateful to be able to share this project’s presentation (.pptx opens in new window)

Here is the Arts Integration 2018-2019 final project report (opens in new tab).

36. District: No. 48 (Sea to Sky)

Project Title: Reimagining Learning Structures in a Rural Secondary High School through Teacher Collaborative Inquiry Teams and Cross-Curricular Student Inquiry

This project engages time in schools, in looking to shift “structure and approach” in recreating a high school timetable (in Pemberton) in order for students to engage in a diversity of “personally meaningful, real world, and cross-curricular inquiry.” Through inquiry into changes wrought by teachers’ co-planning, co-teaching, and co-assessing in multi-disciplinary teams from throughout the high school curriculum, this project importantly also grapples with the complexity of the curricular politics common in communities’ reception of cross-curricular, inquiry-based learning. As education transforms in the 21st century, fearless collaborative inquiry is seen to help move it from compartmentalization and subject silos into the ignition of student curiosity in parallel with teacher collaboration and community development. This project continues to evolve within an expanding inquiry of diverse and mutually supportive committed “teacher learning teams” to “increase connections and engagement among our students, and their communities.”

An artifact and project documentation have been shared…please have a look!

From the 2019 Rural Schools Symposium, we are grateful to be able to share this project’s presentation (.pptx opens in new window)

Here is this project’s 2018-2019 final report (opens in new tab).

39. District: No. 5 (Southeast Kootenay)

Project Title: Common Ground

In Sparwood, sciences, social studies, and First Peoples curricula are explored together in this project with student identity, and diverse student identities, as a ‘common’ focus. Through tanning animal skins, and expanding the activity both out (into community) and in (as identity exploration), many purposes are being discovered and served (including creating costumes for a play and selling skins) in a context of shared inquiry that engages educational practices and communities in local histories, particularly those of the Métis and Ktunaxa peoples.

Initial artifacts and project documentation have been shared…please have a look!

Here is the Common Ground 2018-2019 final project report (opens in new tab).

40.  District:  No. 5. (Southeast Kootenay)

Project Title:  Take A Tree, Plant a Tree

A multidisciplinary innovation initiative in inquiry into sustainability in Elkford, B.C., this project involves school, regional and corporate partners led by Indigenous ecological knowledge and student learning toward “many plantings of trees in our area.”

Initial artifacts and project documentation have been shared…please have a look!

Here is Take a Tree, Plant a Tree’s 2018-2019 final project report (opens in new tab).

41.  District:  No. 5. (Southeast Kootenay)

Project Title:  Elk Valley Schools and the Trans Canada Trail

Students from three high schools join with leaders in arts, business, outdoors and other community organizations collaborate in a cross-curricular initiative of inquiry “to engage students in service learning while supporting them in producing long lasting art pieces (sculptures) that represent themselves and their communities.” How does creating a “bridge” between schools and their contexts create opportunities for students in the future?

Initial artifacts and project documentation have been shared…please have a look!

Here is the Elk Valley 2018-2019 final project report (opens in new tab).

42.  District:  No. 8. (Kootenay Lake)

Project Title:  JVH Career Education 8-12 Full Day Program Development

This project explores structural change to the organization of time in schooling through intensive career education in Kaslo, B.C. Through many concurrent inquiries, it will explore a first year pilot’s promise for student engagement and teacher collaboration in a “contagious culture of developing projects” beyond the confines of conventional time in schooling.

Initial artifacts and project documentation have been shared…please have a look!

Here is the JVH 2018-2019 final project report (opens in new tab).

43.  District:  No. 8. (Kootenay Lake)

Project Title:  Outdoor Ed Classroom Project

As in most Growing Innovation projects, this one at Crawford Bay Elementary and Secondary School asks what is an “innovative pedagogical approach” in conversation with educational research – here in students’ developing school facilities (a gazebo!) with community partners. Exploring the project in terms of student engagement, pedagogical and curricular development, and community involvement will be central to the project’s promise.

44.  District:  No. 50. (Haida Gwaii)

Project Title:  Plastic to School and Beyond: A Social Venture

Chemistry, sustainability and student emotional connections with curriculum are central to this project in “applied study,” where converting plastics to fuel to evaporate salt for development of a marketable herbal remedy will involve community members in cross-curricular student-led environmental stewardship in an entrepreneurial spirit.

Initial artifacts and project documentation have been shared…please have a look!

Here is the Plastic to School/Fuel and Beyond 2018-2019 final project report (opens in new tab).

45.  District:  No. 54. (Bulkley Valley)

Project Title:  Enhancing Quality Teaching Through Collaborative Learning

Through the provision of collaborative, co-planning and co­-teaching opportunities for educators, this project explores the effects of quality teaching and leadership development on student success and completion. It will also be concerned with what it makes possible in connections among schools and with communities (in Houston and Smithers, B.C.).

Initial artifacts and project documentation have been shared…please have a look!

From the 2019 Rural Schools Symposium, we are grateful to be able to share this project’s presentation (.pdf opens in new window)

Here is this project’s 2018-2019 final report (opens in new tab).

46.  District:  No. 79. (Cowichan)

Project Title:  Q’hintul – Walking Together – The Story of Mill Bay Nature School

Exploring what is possible and faithful to its place in/as a new nature school, this project will “facilitate the storying of our school birthing and ongoing development” in a good way. It is a model full of possibilities coming to realize itself with students, their communities, educators (fellow learners) in the cultural leadership of the Cowichan and Malahat First Nations.

As its initial project artifact, this project has shared the Mill Bay Nature School Field Guide (PDF opens in a new window).

From this project’s documentation with Growing Innovation, here is an artifact (stay tuned!).

Here is Q’hintul’s 2018-2019 final project report (opens in new tab).

47.  District:  No. 84. (Vancouver Island West)

Project Title:  Changing Schedules to Support Student Learning and Teacher Wellness

In Gold River, B.C., This project explores models of departure from the linear, six-block rotation of school classes, conventional in Western education since 1906. It is particularly interested in student and staff wellness and impacts on the school community in alternate regimes of school-time.

Here is the Changing Schedules project’s 2018-2019 final project report (opens in new tab).

48.  District:  No. 5. (Southeast Kootenay)

Project Title:  Sparking Student Engagement with Immersive VR Experiences

This project explores the “barriers and benefits” of using Virtual Reality (VR) in an educational environment. With the involvement of 5 local communities (Cranbrook, Jaffray, Fernie, Sparwood, Elkford), all schools in this district will participate in developing a “student centered, inquiry-based approach” in the use of VR in exploring student engagement in the emerging contexts of the BC curriculum.

Initial artifacts and project documentation have been shared…please have a look!

Here is the AR/VE project’s 2018-2019 final report (opens in new tab).

49.  District:  No. 6. (Rocky Mountain)

Project Title:  Understanding our Species at Risk from their Viewpoint

How can VR/AR (Virtual Reality/Augmented Reality) provide students and schools new opportunities to “create context, and interact with our surroundings, and consult with many specialists that work in our valley”? Using new technology and problem-based learning to interact in new ways with place is generating new understandings through student inquiries into the human “footprint” in this new project at schools in Invermere and Golden, B.C.

As its initial project artifact and documentation, this project has shared Species at Risk: A look at how AR/VR can impact empathy for a threatened species (PDF opens in a new window).

Here is this project’s 2018-2019 final report (opens in new tab).

50.  District:  No. 8. (Kootenay Lake)

Project Title:  Capturing the Stories Using Green Screen Technology

In South Nelson, B.C., this project marries intergenerational learning and technology in student-led historical inquiry (both Indigenous and non-Indigenous) toward contributions to community self-understandings.

Initial artifacts and project documentation have been shared…please have a look!

Here is the Capturing the Stories 2018-2019 final project report (opens in new tab).

51.  District:  No. 10. (Arrow Lakes)

Project Title:  Creating VR Place-consciousness Connections

This project’s aim is to explore the integration of Virtual Reality and Place-Conscious learning. Teachers and students from three communities (Nakusp, Edgewood and New Denver) are developing new ways to collaborate in developing this intriguing project that seeks to lay the groundwork for future education in the region that is both community-based and locally generative in the educational use of new technologies (as “forces of good” to “inspire our learners to create, and not just consume VR/AR content”).

Here is this project’s 2018-2019 final report (opens in new tab).

52.  District:  No. 52. (Prince Rupert)

Project Title:  Exploring Virtual Reality through 360 degree Video

As “entry points for students to be creative and see results quickly through this technology” this project in Prince Rupert B.C., explores VR in uses developed and led by high school students in “collaboration, experimentation and problem solving” in an “an opportunity to promote and celebrate what makes us unique and special.”

As “entry points for students to be creative and see results quickly through this technology” this project in Prince Rupert B.C., explores VR in uses developed and led by high school students in “collaboration, experimentation and problem solving” in an “an opportunity to promote and celebrate what makes us unique and special.”

Initial artifacts and project documentation have been shared…please have a look!

Here is this project’s 2018-2019 final report (opens in new tab).

53.  District:  No. 59. (Peace River South)

Project Title:  Connected Classrooms – French Immersion Instruction

In Dawson Creek and Chetwynd, B.C., this project seeks to “explore alternative ways at delivering French programming” at district high schools involving Artificial Intelligence (AI) and Virtual Reality (VR) technologies.

Here is the Connected Classrooms 2018-2019 final project report (opens in new tab).

54.  District:  No. 60. (Peace River North)

Project Title:  Exploring Science through a New Lens

A regional science fair committee from schools in the North East of B.C. takes the lead in this project to both spark interest in and develop Virtual Reality and Augmented Reality (VR/AR) technology in education with students and, through this, to extend critical questions about knowledge, understanding and place. This work will be shared in the regional science fair, and involve participation from three regional school districts.

Initial artifacts and project documentation have been shared…please have a look!

Here is a project artifact in the form of a powerpoint presentation (opens in new tab).

Here is this project’s 2018-2019 final report (opens in new tab).

Growing Innovation Projects 2011-2018 (purple dots above)

1. District: No. 8 (Kootenay Lake)

Project Title: Digital Storytelling Project

Grade 6-7 students in the Slocan Valley Family of Schools (W.E. Graham, Winlaw, Brent Kennedy and Mt. Sentinel) are engaged in digital storytelling to document local culture and family heritage through interviews with senior community members and online research.

Visit the project web site HERE.

You will find a Growing Innovation-produced video about this project HERE.

Note:  Project leaders collect student perceptions of the project via Survey Monkey, which may be found HERE.

For a student reflection video from the Digital Storytelling Project at Winlaw Elementary, click HERE.

Webinar resources from this project’s 2013 Growing Innovation webinar are available HERE.

2. District: No. 10 (Arrow Lakes)

Project Title: Values of the Doukhobor Community

Students in SD 10 reached out to Doukhobor elders, learned about the values of this culture, and produced films and a project blog reflecting their learning.

For links to project videos, click HERE.

For images of students at work on their projects, click HERE.

For images of the project’s community film screening and project presentations, click HERE.

Webinar resources from this project’s 2013 Growing Innovation webinar are available HERE.

3. District: No. 48 (Sea-to-Sky)

Project Title: Connections Project

At Don Ross Secondary School in Squamish, the Connections Project provides opportunities for dialogue between Aboriginal, non-Aboriginal students and the Squamish First Nations community.

4. District: No. 49 (Central Coast)

Project Title: Educational Food Innovations

Students in Bella Coola will be taught to mill their own organic flour and grains to produce a wide variety of nutrient-rich foods in a project that will encourage them to make better nutritional choices.

For a powerpoint presentation about this project, click HERE.

5. District: No. 58 (Nicola-Similkameen)

Project Title: Aboriginal Academy 9

Students in Merritt will participate in authentic, hands-on Aboriginal activities aimed at enriching their understanding of the local culture.

View a project video on the SD 58 website HERE or on YouTube HERE.

To find this district’s projects & events in aboriginal education (including the Aboriginal Academy 9 under ‘projects’), click HERE.

Webinar resources from this project’s 2013 Growing Innovation webinar are available HERE.

6. District: No. 60 (Peace River North)

Project Title: 21st Century Learning: PBL in the Energetic Learning Campus

At Fort St. John, the ELC project will look at how a healthy living environment and personal fitness affects student absenteeism, test scores, collaboration skills, student engagement and school culture.

Find a Growing Innovation-produced video about this project HERE

For a PowerPoint of a project based learning template, click HERE.

For a PowerPoint of a PBL Theme & Essential Question planning tool, click HERE.

For a word doc of this project’s Health and Movement Assessment Rubric, click HERE.

For a PDF of three critique lesson plans, click HERE.

A Word doc of a critique feedback form may be found HERE.

Note from Kim Boettcher: Critique is a form of peer assessment where students give other students feedback that is ‘kind, specific and helpful’. Students are given more time to then incorporate the feedback into their project to bring it more closely aligned with the criteria. The critique strategy was learned by teachers in School District 60 when they visited High Tech High in San Diego. All forms and lessons were adapted from the work of HTH teachers.

Project videos The Energetic Learning Campus and A Day in the Life of the ELC.

For project-related pictures, please click HERE.

Webinar resources from this project’s 2013 Growing Innovation webinar are available HERE.

Here is the ELC’s Rural Schools Symposium 2016 presentation (minus Sheldon, unfortunately, and also the videos that the project contained, which made it way too big to put here).

This Link will allow you to access the ELC’s 2017 Rural Schools Symposium presentation which is quite a big powerpoint (with video) so give it a bit to download.

7. District: No. 62 (Sooke)

Project Title: Nature Kindergarten

The district will develop a Full Day Nature Kindergarten program that provides children the opportunity to learn in a natural setting where outdoor exploration is the foundation of all learning.

To visit the Nature Kindergarten blog, click HERE.

A PDF of the program’s pedagogical principles is HERE.

For a PDF of a Globe & Mail article on this program, click HERE.

A PDF article about the program on VictoriaBoulevard.com is HERE.

Green Schools Newsletter (Feb. ’12, PDF) features this project HERE.

Project produced videos are HERE.

Webinar resources from this project’s 2013 Growing Innovation webinar are available HERE.

Don’t miss Frances Krusekopf’s wonderful Frances’ TEDxVictoria talk from late 2015.

8. District: No. 69 (Qualicum)

Project Title: Global Citizens as Renewable Energy Consumers

Students at False Bay School on Lasqueti Island will build positive understandings of renewable energy systems and social responsibility by examining local solar, micro-hydro and wind power projects with area experts.

You will find a Growing Innovation-produced video about this project HERE

For project-related pictures, please click HERE.

9. District: No. 64 (Gulf Islands)

Project Title: Connecting Generations

On Salt Spring Island, the Connecting Generations project continues to expand and redefine itself in response to the new opportunities it creates for students, educators and their community. Continuing is building bridges between generations through dialogue, intergenerational learning and relationship building.

New project videos: Surrendering to Spontaneity and Weaving a Mentorship: Room to Play and Stretch (More Growing Innovation videos)

For the project’s web site, click HERE.

Find a Growing Innovation-produced video about this project HERE

An article by project facilitator Dr. Ahava Shira: (The Bridge: An Intergenerational Space for Learning) may be found among the articles at Community Works Journal HERE.

For an item on this project in a local paper, click HERE.

For an evaluation of the “Bridging the Gap” initiative, Connecting Generations’ component of community fora, click HERE and for that of the “Building the Bridge” project (which involved an intergenerational team who created the program website and brochure) click HERE.

The project report to the Growing Innovation Symposium (PDF) may be found HERE.

For project-related pictures, click HERE.

Webinar resources from this project’s 2013 Growing Innovation webinar are available HERE.

Feedback from “Abracadabra” – a forum about creativity at Salt Spring Island Middle School is collected in a handsome PDF HERE.

Connecting Generations November/December 2014 UPDATE.

Connecting Generations November 2015 UPDATE.

The stream that is Connecting Generations has many currents, including now a wonderful and growing collection of video documentation, most recently with “Creating a Safe Space – Gulf Islands Secondary School Writers’ Group,” a powerful testament to transformative culture in education. We hope you appreciate this work as much as we do, and can find in it inspiration to document your collective efforts in generating curriculum, community and new forms of life.

Continuing to evolve in 2018, this year Connecting Generations has found a new vector called “Writing Ourselves Homewards

In this CG incarnation, Sarah Hook-Nilsson and Ahava Shira will develop WOH to bring the Home Words project presently happening on Salt Spring, to Windsor House School in North Vancouver which is a part of SD 64 (Gulf Islands). Through the delivery of a half day workshop for a group of up to 15 students and teachers and/or community members at one of the locations where Windsor House is currently based, we will explore what “Home” means through the 4 step practice of Writing Alone Together: Writing Freely, Reading aloud, Listening Deeply and Bearing Witness. The benefits of this project will be that it will give us the opportunity:

– to test our rural based project in an urban environment, (without leaving the school district!)
– to witness how the 4 writing practices which we have used for 6 years on Salt Spring are applicable in a different culture
– to provide Windsor House School with a further opportunity to look at their own homelessness from another perspective and, we hope,
– to inspire adults and youth alike at Windsor House to continue this very valuable habit of “Writing Alone Together”

And finally (for now) don’t miss the November 2017 Connecting Generations Update.

10. District: No. 82 (Coast Mountain)

Project Title: First Nations Assessment Program

Kitwanga Elementary School staff will explore the use of culturally relevant assessment and teaching strategies to more effectively support their First Nations students.

11. District: No. 85 (Vancouver Island North)

Project Title: Collaboration without Boundaries

At Eagle View Elementary School in Port Hardy, this project will explore ways to encourage greater family participation in education through a wide range of communication tools.

Visit the project blog HERE.

You will find a Growing Innovation-produced video about this project HERE

For project-related pictures, please click HERE.

Webinar resources from this project’s 2013 Growing Innovation webinar are available HERE.

12. District: No. 51 (Boundary)

Project Title: Community Partnerships

The project engages students in Midway in Community partnerships, technology, and functional curriculum to focus on ways to support rural secondary students with special needs.

A very succinct and informative presentation on this project is to be found HERE.

“UBC Research grant used to develop curriculum” – Two local newspaper articles (PDF) about this project are HERE.

The following are links to materials developed as a part of the Community Partnerships project:

Completed by students each day before working at community partner locations, the Appearance Self-Check rubric (Word doc) is HERE, and the Daily Self-Check with Icons (PDF) is HERE.

Two examples of rubrics (Word docs) completed on site while working at the locations are HERE, and HERE.

A lesson worksheet (Word doc) designed to teach students with special needs about product expiration dates is HERE.

A Community Social Skills checklist (Word doc) is HERE.  Task Cards (Word doc) that students use when they work at the seniors facility are HERE.

For a list of resources/websites for mobile technology for students with special needs (Word doc compiled for this project by site facilitator Mary Stewart) click HERE.

The resource list (Word doc) for functionally differentiated curricula is HERE.

Growing Innovation Community Partnership Survey (blank – Word doc) is HERE, and the project write-up of survey results (Word doc) is HERE.

The project powerpoint presentation from the Growing Innovation Symposium is HERE.

13. District: No. 52 (Prince Rupert)

Project Title: Community Revitalization

Grade 9 students at Charles Hays Secondary School will explore the theme of urban development through a community revitalization project for Prince Rupert.

For project-related pictures, please click HERE.

Press release: Project grade nine class ‘outside the box’ HERE.

14. District: No. 84 (Vancouver Island West)

Project Title: Transforming school-wide Academic Achievement

This project will energize student learning at Zeballos Elementary Secondary School by focusing on purposeful, relevant, real-world experiences.

15. District: No. 57 (Prince George)

Project Title: Place-Based Learning in Mackenzie Schools

Students in Mackenzie Schools and seniors will work together to landscape a newly constructed senior housing facility.

16. District: No. 59 (Peace River South)

Project Title: Technology Embedded Learning and Assessment at DCSS

This project has evolved from a focus on Project Based Learning into examining the coordination and development of digital resources for students in concert with new ways of collaborating and planning among teachers at Dawson Creek Secondary School.

Find a Growing Innovation-produced video about this project HERE

For a video on student engagement and project based learning at DCSS, click HERE.

For a video on PBL in grades 10 & 11 at DCSS, click HERE, and for another on a number of different projects, click HERE.

To open a word doc from this project of a comprehensive “conversation” on student engagement, click HERE.

Webinar resources from this project’s 2013 Growing Innovation webinar are available HERE.

A project report (Word Doc) on its Exhibition of Learning (held at the Encana Center in Dawson Creek on April 19, 2013), is HERE.

For project related pictures, click HERE.

This Link will allow you to access the project’s 2017 Rural Schools Symposium presentation which is a powerpoint and will be available for download in another window.

17. District: No. 74 (Gold Trail)

Project Title: Elementary Connected Classrooms

Elementary and secondary teachers and students in rural schools in Lytton, Ashcroft, Clinton and Lillooet will be linked in connected classrooms and via other digital (& also physical) means.

Please find a Growing Innovation-produced video about this project: HERE.

To view a project presentation, click HERE.

For the elementary classrooms blog, click HERE.

For the English 8 connected classrooms blog, click HERE.

For Elementary Connected Classrooms Technology Performance Standards (PDF), click HERE.

Webinar resources from this project’s 2013 Growing Innovation webinar are available HERE.

For project related pictures, click HERE.

18. District: No. 50 (Haida Gwaii)

Project Title: Community Outdoor Education

By focusing on student interactions, community involvement and environmental learning, this project investigates effects on school culture and the larger community, and new forms of learning from year-long and school-wide outdoor education.

For photos from this project, and and another Haida Gwaii Growing Innovation project (#20 below), please click HERE.

19. District: No. 10 (Arrow Lakes)

Project Title: Reconciliation Through Art

Students at Nakusp (Elementary & Secondary), Lucerne (Elementary & Secondary) and Edgewood (Elementary) schools work with Indigenous Elders and artists to build understanding about the impact of residential schools on Indigenous communities and Canada, and work towards reconciliation.

20. District: No. 50 (Haida Gwaii)

Project title: The Outdoor Classroom – Foods Work

This project investigates if meaningful, locally relevant, hands-on activities facilitate a positive school experience for students who struggle in traditional classrooms and if, by having a hands-on, food related course offering in a rural high school, benefits spin off into the larger school body, community and region – providing opportunities for further inquiry and further projects.

Teacher colleagues and Growing Innovation project participants at George M. Dawson Secondary School in Masset, Daniel Schulbeck and Derek Siefert have put together a vivid book entitled “Foods Work: Doing what comes Naturally on Haida Gwaii” which they have kindly made available through us HERE. (Note: this is a large 400MB .pdf download, but well worth the time it might take!)

For photos from this project, and the other Growing Innovation supported project on Haida Gwaii (listed next), please click HERE.

Don’t miss the voices of the children video we made with many thanks to all involved – from children involved both in this project and the Crawford Bay School Garden project (see #23 below).

As well, new in 2017 is a pretty thoroughgoing Foods Work/Outdoor Classroom project video we are privileged to share in the Rural Teachers Growing Innovation Video Gallery.

21. District: No. 6 (Rocky Mountain)

Project title: Intergenerational Learning

Educators in numerous schools in the communities of Golden and Invermere investigate intergenerational learning to understand its benefits to participants, challenges for educators, related/emergent pedagogies and curricula and, by contrast, the norms of monogenerational learning sites in terms of new possibilities.

For photos from this project, please click HERE.

Project edublog.

22. District: No. 91 (Nechako Lakes)

Project title: McLeod Grandparent Buddies

Educators and seniors’ care administrators in Vanderhoof investigate buddying between grade 3 students and seniors in terms of empathy, kindness, caring, and respect and acceptance of differences.

For images form this project, click HERE.

23. District: No. 8 (Kootenay Lake)

Project title: Evolving our Full Cycle Food Project: The Crawford Bay School Garden

From the Elementary/Secondary school in Crawford Bay, this project investigates food self-sufficiency in relation to youth leadership in community involvement.

Aimed at “developing youth leaders in the evolution of human-scale agriculture, local food processing, environmental responsibility, and community building”, The Full Cycle Food Project at Crawford Bay Elementary/Secondary School is now to be found HERE.

A helpful powerpoint presentation by Principal Dan Rude of Crawford Bay Elementary/Secondary School about the geneses of the Full Cycle Food Project is available HERE.

Because it expresses and develops so well what informs this project, and speaks to its place, Principal Rude’s blog may be found HERE.

For images from this project, click HERE.

Don’t miss the voices of the children video <style=”color: #000000;”>we made (with many thanks to all involved) – from children involved both in this project and the Foods Work/Outdoor Classroom Project in Haida Gwaii (see #20 above).

And for some video documentation of this wonderful project as it evolves, new in 2017 is “Growing Education in the Crawford Bay School Garden” in the Growing Innovation video gallery.

24. District: No. 73 (Kamloops/Thompson)

Project title: Local History of the North Thompson Valley

This project focuses on intergenerational learning as students at Clearwater Secondary School learn writing, speaking, video production and editing as they interview elders in the valley to capture local stories.

25. District: No. 5 (Southeast Kootenay)

Project title: Medieval May

Students at Sparwood and Elkford Secondary Schools engage in the annual creation of an interdisciplinary event designed to foster community across the student body while achieving learning outcomes in creative ways.

28. District: No. 5 (Southeast Kootenay)

Project Title: The Rocky Mountain Elementary and Elkford Secondary School Greenhouse Project

Students at two secondary schools collaborate in creating and maintaining a greenhouse and garden, and to investigate how students thereby come to engage healthy food choices, how school culture transforms and how relations among the schools improve as the result.

Project photos.

29. District: No. 73 (Kamloops-Thompson)

Project Title: MacGyver Maker Fair

Involving all students within Clearwater Secondary school, along with teachers and some community members, this project investigates a wholly new format for student engagement while allowing teachers new ways to approach and develop project-based learning in communities of practice.

30. District: No. 83 (North Okanagan-Shuswap)

Project Title: Growing with the Community in Eagle River Secondary

From a welcome new district to Growing Innovation, this project develops and explores new forms of school/community involvement, including in public administration (through town council participation) and school/community academic partnerships.

35. District: No. 8 (Kootenay Lake)

Project Title: Integrated ADST: Innovative Student-Powered Implementation of Tech/Design

Combining professional collaboration among educators, schools, students and community, this project combines multi-age learning and student pedagogical and curricular leadership and design in a shared inquiry about the incorporation of technology in science, social studies, math and computer studies curriculum. Resourcing student strengths in technology for curricular and pedagogical design (among high school and elementary school students) looks to be generative, collective and inspirational, where “everyone gets to share and learn together.”

Denise Currie shared this wonderful presentation (here a .pdf) at the Growing Innovation Symposium 2018.

37. District: No. 53 (Okanagan-Similkameen)

Project Title: The Utilization of the Flexible Timetable and Learning Centres to Maximize Learning Opportunity for Students and Staff at Osoyoos Secondary School

In Osoyoos, this project inquires into teachers’ use of innovative teaching practices to best facilitate student learning. Combining flipped classrooms and flexible timetables, interdisciplinary and cross-curricular teaching, the project takes the form of a search, with teachers seeking to “find more meaningful ways to work together” for the benefit of their students and communities. Empowerment of students and the innovative commitments of educators in collaboration combine toward the transformation of schools, the renewal of curriculum and the revitalization of pedagogies.

38. District: No. 84 (Vancouver Island West)

Project Title: The Roy Watkins Elementary School Growth Mindset

In Gold River, teachers at RWES are exploring, via the Spiral of Inquiry method, the engagement of ideas from a shared study in very specific considerations of their practical implications and consequences. This allow a comparative process of inquiry into the manifestations and promise of the concept of growth mindset in sharing successes and confronting challenges together. By combining a shared practice of study and common engagement of method in specific instances (focusing each on a single child), the inquiry promised a richer understanding of growth mindset, proposed then as a fundamental part of school culture.

Questions may be directed via this site or directly to Dr. Leyton Schnellert by clicking HERE.

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