Enhancing Student Learning Framework at Ridgeview Elementary

Ridgeview Elementary Framework for Enhancing Student Learning 2018 2019 Year One

Mission Statement At Ridgeview, students, staff and parents believe that as a community of learners we must create and preserve a safe, calm and caring environment where everyone is welcomed, respected and valued, and able to learn and achieve at their personal best.

Framework for Enhancing Student Learning Where have we been and where are we going? What are the challenges and strengths for our learners? Keeping the end in mind Creating a learning environment where every student can succeed.

Scanning Our Learners Strengths High achieving and capable Academic Language Curious Digitally capable Service oriented Courteous Competitive Challenges Self Regulation Early Physical Literacy Social Language in context of Play Flexible Thinking Problem Solving Critical Thinking

Where to Next? Content/STEM skills are important but equally important are Soft Skills including: Communicating and listening well Possessing insights into others (including others different values and points of views) Having empathy toward and being supporting of one another Being a good coach/learning model Being a good critical and flexible thinker, a problem solver, and being able to make connections across complex ideas

Where to next? Foundational skills such as the ability to work with others, communicate clearly, think critically and be a life long learner prepare students for success at school and life beyond school. What helps students to thrive in a changing world isn t rocket science, it may just well be social science Google finds that STEM skills are not the most important skills

While a solid knowledge base in the basic skills will be maintained, to better prepare students for the future there will be more emphasis on key competencies like self-reliance, critical thinking, inquiry, creativity, problem solving, innovation, teamwork and collaboration, cross- cultural understanding and technological literacy. We can also connect students more directly with the world outside of school, with increased focus on learning these skills across topic areas. BC Ministry of Education

Focusing Core Competencies, Essential Learning, Literacy and Numeracy Foundations, Flexible Learning Environments Communication (Language) Academic and Social Language Thinking (Critical and Creative) (ADST, Scope and Sequence) ADST (Scope and Sequence) Real Life Problems/Connections to Real World (First Nations Connections) Questioning, Investigating, Designing Personal and Social Collaboration and Problem Solving

Focusing Flexible Learning Environment in Support of Core Competencies Part I Library Modernization (Redesign) Part II Redesign Underutilized Spaces (MakerSpace)

School Goal 2018 - 2021 Focus School Goal To improve student thinking competencies Strategies Use of ADST Curriculum to explore design thinking Explicit teaching of academic (inquiry, questioning, design thinking ) and social language (collaboration and problem solving) to enhance thinking in multiple contexts Use of Real Life Problems and Connections to the Real World to inquire/question, investigate and design solutions Continue to use framework of Ridgeview Student Learner Profiles to build and enhance student awareness of learning strengths Create flexible learning environments to support development of core competencies (thinking, communicating, personal and social) (Library Commons, Makerspace, Space Redesign Project)

New Learning Acquiring, Interpreting and Presenting Information Parent Information Sessions Professional Development Staff Meetings Meet My Teacher Event PAC Meetings Student Led Conferences Class Inquiry and Presentations Student Showcases Performing Arts

Professional Learning Digital Connections (ADST, FreshGrade) Thinking Classrooms .extension of Making Thinking Visible (Ron Ritchhart, Mark Church, Karin Morrison) Passion and Perseverance, Growth Mindset (Angela Duckworth and Carol Dweck) Library Modernization Part II, MakerSpace Behaviour and the Brain (Stuart Shakner) Executive Functioning (Sarah Ward) Metacognition (Adrianne Gear)

Connections to District Pillars Inquiry Asking questions Investigating and designing real world problems Critical and creative thinking Self-Regulation Executive functioning Problem solving in multiple contexts Passion and perseverance Digital Access Analyzing reliability of digital resources Ethical use of technology Developing and designing using technology

Connections to First Peoples Principles of Learning Learners at the centre Social nature of learning Stretching all students

In Closing Ridgeview is a K 7 school with a long tradition of excellence in Academics, Athletics, and the Fine Arts. We prepare students with skills and competencies for success today and in the future. Ridgeview students are provided with an array of opportunities to develop Content and Core Competencies in Thinking, Communication, and Personal and Social Responsibility. We encourage students be self aware, to understand their personal strengths, challenges, passions, and desire for future learning explorations. We are aware that we live in an age where innovation is increasingly a group endeavour, and so in addition to teaching content, we emphasis personal and social skills inclusive of humility, collaboration, flexibility and adaptability, and loving to learn and re-learn. Ridgeview students are strongly encouraged to participate in the school community, be it through participating, serving or leading in the Academics, Athletics, Fine Arts and/or Community Service. Nurturing the whole child and encouraging each child to be his or her unique self is a result of Ridgeview s strong work ethic (focus on grit) and equally strong culture of care. We are a school where parents, staff and students have fun and find joy in learning and working together. Ridgeview school is the Home of the Dragons. Our community is strong, courageous, and resilient. Ridgeview students are well supported to succeed in life today and well positioned for success in the future.