Peter Greer's Learning Story
Update: May 2020
Since September 2019, our staff have been meeting after school and online around the following inquiry question: How can we meaningfully integrate learning in our natural and local environment throughout the year while embedding Indigenous ways of knowing and doing?"
Update: June 2019
At our year-end Staff Meeting, we came together to discuss where we were at with regards to our School Goals. We noticed that we were at a bit of a crossroads in terms of our school focus, especially since the full implementation of the redesigned curriculum. Our discussion centered on the following questions?
Do our current goals or 'areas of focus' as identified in the last 4-5 years, actually reflect the 'action' or 'work' that we are currently engaging in both in classrooms and as a school?
We also agreed that the 'literacy' and 'numeracy' pieces are critically important and in many ways, the reason schools exists. The question is, instead of literacy and numeracy being identified as 'goals,' should we not simply assume they underscore all the work we are doing? Thoughts?
It is evident that we are still focused on the social-emotional piece. Social-Emotional Learning continues to be a top priority in all feedback we receive from staff, parents and students. The social emotional learning journey began in September 2016, when staff participated in and were trained in Play is the Way activities. Play is the Way is a program designed to support and develop social emotional learning.
As a result of our discussions, we identified our goals for 2019-2021. Click here to view.
School Goals 2016-2019
During this time, our school goals focused on three key areas: literacy, numeracy and social emotional development. Teachers chose an area of focus and collaborated throughout this time to move themselves, and one another, forward in their learning.
Social Emotional Learning: To support students as they develop and strengthen their social and emotional abilities.
Literacy: To support students as they learn to improve comprehension by reading fluently and strategically, and to communicate clearly by writing/presenting purposefully to an identified audience.
Numeracy: To support students as they become competent and confident numerate thinkers.
Throughout the 2018/2019 school year, our team has also been focusing on Communicating Student Learning (CSL) and building an Innovative Learning Community (ILC) for our grade four, five and six students. Please visit the Learning Evidence Page by clicking HERE to learn more about the exciting work being done in all of these areas. We welcome your feedback as we continue to collaborate with our Learning Community.
Peter Greer believes in the attributes of a 21st century learner: thinking, learning, innovating, collaborating and contributing, and we do our best to model these attributes on a regular basis.
The social emotional learning journey began in September 2016, when staff participated in some Play is the Way activities. Play is the Way is a program designed to support and develop social emotional learning, so it ties in well to our goal in supporting social emotional learners at our school. Play is the Way also builds resilience and perseverance, providing students with authentic opportunities to practise these skills. Learn more about Play is the Way by clicking on this link http://www.playistheway.ca/
Peter Greer has been working on building consistent language to use and support our students. Using the Zones of Regulation, alongside Play is the Way, has allowed us to work with students on being able to identify their emotions and better understand how to manage them. See our inquiry process for more information on our learning journey in the area of social emotional learning. Classes participate in these learning opportunities in large groups, which include up to four classes at a time. Students also participate in small groups in many classrooms. Literacy has also been an important focus for Peter Greer throughout the year.
Our literacy team has also been collaborating with a goal of increasing student interest and engagement in reading and writing at Peter Greer. These teachers coordinated a survey of both primary and intermediate students to gauge their feelings and experiences around literacy. From these findings, they realized that our greatest need is in a few key areas: increasing student interest in writing, increasing parental involvement in reading, and making reading and writing relevant to students. After a few collaboration sessions, the team determined a plan of action to support our learners. They decided to host ELFF nights, co-create literacy stations, host an in-class “parent read”, and invite the district Instructional Leadership Team (ILT) to meet, share ideas and recommend resources. In collaboration with the ILT, these teachers developed a pilot project in an effort to engage reluctant writers using Lego. They are very excited to see the end result!
Our numeracy team, in response to a scan of Peter Greer teachers and students, found that students are enjoying math. The implementation of math stations has allowed for differentiation and increased engagement. Although students were now liking math, students reported that they were unable to communicate their thinking, therefore the numeracy team shifted its focus to target mathematical thinking and communication. BC's New Education Plan places an emphasis on core competencies, including critical and creative thinking and communication.
sfu Faculty of education