The Collaborative Inquiry for Learning – Mathematics, Early Primary Collaborative Inquiry and Student Work Study are examples of how the LNS is promoting collaborative inquiry in schools and boards.
Through collaborative inquiry, teachers build and integrate new knowledge and understanding of student learning and classroom instruction into their existing knowledge of professional practice.
The purpose of CIL-M is to develop a job-embedded professional learning framework for numeracy that incorporates different board and school contexts for learning.
Teams of educators conduct in-class investigations of student work and lessons in classrooms, using a collaborative inquiry process.
Student Achievement Officers from the LNS facilitate sessions with board teams to co-teach and co-plan mathematics lessons. In this process, participants identify and build knowledge about mathematics instruction that improves student learning and achievement. The Student Achievement Officers gradually pass responsibility over to the board teams, building the board’s internal capacity and ensuring the sustainability of the math lessons.
Teams from every district school board participate in classroom-based inquiry about teaching and learning within the context of early primary education.
The intent of the Early Primary Collaborative Inquiry is to:
The purpose of this provincial study is to learn more about the characteristics of student work as it moves from level 2 to level 3 (the provincial standard) and the types of tasks, prompts and feedback to students that result in improved work.
The Literacy and Numeracy Secretariat is partnering with selected school boards to provide funding to hire elementary Student Work Study teachers. Each teacher will work with five schools to support classroom learning for students working through level 2.