# data[].attributes.body
How can I develop a more inquiry based math curriculum.

Subquestions: How can I help facilitate student real world connections and understandings to math?

How can I make maths more transdisciplinary and relevant? (Less stand alone)

IF....I ever get hired by a board then I may change the question to be more related to TTOCing and relationships.

# data[].attributes.body
How can I share my passion in math education with colleagues and students?
How might I utilize what I have learned about leadership during my last inquiry to mentor and support my colleagues in teaching math?

# data[].attributes.body
How can I mentor my students in their language learning journey through stories/personal narratives/journals?

a) how do I present the notion of a mentoring relationship to my students?
b) how do I use personal narratives for us to track our language learning journey?

# data[].attributes.body
What would happen if I try to teach students how to receive feedback as a part of the assessment process?

Sub- questions
Is there a way to get my junior students to see the value in feedback?
How do I design my assessment to focus primarily on feedback instead of on a percentage/ letter grade?

# data[].attributes.body
Inquiry Question:
How can I continually and actively engage my students in a consistently changing classroom dynamic?

Sub Questions:
1. How can I practice more self care in a high stress classroom environment?

2. How can I create an inclusive environment that ensures everyone feels welcome and safe?

3. What emotional, physical, spiritual, or mental barriers are preventing this class to not take place?

4. What would happen if I integrated more Indigenous teaching to manage stress and promote self care?

5. What can  I do to overcome barriers of potentially teaching online in a matter of an instant?

6. How can I get students to see how continuing to dance can help with their physical, emotional, spirtual and mental well being especially in a time of uncertainty?

# data[].attributes.body
Mentor: Laida

How can I become a more thoughtful mentor for my student teacher to facilitate her to reframe her challenges, design and modify instruction and assessments when delivering feedback to her.

How can I implement First Peoples Principals of Learning when delivering feedback and strive for a balance between supporting the student teacher and challenging her to grow.

# data[].attributes.body
How can I best support ELL students and students with language delay in a French Immersion classroom?

Sub-questions:
-How does my understanding of inclusion in FI impact my practice?
-How can I make a student with language delay feel successful in a FI class?
-Should ELL students in Primary receive pull-out support, in-class support or no support in English?

# data[].attributes.body
Laida
How might I develop cohesion between the first people's principles of learning and the core competencies, within my practice?

Sub Questions:
What is the shared language and ideas between the FPPOL and the core competencies.

What strategies could I develop that would  amalgamate the two concepts and would make them accessible, straightforward and easy for teachers to utilize within my school community.

# data[].attributes.body
In what ways can I combat the feelings of loneliness in the school and build stronger ties with the students in my class amidst staggered starts/schedules?

Sub-questions:
- What are some triggers that are causing these feelings of loneliness/isolation?
- What is needed for me personally to feel a sense of community and "family" connection with the class?
- How can I connect with other staff and students around the school in more creative ways?

# data[].attributes.body
What might happen if I initiated more leadership practices within out LST department with an Indigenous lens?

# data[].attributes.body
Laida
What might happen if I embed indigenous perspectives into my curriculum that allow my students to explore and redefine their meaning of leadership?
Sub questions:
What strategies could I implement to support students becoming more mindful and reflective of their everyday actions and the impact it has on others?
How can I organize my classroom so that students give more value to the diverse contributions of their peers?

# data[].attributes.body
Wendy

Inquiry  question

What might happen if I intentionally teach my students and myself to identify and utilize the nine multiple intelligences? How can we use that self-discovery, about our own areas of strength to better inform our learning and exploration practices?

Sub Questions

Does the intelligences I show the greatest strengths when learning mimic the style I feel most comfortable with when teaching?

How do my students experience my teaching style?

How can I use my understanding of the multiple intelligences to better reach all my learners?

# data[].attributes.body
How would I design my classroom to maximize students’ and adults’ safety?

# data[].attributes.body
How can I use a growth mindset to empower students to take ownership of their learning?

a) What might happen if I incorporate regular self-assessment into my classroom?

b) How will my students attitudes towards learning mathematics be impacted?

c) How will this impact my own growth mindset?

# data[].attributes.body
How can I be more mindful in my teaching?
-What would happen if I set intentions at the begining of every lesson/day?

# data[].attributes.body
How can I facilitate teacher-learners as they explore their own wonderings around the  educational possiblilities of Place-Based Learning?

a) How can I use ongoing-formative assessment and feedback to optimize my mentoring role?
b)What might happen if I knew their questions ahead of time and created responsive experiences?

# data[].attributes.body
How might I establish a self-care routine this year?

What strategies can I implement to support myself (and my students) to be more calm and focused?

What strategies can I implement to support time management?

How can I prevent burn-out?

How will I measure this?