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What conditions can I create within my classroom community that allow students to identify, and use, their voice for their own learning and engagement in different contexts?

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Breanna and Claudette
If we provide lessons on how to use the iPad (camera, video, apps, audio) as a communication tool, then our students will be able to document and share their learning

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Breanna and Claudette
If we provide lessons on how to use the iPad (camera, video, apps, audio) as a communication tool, then our students will be able to document and share their learning

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Dora (ESL) and Rashyne (MID Junior)

How do we use technology to demonstrate student voice. Using two forms of assessment. One written piece and one technology based assignment.

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Dora (ESL) and Rashyne (MID Junior)

How do we use technology to demonstrate student voice. Using two forms of assessment. One written piece and one technology based assignment.

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Jill and Robyn

If we provide opportunities for the students to show/share their learning,( offering choice, pre teaching,) will it increase their ability to articulate their next steps?

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Jill and Robyn

If we provide opportunities for the students to show/share their learning,( offering choice, pre teaching,) will it increase their ability to articulate their next steps?

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If we provide opportunities for student and/or parent led teaching and learning workshops, then student consolidation and interest in curriculum content along with parent engagement will improve/increase.

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How can we incorporate mindfulness within our teaching practice to promote self-regulation, body awareness, and learning techniques to understand and manage their emotions in and out of the classroom?

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If we increase student voice using community circles as an inclusive instructional tool, (before, during and after instruction), will we then see an increase in the participation level of accountable talk in all students (in quantity, quality, and in various contexts)?

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How might providing guided support at learning centers increase the engagement of our most at-risk learners in Grades 1 and 2?

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How might under-served students demonstrate connections, reflect their thinking, and/or apply and analyze ideas of various picture books, using differentiated tasks.

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What technological tools work best to engage disassociated or discouraged students and how can we give them an opportunity to choose their tools and express their voice?

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Noah Cohen and Christine Dupuis                                                          The purpose of this inquiry is to introduce culturally relevant and purposeful materials so that students make better connections between what they are learning in school and the world around them.                                                                                                             How do we incorporate culturally relevant materials (e.g., stories, student voice, parent voice, etc…) in our classrooms to reflect our students?                                                                                                                 If we introduce culturally relevant materials to our students then we will see an increase in student engagement. (Chris)If we introduce culturally relevant materials to our students then we will see an increase in student achievement in writing. (Noah)

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Noah Cohen and Christine Dupuis                                                          The purpose of this inquiry is to introduce culturally relevant and purposeful materials so that students make better connections between what they are learning in school and the world around them.                                                                                                             How do we incorporate culturally relevant materials (e.g., stories, student voice, parent voice, etc…) in our classrooms to reflect our students?                                                                                                                 If we introduce culturally relevant materials to our students then we will see an increase in student engagement. (Chris)If we introduce culturally relevant materials to our students then we will see an increase in student achievement in writing. (Noah)

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How can providing students with success criteria assist them in developing their own learning goal so that they can communicate the purpose of their learning?

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How might accountable talk strategies help students think more critically and share their ideas more confidently?

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Megan Martin (1/2)  and Tsedale Ryan (4/5)

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Megan Martin (1/2)  and Tsedale Ryan (4/5)

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If we provide our students with "loose parts", then various learning styles will be able to choose how to show their thinking.

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If we generate generalized “look for’s” based on curriculum expectations, and use success criteria to guide students towards using their voices and potential lived experiences to select modes of learning which are authentic and engaging to them, will students then be more engaged, achieve at higher levels, and have improved views about the relevance and importance of their learning?

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How might the use of accountable talk strategies during community circle, encourage my students to share their opinion more often?