D2L Minds Online
Assessment Component Main Page
1.1 Assessment Planning
1.2 Assessment for Learning
1.3 Learning Goals and Success Criteria
1.4 Descriptive Feedback
1.5 Assessment as Learning
1.6 Assessment of Learning
Leadership Component Main Page
2.1 Instructional Leadership
2.2 Professional Practice
2.3 Flexible Structures
2.4 Professional Inquiry
2.5 Student Well-being
Student Engagement Component Main Page
Student Engagement Criteria
3.1 Inclusive Environment
3.2 Partners in School Improvement
3.3 Student Voice
Curriculum Component Main Page
4.1 Culture of High Expectations
4.2 Literacy and Numeracy
4.3 Teaching and Learning in the 21st Century
4.4 Student Inquiry
4.5 Differentiated Instruction
4.6 Relevant Resources
4.7 Tiered Interventions
Pathways Component Main Page
5.1 Education and Career Planning
5.2 Experiential Learning
5.3 Varied Programs and Pathways
5.4 Extended Opportunities
Partnerships Component Main Page
6.1 School Councils
6.2 Valued Partners
6.3 Community Partnerships
6.4 Parental Support
Indicator 4.4: Student Inquiry
Learning is deepened through authentic, relevant and meaningful student inquiry.
At the school:
Courses/units of study are developed to promote learning through student inquiry.
Teaching and learning strategies support student inquiry.
Learning through problem-solving supports students in connecting ideas and developing conceptual understanding.
Explicit teaching of concepts, processes and skills within inquiry supports students’ learning.
In the classroom:
Students are engaged in exploring real-world situations/issues and solving authentic problems.
Self and peer assessment opportunities are used to establish a culture of inquiry.
Critical thinking skills are taught, modelled, practised and developed.
Metacognition is modelled through the instructional process.
Instruction enables all students to explore the big ideas (i.e., to go beyond discrete facts and skills in order to develop deep conceptual understanding).
Students are provided with regular opportunities for planned, purposeful, accountable talk.
Identify authentic problems and pose significant questions for investigations across all curriculum areas.
Demonstrate curiosity and a positive and productive disposition to learning.
Demonstrate skills of metacognition.
Take risks to share works in progress (ideas, solutions, strategies) in order to test hypotheses, obtain feedback and suggestions from peers and teachers.
© 2012 - Limestone District School Board