White Rock Elementary 22-23
OUR LEARNERS
Social and Emotional Learning (SEL) is the process that supports adults, youth, and children in developing and applying skills that are necessary for school, work, and life. These include self-awareness, self-management, responsible decision-making, relationships skills, and social awareness. SEL is embedded in all areas of the curriculum. One of our focuses at White Rock Elementary has been responsible decision-making.
Responsible decision-making is the ability to make caring and constructive choices about personal behaviour and social interactions in diverse situations. One of the facets of responsible decision-making involves curiosity and open-mindedness . Below are examples as they relate to curiosity and open-mindedness.
In this Science and SEL example, a group of our primary learners have been exploring different animals, their habitat and the different physical and behavioural ways that animals adapt to their environment. This was supplemented by a visit from the OWL Orphaned Wildlife Rehabilitation Society where students learned about the adaptations of raptors, including snowy owls and barn owls. Students were open-minded when learning new information and when corrected on misconceptions. For example, many students believed that owls only made the sound “hoo, hoo,” but they learned that owls can also make screeching sounds that are very unlike an owl! Our learners were curious and asked many questions.
In the following video sample, a student shared what she learned about owl adaptations:
In this Language Arts and Fine Arts example, an intermediate group of learners demonstrated curiosity while researching notable people from past and present. Our students used a variety of different sources to gather factual information about their chosen notable’s life, career and contributions.
The next step in this assignment involved students orally sharing the life story of their notable through monologue. Our learners focused on memorizing their lines as well as connecting with the audience through volume, pace and clarity.
In the following video sample, one of our learners shares her Shirley Temple monologue.
Our learners then took on the role of their notable as they presented to our school community in our gym. They dressed in costume to reflect their character and included props.
Students across all grades have been learning about different cultures and celebrating the diversity that we have in our school. Our learners participated in several different activities, such as Orange Shirt Day, Walk for Reconciliation and Pink Shirt Day and have learned about and celebrated different cultural events such as Diwali, Christmas, Lunar New Year, Black History Month, and Ramadan. Celebrating these differences helps open our minds to new ideas and new experiences. This is another example of demonstrating curiosity and open-mindedness.
In this Fine Arts example, our learners have been exploring climate change in a creative process that connects an art form with a specific subject area. They have been inspired by Greta Thunburg and other young climate activists who have been leading the way on global climate action. Our students have learned about Greta Thunburg – her beliefs, her willingness to speak out, her research, and the choices she makes in how she lives her life – and they have been inspired. On a smaller scale, they have explored the impact of garbage on our local beaches and how plastic pollution is affecting these marine ecosystems. Our students have felt empowered to make a difference and to inspire hope in others through creative interpretive dance.
We can see the garbage. We know that it will end up in the ocean. We are worried. We know we can make it better. We feel hopeful when we dance.
Dancing puts muscle behind their ideas, and sharing their understanding through dance puts their ideas out into the world for others to consider. As six and seven-year olds they learn that feeling hopeful is a strong first step in making change happen. -Classroom Teacher
OUR FOCUS
Every day, our learners are presented with opportunities to practice and demonstrate their Social and Emotional Learning skills and abilities. Our team of educators provides our learners with these essential skills to set them up for success in today's rapidly changing world.
Responsible decision-making is the ability to make caring and constructive choices about personal behaviour and social interactions in diverse situations. One of the facets of responsible decision-making involves curiosity and open-mindedness. To identify students’ overall strengths and areas for growth, we tracked curiosity and open-mindedness in one cohort of learners. Our cohort included a diverse range of learners who are representative of our school’s population.
Below are examples of our students’ classroom experiences with this competency.
In this cross-curricular example (art, science, language arts, social studies, math), students from two fine arts classes have been demonstrating curiosity and open-mindedness. Over several months, students raised coho salmon. As they watched the salmon grow and change, learners had the opportunity to create collaborative public art projects that reflected the process happening in the salmon tank. Creating changing hallway displays and two interactive school-wide scavenger hunts gave the students in these classes an opportunity to deepen and reinforce their learning. At the same time, these projects invited the wider school community to participate in their salmon-related learning. Students were excited to see how the interactive nature of the projects (photographed below) helped build community and inspire curiosity and open-mindedness in students, parents, and staff members throughout the school.
The following photos show examples of hallway displays and the interactive school-wide scavenger hunts.
Cross-curricular salmon-related learning continued in the Fine Arts classrooms even after the salmon were released in March. When students held a fundraiser and puppet show (to reinforce and share their learning and raise funds to support Pacific Salmon Foundation and SHaRP), they received a positive response from the wider school community! Many of the same curious, open-minded individuals that participated in school-wide scavenger hunts and observed changing hallway displays earlier in the year were eager to attend this fundraiser and puppet show. Participants were able to deepen their understanding of the importance of salmon as a keystone species through listening, looking, and asking questions!
OUR NEXT STEPS
Our learners are developing their SEL skills and capacities. In the focus area of responsible decision-making, students demonstrated an increase in their ability to demonstrate curiosity and open-mindedness.
In the writing samples below, a student reflects on their learning in December and then again in February.
Students were also asked to reflect on their learning of the importance of the salmon species. Below are examples of this sharing:
Pacific salmon are in grave danger and we’ll try our best to keep streams, oceans and other bodies of water clean to keep our wild salmon healthy.
Lots of animals, such as birds, wolves and bears, depend on salmon. A wolf's diet is 50% salmon.
Salmon are important because they feed the forest. When they die, their body makes fresh soil for plants to survive.
Salmon are an important part of Indigenous culture.
Scientist know how healthy salmon are based on tree rings. When tree rings are closer together, the number of salmon returning to spawn was lower.
If there’s not enough chinook the orcas won’t have enough to eat.
It is important to learn about First Nations who own this land and how they protect the earth. Many First Nations in BC rely on salmon.
If we learn more, we will know how to keep salmon coming back from the ocean.
We can help by keeping streams and rivers clean and we can reuse and recycle more.
I reuse more and I don’t throw much garbage away.
I will try not to throw trash away and to pollute. I also want to learn about salmon. If you want to learn about salmon, join an environmental club called SOS (Save Our Salmon) or SHRP (Salmon Habitat Restoration Process).
MOVING FORWARD
All of our students showed growth in the curiosity & open-mindedness facet of Responsible Decision-Making. Going forward, we hope to continue to build a community of curious, open-minded learners through interactive cross-curricular learning opportunities like this one. We will continue to monitor growth of student learning through written reflections, interviews and observations.
Surrey Schools
Formed in 1906, the Surrey School District currently has the largest student enrolment in British Columbia and is one of the few growing districts in the province. It is governed by a publicly elected board of seven trustees.
The district serves the cities of Surrey and White Rock and the rural area of Barnston Island.
