What is the purpose of District Based Synergy Projects?
District Based Synergy Projects assist district learning teams and district specialists build their capacity to use learning or complex technologies to support students with diverse needs in multiple classroom settings. Each district-based synergy project requires a project team leader and one or more classroom teacher partners, in one or more school settings. The reason behind this requirement is to encourage greater intercommunication and exchange amongst teachers within a school or district to share their ideas around innovative and integrative technology use to support students in their curricular and social competency development. District Based Synergy Projects support project teams with opportunities to employ personalized learning strategies and resources through available classroom technologies to provide student access to their curriculum and more meaningfully include all students in the learning environment.
The 2017-2018 District Synergy projects were designed to assist district learning teams and district specialists build their capacity to use learning or complex technologies to support students with diverse needs in these key skill areas:
The District Based Synergy Projects were also structured around a Professional Learning Community, with teachers within each project stream participating in monthly provincially facilitated online meetings to share and learn together within their stream’s focus. Project participants also produced project blogs which document their process, challenges and growth. All these components contributed to a deeper level of teacher inquiry and professional development through the Spirals of Inquiry process.
This project stream explored innovative and respectful strategies for including Aboriginal teachings and content into student learning. Technology in the stream encouraged students’ artistic expression, original music composition and digital storytelling through apps such as Explain Everything, iMovie, Photoshop Mix and Sketchbook. Project teams regularly participated in a provincially-facilitated online community of practice to share their learning and grow together in their inquiry.
- SD8 – JV Humphries Elementary
- SD62 – Sooke Elementary
- SD82 – New Hazelton Elementary
- SD48 – Signal Hill Elementary
- SD50 – Sk’aadgaa Naay Elementary & Gidgalang Kuuyas Naay Secondary Secondary
- SD79 – Cowichan Secondary
- SD62 – Spencer Middle School
- SD60 – North Peace Secondary
- SD44 – Lynnmour Elementary
- SD27 – Anahim Lake, Dog Creek, Alexis Creek, Likely
- SD74 – Desert Sands & Cache Creek Elementary
- SD39 – Charles Dickens Elementary
The Place-Based Education Stream was specifically focused around the Learning Commons. This project supported Teacher-Librarians in secondary schools explore the use of technology to support place-based learning activities, using available technologies to include students in accessing the curriculum and learning through a variety of multimedia formats. Project teams regularly participated in a provincially-facilitated online community of practice to share their learning and grow together in their inquiry.
The 3D Printing project supported a small group of Teachers of Students with Visual Impairments explore the acquisition, modification, or creation of 3D printed models to support students who have visual impairments. This project was designed to support a provincial collaboration of TVIs interested in working together to both address the needs of the specific students they support but, in partnership with the PRCVI alternate format team, contribute to the provincial collection of 3D model designs.
For 2017-2018, the Building Bridges to Inclusion (Secondary) project supported Intensive Intervention Program teachers working with one or more classroom teachers in lower mainland secondary schools interested in exploring inclusion of complex students in typical classroom settings. The project was designed to be an inquiry action-based research project exploring the question: How can secondary students attending school in an intensive intervention program be effectively included in a typical classroom setting?