Designing for Learning
Diverse Learning Communities
Our schools are diverse learning communities comprised of multi-age groupings of students from
differing backgrounds, cultures, and languages, having varied abilities, interests, and needs. In this way, children learn to consider multiple perspectives, honour cultures, and respect differences.
From an Indigenous worldview, the concept of an educational ecosystem can be understood as a learning community rooted in interconnectedness, balance, and reciprocity. Such an ecosystem is an interconnected circle of learning where every participant—students, families, teachers, and the learning environment—has a role, a purpose, and a responsibility. In short, the ecosystem within a class is adaptive, inclusive, and sustainable.
Students as Knowledge Holders |
Each student brings unique gifts, experiences, and stories that enrich the collective learning journey. |
Educators as Guides and Learners |
Educators are facilitators who share wisdom while remaining open to learning from students and the environment. |
Interconnected Relationships |
Every interaction—whether between individuals, with the curriculum, or with the natural world—creates a web of mutual respect and learning. |
Land as Teacher |
The physical environment, including the natural world, is seen as a living entity that offers guidance, lessons, and grounding in cultural knowledge. |
Balance and Reciprocity |
Just as in nature, there is a need to maintain harmony within the learning circle. This involves giving and receiving knowledge, respecting diversity, and nurturing the well-being of all members. |
Cultural Teachings and Values |
Indigenous worldviews center teachings like respect, humility, courage, and love, which guide how the classroom operates as a cohesive community. |
- Robin Wall Kimmerer
The Role of the Educator
Educators have a responsibility to adapt and respond to context in order to make learning authentic, meaningful, and connected. Contextual literacy requires understanding and integrating intersecting variables that influence learning and being. Therefore, each year of teaching may look different, and each day brings unanticipated or unplanned scenarios that require educators to exercise flexibility and sound judgement.
A "pedagogy of listening" is an approach to teaching that originated from Carlina Rinaldi, an educator from Reggio Emilia. This child-centered philosophy empowers children by valuing and respecting children's voices and perspectives. This approach encourages educators to use children's ideas, curiosities, and preferences to inform and shape the learning experience.
- B.C. Ministry of Education and Child Care
Educators are called upon to design inclusive environments that are engaging, flexible, and accessible to support all learners. Universal Design for Learning is a framework for teaching to diversity. It involves careful consideration of class climate, student and teacher interactions, physical environments and materials, instructional practices, delivery methods, resources and technology, feedback, and assessment (Burgstahler, 2009). By making learning purposeful, reflective, resourceful, authentic, strategic, and action-oriented, educators provide learners with the tools, choices, and opportunities to drive their own learning.
An inclusive approach which involves grouping children according to choice and interest, rather than according to ability or perceived ability, benefits all children. This approach is based on the understanding that mixed-age and/or mixed-ability groups support learning and enhance motivation and self-esteem.
- Shelley Moore
The early learning environment shapes the educational experiences of children at school. Our classrooms are welcoming, inclusive spaces. We thoughtfully design classroom spaces that "allow each child to participate, to think, and to discover their unique ways" (BC Ministry of Education, 2019, p. 19). We provide flexible seating and arrangements that adapt to the learning needs and interests of the children. Our spaces afford opportunities for individual, group, and whole class learning. It is vital that all children and families feel a sense of belonging in the classroom.
Learning on the land teaches children about the history and ongoing presence of Indigenous peoples in the areas where they live, learn, and play. Children learn the impact of colonization and the importance of respect and empathy for all our relations. As children use their senses to observe and interact with living things such as plants, trees, insects, and animals, they grow in their capacity to care for living things and the environment. Outdoor environments afford children opportunities to enjoy different types of play. In addition to daily recess and lunch time routines outdoors, educators create opportunities for children to learn outdoors during instructional time. They also find creative ways to bring elements of nature and the outdoors into the classroom for play and inquiry.
- First Peoples Principles of Learning
The materials we provide children with invite different learning opportunities. We provide culturally diverse learning materials to honour the diversity of languages and cultures. Children learn best through hands-on activities. Open-ended materials, such as loose parts, afford children opportunities to use their imagination, to be creative, and to explore different subject areas and concepts. Providing children with natural materials supports them in connecting with nature and the land.
Educators carefully and thoughtfully plan instructional time in a ways that support children's learning, development, and well-being at school.
Educators are encouraged to consider the following:
- A daily soft start to allow time for transitions and to support social-emotional learning and development.
- Minimal transitions throughout the day and larger chunks of time to be immersed in learning and activities.
- Playful literacy and mathematics experiences each day.
- Opportunities for inquiry, exploration, projects, and portfolio work.
- Cross-curricular learning with literacy and numeracy embedded.
- Consistency and routine to build independence and confidence.