Overview

= **Overview** =

Within the last few years, the Regina Public School Division #4 has begun to see many different changes with the level of expectation and accountability regarding the instruction and learning that is taking place within its schools and classrooms. The changes taking place are seen as cultural in nature and therefore require time, thought and, in some cases, conscious effort.

Much of this change is challenging educators to look beyond traditional educational structures and beyond one-teacher one-classroom to identify key areas with the potential to increase student literacy and numeracy achievement. A primary focus within many schools this year has been on improving the teaching and learning practices which will lead to increased student achievement. Once the teaching and learning practices have been implemented they will require a number of professional supports to sustain their development – thus the purpose for this project.

One of the pivotal teaching and learning practices that many schools have chosen to undertake is **Inquiry-Based Teaching and Learning**- - thus the topic of our project. The topic of Inquiry-Based Teaching and Learning is very timely within the education world here in Saskatchewan. Virtually all of our curricula has either been re-written over the past 3 years or is in the process of being re-written, all to reflect an Inquiry Framework. This new change has brought with it a multitude of questions, ideas, emotions, and uncertainties. This is a topic that although conceptually simple, is really procedurally difficult. It therefore, requires careful design, scaffolding for teachers, understanding the continuum of learning for both teacher and student, reflective practice, and ongoing assessment for tracking and reporting purposes.