Place-based projects, in-depth inquiry, and building things can connect academic learning to student interests. But many students face too many barriers to get engaged or to follow through on the kinds of projects that bring out this kind of learning. Barriers related to attendance, academic skill level, self-regulation, self efficacy, student behaviour, or trauma can result in students, who are capable of in-depth, high standard, and deep thinking projects, ending up in a cycle of seat work, worksheets, shallow analysis, and incompletion of research papers, inquiry projects, or place-based learning experiences. Given the educational and developmental value of in-depth inquiry projects for all students, this session addresses the following question: How can intermediate, middle school, and high school teachers practically design units and projects that not only engage all students through in-depth learning experiences, but that also ensure that every student actually completes their project according to a manageable timeline (for both student and teacher alike) and in reference to the high expectations that all students deserve to be held to. The session presents practical strategies to engage all students through project-based and high expectation learning given the reality that many teachers face: High class size, unbalanced classroom composition, multiple barriers for students, wide ranges in academic levels (including literacy and numeracy), and limited supports for students. These strategies can help manage workload for teachers, open up project-based learning to more students, and ensure that students actually complete their project in time to reflect and build on their own learning. (has taught intermediate, middle school, and high school, including at GidGalang Kuuyas Naay Secondary in Haida Gwaii and Prince Rupert Middle School in Prince Rupert. He helped organize an Outdoor Learning Club at GKNS and has taken students out to the land, shore, and sea for learning experiences that have included skinning deer, climbing trees, kayaking, harvesting food, and learning from Elders and other First Nations knowledge keepers.)
