Garden Valley Schools Explore Innovative Student-Centered Model

Garden Valley School Division is considering a transformative approach to high school education through the introduction of a Big Picture Learning model. Led by Carrie Friesen and Superintendent Dan Ward, this initiative aims to reshape traditional educational structures, focusing on student engagement and community involvement.

The Big Picture Learning model challenges the conventional high school format where students transition between classrooms based on a rigid schedule. Instead, it encourages students to engage with their communities directly. “You’re in your advisory group three days a week, and the other two days you’re out there. In the community. With people who are actually doing the work,” explains Friesen. This approach has seen success in five existing Manitoba schools, mainly in urban settings like Seven Oaks School Division, and Friesen believes it can thrive in rural areas, which are rich with local resources such as farms and small businesses.

The model is designed to offer students practical learning experiences rather than merely theoretical knowledge. For instance, a Grade 9 student could spend Wednesdays learning from a local welder, while a Grade 11 student might discover a passion for CNC machining in a nearby factory. “This isn’t about replacing traditional high school,” Friesen asserts. “It’s about offering another door. A door for the kid who loves learning but hates rows of desks.”

In this proposed system, each grade would consist of about 30 students, divided into two groups of 15. This smaller environment is intended to foster personal connections, ensuring that “you’re known, by name, by story, by interest.” Students will still meet traditional educational requirements, earning regular Manitoba credits and diplomas, but will do so through personalized learning plans aligned with their interests. A student fascinated by fashion might intern with a local seamstress, while someone interested in environmental science could collaborate with a research station.

Assessing the potential of this model in Winkler and its surroundings, Friesen notes the area’s strong network of small businesses and skilled trades as an ideal setting for applied learning. “If a student can’t find their dream job here, they can at least find a stepping stone,” she says. Another crucial aspect of this initiative is student retention; by integrating young people into their communities, there is hope they will remain in the area post-graduation.

The proposal is currently in the feedback stage. The school division has launched a community survey to gauge support, with plans to present the idea to the Education Committee in December 2023. If the response is favorable, a pilot program could begin as soon as September 2024, starting with one grade level using existing facilities. Friesen emphasizes, “We don’t need to build a brand-new school. The key is starting slow, doing it right, and making sure it reflects our community.”

Friesen’s personal connection to this initiative is evident. “I have a two-year-old granddaughter,” she shares. “I want her to be ready for whatever the world throws at her. And I’m not sure school needs to look the same way it did when I was her age.” As the landscape of work and education evolves, the need for adaptable, connected individuals remains critical. “Life readiness looks different than it did 10 or 20 years ago,” she concludes. “This is just one way to help prepare them for that world.”

The future of education in Garden Valley may soon reflect a significant shift, emphasizing individual student experiences and community engagement in a way that traditional models often overlook.