As an international student who recently moved to Victoria, with no experience working in the local school district and little familiarity with the BC curriculum, I had no idea who Jeff Hopkins was and what makes his school different. When Valerie and some of my classmates mentioned him during a class discussion, I became very curious about him and his Pacific School of Innovation and Inquiry (PSII). I was excited to learn more about it. After listening to the discussion and exploring the PSII website, I realized that their inquiry-based framework wasn’t entirely new to me. I had experienced similar approaches during my middle and high school years in Russia. Still, I was quite surprised to discover that real-life, inquiry-based activities are not widely implemented in public schools on the island or perhaps throughout BC.
Compared to Russian schools, BC schools often receive more funding, and most teachers have assistants to help facilitate learning. In Russia, however, one teacher might be responsible for 25 to 40 students, and many rural or suburban schools struggle to secure basic resources like smart boards or even computers. For this reason, inquiry-based learning, often referred to as projects by my Russian teachers, is quite popular concept in Russia. I even attended classes at the Herzen Pedagogical State University of Russia that focused on project-based learning in a language environment.
Let me share some of the inqury-based projects I participated in during my educational journey in public school which truly shaped my learning experience. One memorable project was the United Nations-style debates and summits we held in middle school, similar to Model United Nations happening worldwide. In these events, our class collaborated with peers from other schools that followed the same state curricula, engaging in subjects such as Law, Social Science, History, and Economics. Over the semester, we were assigned various countries to research in depth. We examined each country’s unique political structure, cultural heritage, and socio-economic systems comparing these aspects with those of Russia. This investigation involved analyzing ongoing conflicts, crises, historical events, and other social factors, which not only broadened our understanding of global affairs but also sharpened our critical thinking skills. The debates themselves were dynamic and multifaceted. High achievers often took on leadership roles, guiding discussions and brainstorming innovative solutions, while other students thrived in team settings where they collaborated, motivated one another, and even engaged in friendly competitions with schools from other districts. These summits weren’t just academic challenge; they were real-life simulations that helped us build confidence, improve our public speaking, and develop a genuine sense of global citizenship.
Another project that left a good impression was an assignment in our Physical Education and Life Safety classes. We participated in an outdoor activity known as “Зарница” (Zarnitsa) military sports game.
During this assignment, we navigated through natural settings, which required us to work as a team while completing a series of physical challenges. One of the key activities involved identifying local plants to determine whether they were poisonous or edible. This exercise blended physical activity with practical life skills, requiring careful observation, critical thinking, and a respect for nature.
Another good example of an inquiry-based assignment at my school is the Copycat Day, when middle and high school students can choose a subject to teach to younger grades. This activity helps students understand how challenging it is to be a teacher how to write lesson plans, create PowerPoint presentations, and stand in front of an audience while explaining a topic they prepared for this day. Students that are copycats need to prepare everything by themselves and pass interview process with the assigned teacher and head teacher.
I have participated in several Copycat Days, as the event is held annually, and I typically taught Literature or English. However, the range of available teaching positions is quite broad. On this day, every school staff member is assigned a student “copycat” replacement. You might wonder whether it’s a good idea to have a substitute for roles like PE teachers or security guards. Probably not, and I hope the school members think the same way. A few years ago, for instance, a student ended up with a broken nose during a dodgeball session in a PE class, illustrating the potential risks associated with this event.
Based on my personal experience, such projects spark curiosity and encouraged independent learning. They provide students with opportunities to explore their interests in a structured, goal-driven way, making education both engaging and meaningful. By integrating academic content with hands-on, real-world challenges, these projects provided a comprehensive learning experience that extended well beyond traditional classroom lectures.
Another local school that employs an inquiry-based, project-oriented approach is Westmont Montessori School in Wetchosin, BC. This private K – Grade 12 school follows widely recognized Montessori methods that emphasize natural interests and self-directed activities distinct from the more daycare-like approach seen elsewhere. Although I have not attended Westmont Montessori personally, as a Montessori-accredited ECE worker and based on information shared by a classmate who works there, I can share some insights. Unlike public schools that strictly separate students by grade, Westmont Montessori groups students in combined classes (for example, Grades 1–3 together, Grades 4–6 together, etc.). This approach promotes social interaction, helps students regulate their emotions, and encourages collaborative project work. According to my classmate, the school’s academic achievement evidenced by university acceptance rates and other metrics is higher than the provincial average.
As for my own future teaching opportunities in Canada, if I decide to pursue a teaching role here in BC, I will definitely incorporate project-based inquiry into my practice as it is aligned with the current trends of teaching. However, the implementation of such methods will depend on available time, state curricula, and the students’ capabilities and backgrounds. For instance, these assignments may not be well suited for newcomers who lack strong English skills, as they require students to be self-directed and manage their own progress with minimal external guidance.
References
American Montessori Society. (n.d.). Fast facts: What is Montessori? https://amshq.org/about-montessori/press-kit/what-is-montessori/
Model United Nations Institute by Best Delegate. (2019, October 24). What is Model United Nations? [Video]. YouTube. https://youtu.be/WCCjaVjnArI?si=bLXUajdzoUmZingu
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