The Tikkun Project
Learner outcomes
The Tikkun Learner Outcomes describe who we hope students become through their K–8 Tikkun units: critically thoughtful, civically engaged engaged and socially just. The Tikkun Learner Outcomes describe the behaviours, attitudes and beliefs we hope students develop. They were developed collaboratively, through conversations with stakeholders across our school community. Because these outcomes are about who students are becoming, our main evidence is qualitative: teachers' and parents' observations of how students' attitudes and behaviours change over time. The outcomes are grouped by the three lenses.
Critical Thinking
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Uses evidence to make informed choices
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Thinks flexibly and creatively
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Seeks to understand complex problems
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Engages in self-reflection
Values
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Connects personal actions to important values
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Show respect for self, others and the environment
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Makes meaning from generative texts
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Show commitment to onself, and one's community
Authentic Action
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Strives to make communities equitable and inclusive for all people
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Collaborates with others to solve problems
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Takes action to support the wellbeing of individuals, society and the environment
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Leads by example
How we know Tikkun is working
We conduct strategic surveys and focus groups with students, teachers and parents to gather data about the impact that Tikkun learning has on students in K-8.
What parents are saying...
She will often bring her Jewish learning into everyday life. She makes connections to identity, language, values, stories on her own. For example, she told us that she cried happy tears when she saw her teacher. She then said that that's why we use salt water on Pesach – it represents the tears the Jews cried in the desert.
Parent, Senior Kindergarten
What parents are saying...
Thinking more about how to make the world more inclusive. When building his Lego structures he now adds ramps into his building to make it accessible for all.
Parent, Grade 1
What parents are saying...
This was a wonderful and insightful project! My daughter has become very aware and observant of her surroundings, especially when out in public places. Her language and engagement in learning about accessibility has grown tremendously. Thank you!
Parent, Grade 1
What parents are saying...
When she asked me to explain why someone was living on the street, she said, 'Mommy, let's give more tzedakah to help people like that.'
Parent, Grade 2
What parents are saying...
[She] speaks about her shower length now. She is aware of how much water she, and our family, uses on a daily basis. She also has been asking many questions about where our water comes from and why it is different than in other parts of the world.
Parent, Grade 2
What parents are saying...
[Our child] has shown an ability to analyze situations and consider various possible solutions and approaches before jumping to any conclusions or taking action.
Parent, Grade 3
What parents are saying...
When we were out for a walk our child pointed out a store he saw on a map he had studied in class when learning about food 'mirages' – he then explained the concept to me. The learning really came to life for him.
Parent, Grade 4
What parents are saying...
The actions in the IB project helped her see that she can make an impact.
Parent, Grade 5
What parents are saying...
She is becoming more inquisitive, using critical thinking in multiple areas of her life, and is demonstrating increased curiosity about the world around her.
Parent, Grade 6
What parents are saying...
Many times when I assume he will push back on taking positive action, he will embrace taking positive action instead, which I think comes from maturity and sense of instilled values through the community.
Parent, Grade 8