Our Waste, Our Responsibility

Caulfeild iDEC

Our students take pride in the places they learn and the environments they share. When they see something wrong, they come together to solve problems in the most creative ways you can imagine.

The learners of Caulfeild iDEC School in West Vancouver were driven by a single question to show their pride in their school’s environment using Solution Fluency and Media Fluency combined.

iDEC stands for Inquiry-Based Digitally Enhanced Community. This is the main underlying foundation of learning at our school. At Caulfeild, we value inquiry-based learning and design thinking in nature, and embrace the realities and opportunities of the digital world and teach our students to be positive Digital Citizens.

When I taught at an IB school a number of years ago I saw the power of the framework of IB teaching … When I saw Lee Crockett speak at the BCTLA conference, I saw that his approach to learning and the Fluencies were a framework that could move our work forward.

Craig Cantlie
Caulfeild iDEC

The whole-school inquiry work has become more meaningful for the students as they talk about how the work impacts “their world.” The learning is much more based around conceptual understandings that they can apply to other learnings.

Craig Cantlie
Caulfeild iDEC

Our collaboration time is more centered on the planning of units of inquiry, and all of our continuing conversations around inquiry are far more centered around the idea of empowering the students. The 6Ds of Solution Fluency are a part of many aspects of our work now.

Craig Cantlie
Caulfeild iDEC

What does it take to inspiremeaningful change?

Essential questions drive meaningful learning and discovery. Without them we would not be curious about ourselves, our communities, and our planet. In fact, without them there would be no learning at all. The kids of Caulfeild iDEC Elementary School in West Vancouver, Canada got to explore how Solution Fluency could help them show how curious they are about preserving the integrity of their school’s environment, with the help of a team of dedicated teachers.

It was an amazing journey for everyone. They began their whole-school inquiry with the driving question, “Why is it important to be responsible?” It’s a question that would drive Caulfeild’s learners to excel as creative media producers bringing a focus on the roles we all must play in managing our waste responsibly.

Where do we begin to transform?

“We started with a provocation that sparked curiosity and enthusiasm among the students,” Principal Craig Cantlie wrote on the Caulfeild school blog. “The announcement came that a documentary would be filmed at the school to capture the care we take with our school environment.” Many students took immediately to the Web to see if the news was real or not. The team agreed this was a wonderful demonstration of the students’ ability to question and analyze.

The next step was to create an inquiry process around how litter was managed at Caulfeild, and students got a bit of a surprise during this stage. “During the year Mr. Meneses goes out twice a day to pick up our litter, something that the students were unaware of,“ Craig recalls. “They thought we were litter free, but we aren’t.”

It was then students knew they could do better. Their brand new challenge was to create videos for the West Vancouver District Student Video Contest which they decided to call “Our Waste, Our Responsibility.”

How do we plot apath to success?

Students from K–12 submitted videos on a range of different contest topics including illegal dumping, abandoned waste, litter, and proper recycling practices. “I can see students have transformed in their ability to ask questions and become independent learners,” says teacher Jade Constantineau.”In both grades their curiosity has been sparked and they are more comfortable asking questions and delving into the unknown.

All in all, over 40 videos were received before the contest closed on April 18, 2017. They can all be viewed on the West Van District YouTube channel.

“Working with Lee has helped support our journey through the inquiry process,” another Caulfeild teacher, Sara Bell, claims. “I worry less about content and product and more about process. I’m better able to link ideas and focus on the kids’ interests and understandings.”

How do we measure growth and progress?



  • Students have increased ability to ask questions and be independent learners.
  • They are starting to use the language of Solution Fluency more often as they gain more comfort with it.
  • Curiosity is being fostered as they are permitted to follow their interests.
  • Learning is more authentic as students are able to transfer their knowledge to real-world experiences.


  • The Fluencies help teachers stay focused on the inquiry process.
  • They are feeling more excited about teaching and student learning.
  • Using the Fluencies has allowed teachers to become more creative in their planning.
  • They are better able to link ideas and focus on their learners’ interests and understandings.


  • Teachers and students are genuinely excited about their learning.
  • Whole-staff collaborative learning teams have improved trust and communication between teachers.
  • Fluencies practices have helped the school build a meaningful common language that students can build upon year after year.
  • There is a strong sense of community and a singular purpose and focus.

How do we continue to improve and excel?

Lofty learning goals for teachers and students are on the horizon for Caulfeild iDEC as they continue work with the Global Digital Citizen Foundation. Here is the vision of some of Caulfeild’s educators moving forward:

“The students are starting to use the language of Solution Fluency more often. They are getting more comfortable with the process.”
Andrea S.

“I’d like to see more opportunities for whole-school learning and arts integration. I am interested in the strengthening of our assessment practices, and would also like to practice Information Fluency.”—Sara B.

“We will continue to use the Fluencies, collaborate with teams on school-wide inquiry projects, and continue to work on improving the inquiry process.”—Andrea F.

“Teachers and students are excited about their learning. It’s a new journey and the possibilities are endless.”—Jade C.

Let’s take the next steps together.

Want to usher in whole-school transformation and professional growth? We’re ready if you are.