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Case Study Submission Form
2021/2022 Inquiry Project Case Study Submission Form
* required
I. General Information
First and Last Name of Inquiry Team Main Contact
*
First
Last
Email Address of Inquiry Team Main Contact
*
*Disclaimer: This email address will be used for future correspondence by the NOIIE, including information about grants, events, etc. By submitting this email address, you are giving us permission to add you to our Mailchimp mailing list.
School Name
*
School District
*
Please choose
SD#5 Southeast Kootenay
SD#6 Rocky Mountain
SD#8 Kootenay Lake
SD#10 Arrow Lakes
SD#19 Revelstoke
SD#20 Kootenay-Columbia
SD#22 Vernon
SD#23 Central Okanagan
SD#27 Cariboo-Chilcotin
SD#28 Quesnel
SD#33 Chilliwack
SD#34 Abbotsford
SD#35 Langley
SD#36 Surrey
SD#37 Delta
SD#38 Richmond
SD#39 Vancouver
SD#40 New Westminster
SD#41 Burnaby
SD#42 Maple Ridge
SD#43 Coquitlam
SD#44 North Vancouver
SD#45 West Vancouver
SD#46 Sunshine Coast
SD#47 Powell River
SD#48 Sea to Sky
SD#49 Central Coast
SD#50 Haida Gwaii
SD#51 Boundary
SD#52 Prince Rupert
SD#53 Okanagan Similkameen
SD#54 Bulkley Valley
SD#57 Prince George
SD#58 Nicola-Similkameen
SD#59 Peace River South
SD#60 Peace River North
SD#61 Greater Victoria
SD#62 Sooke
SD#63 Saanich
SD#64 Gulf Islands
SD#67 Okanagan Skaha
SD#68 Nanaimo-Ladysmith
SD#69 Qualicum
SD#70 Alberni
SD#71 Comox Valley
SD#72 Campbell River
SD#73 Kamloops/Thompson
SD#74 Gold Trail
SD#75 Mission
SD#78 Fraser-Cascade
SD#79 Cowichan Valley
SD#81 Fort Nelson
SD#82 Coast Mountains
SD#83 North Okanagan-Shuswap
SD#84 Vancouver Island West
SD#85 Vancouver Island North
SD#87 Stikine
SD#91 Nechako Lakes
SD#92 Nisga'a
SD#93 Conseil scolaire francophone
Yukon Education
International
School Mailing Address
*
*Please ensure this mailing address is correct. This address will be used for any future disbursement of grants.
Street Address
City
State / Province / Region
ZIP / Postal Code
Afghanistan
Albania
Algeria
American Samoa
Andorra
Angola
Anguilla
Antarctica
Antigua and Barbuda
Argentina
Armenia
Aruba
Australia
Austria
Azerbaijan
Bahamas
Bahrain
Bangladesh
Barbados
Belarus
Belgium
Belize
Benin
Bermuda
Bhutan
Bolivia
Bonaire, Sint Eustatius and Saba
Bosnia and Herzegovina
Botswana
Bouvet Island
Brazil
British Indian Ocean Territory
Brunei Darussalam
Bulgaria
Burkina Faso
Burundi
Cambodia
Cameroon
Canada
Cape Verde
Cayman Islands
Central African Republic
Chad
Chile
China
Christmas Island
Cocos Islands
Colombia
Comoros
Congo, Democratic Republic of the
Congo, Republic of the
Cook Islands
Costa Rica
Croatia
Cuba
Curaçao
Cyprus
Czech Republic
Côte d'Ivoire
Denmark
Djibouti
Dominica
Dominican Republic
Ecuador
Egypt
El Salvador
Equatorial Guinea
Eritrea
Estonia
Eswatini (Swaziland)
Ethiopia
Falkland Islands
Faroe Islands
Fiji
Finland
France
French Guiana
French Polynesia
French Southern Territories
Gabon
Gambia
Georgia
Germany
Ghana
Gibraltar
Greece
Greenland
Grenada
Guadeloupe
Guam
Guatemala
Guernsey
Guinea
Guinea-Bissau
Guyana
Haiti
Heard and McDonald Islands
Holy See
Honduras
Hong Kong
Hungary
Iceland
India
Indonesia
Iran
Iraq
Ireland
Isle of Man
Israel
Italy
Jamaica
Japan
Jersey
Jordan
Kazakhstan
Kenya
Kiribati
Kuwait
Kyrgyzstan
Lao People's Democratic Republic
Latvia
Lebanon
Lesotho
Liberia
Libya
Liechtenstein
Lithuania
Luxembourg
Macau
Macedonia
Madagascar
Malawi
Malaysia
Maldives
Mali
Malta
Marshall Islands
Martinique
Mauritania
Mauritius
Mayotte
Mexico
Micronesia
Moldova
Monaco
Mongolia
Montenegro
Montserrat
Morocco
Mozambique
Myanmar
Namibia
Nauru
Nepal
Netherlands
New Caledonia
New Zealand
Nicaragua
Niger
Nigeria
Niue
Norfolk Island
North Korea
Northern Mariana Islands
Norway
Oman
Pakistan
Palau
Palestine, State of
Panama
Papua New Guinea
Paraguay
Peru
Philippines
Pitcairn
Poland
Portugal
Puerto Rico
Qatar
Romania
Russia
Rwanda
Réunion
Saint Barthélemy
Saint Helena
Saint Kitts and Nevis
Saint Lucia
Saint Martin
Saint Pierre and Miquelon
Saint Vincent and the Grenadines
Samoa
San Marino
Sao Tome and Principe
Saudi Arabia
Senegal
Serbia
Seychelles
Sierra Leone
Singapore
Sint Maarten
Slovakia
Slovenia
Solomon Islands
Somalia
South Africa
South Georgia
South Korea
South Sudan
Spain
Sri Lanka
Sudan
Suriname
Svalbard and Jan Mayen Islands
Sweden
Switzerland
Syria
Taiwan
Tajikistan
Tanzania
Thailand
Timor-Leste
Togo
Tokelau
Tonga
Trinidad and Tobago
Tunisia
Turkey
Turkmenistan
Turks and Caicos Islands
Tuvalu
US Minor Outlying Islands
Uganda
Ukraine
United Arab Emirates
United Kingdom
United States
Uruguay
Uzbekistan
Vanuatu
Venezuela
Vietnam
Virgin Islands, British
Virgin Islands, U.S.
Wallis and Futuna
Western Sahara
Yemen
Zambia
Zimbabwe
Åland Islands
Country
Inquiry Team Members (Names and Emails)
*
Please list in this format: Joe Smith: jsmith@email.com, Mary Smith: msmith@email.com, ....
II. Inquiry Project Information
Type of Inquiry
*
Please choose
NOIIE
NOIIE Transitions (focus on Indigenous learner transitions)
Grade Levels Addressed Through Inquiry
*
Primary (K-3)
Intermediate (4-7)
Secondary (8-12)
Post-secondary
Curricular Areas Addressed
*
Applied Design, skills & Technology
Arts Education
Career Education
Language Arts - Literacy
Language Arts - Oral Language
Language Arts - Reading
Language Arts - Writing
Mathematics / Numeracy
Physical & Health Education
Science
Social Studies
Not applicable
Other:
Please complete if "Other" selected above
Focus Addressed
*
Indigenous understandings (for example, Traditional Knowledge, oral history, reconciliation)
Community-based learning
Core competencies (for example, critical thinking, communication, problem solving)
Differentiated instruction
Experiential learning
First Peoples Principles of Learning
Flexible learning
Formative assessment
Growth mindset
Inclusion and inclusive instructional strategies
Indigenous pedagogy
Inquiry-based learning
Land, Nature or Place-based learning
Self-regulation
Social and emotional learning
STEM / STEAM
Transitions
Universal design for learning
Other:
Please complete if "Other" selected above
In one sentence, what was your focus for the year?
*
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In one sentence, what was your focus for the year?
*
III. Spirals of Inquiry Details
Scanning:
*
Briefly summarize your scanning process. How did you use the four key questions as part of the scanning process? What did you notice about the experiences of your learners that were most important to your team? How did you use the OECD principles of learning and the First Peoples Principles of Learning in your scanning process?
Focus:
*
In a few sentences, explain why you selected this area. What changes were you hoping to obtain for your learners?
Hunch:
*
Describe your hunches about the ways in which practices at the school may have been contributing to the experiences of your learners that were of concern to you.
New Professional Learning:
*
What new areas of professional learning did you explore? What resources were most helpful? What specific designs did you use to support the learning of your colleagues?
Taking Action:
*
Describe strategies you and your team decided on and how your actions worked out. Be as specific as possible – so that other teams can learn from your experience.
Checking:
*
Summarize the differences you made. Were they enough? Were you satisfied? What did you use as baseline - and change - evidence? How much richer are your learners’ answers to the four questions?
Reflections/Advice:
*
Finish by sharing what you learned from this inquiry, where you plan to go next, and what advice you would offer other schools with a similar interest.
Optional: Inquiry Project Media
If you managed to capture some evidence of your inquiry project in action, we have created a section here for you to upload your media files. We are always looking for evidence of your inspiring inquiry projects to showcase. We THANK YOU for taking the extra time to capture and upload these files.
Upload Media Here
Ideally, we are looking for high-resolution photos (above 2 Megabytes; not Whatsapp photos). If you are uncertain of the quality, please send along the media anyway and we can determine whether or not they are usable. Sharing media of children can be sensitive, so please only share with us media that can be disseminated widely to a public audience.
Drop files here or
Select files
Max. file size: 128 MB, Max. files: 3.
Description of Media
Along with the media submission, please include a short description of what is happening in the photo/video (i.e. school district, where the photo was taken, short sentence on what the picture is capturing); please also include the appropriate photo credit for attribution.
Media Consent
I confirm that all of the media I have uploaded has proper consent to be shared publicly. I hereby give the Networks of Inquiry and Indigenous Education (NOIIE) permission to use this media at their sole discretion.
I agree
IV. Learner Data
The following questions are for internal NOIIE purposes only; answers to these questions will not be published on the NOIIE website along with your case study. Please answer the following questions to the best of your knowledge.
Size/Scale of Inquiry
*
What was the size or scale of your inquiry?
Class
Multi-Class
School
Multi-School
District
Number of Students Involved in Inquiry
*
Give an estimate of the number of STUDENTS impacted by your inquiry. (Example: a class might be 25 students, a whole school inquiry might be 1500 students)
Key Inquiry Question
*
Did you take the time to ask your learners the first key scanning question: Can you name two adults in this school who believe you will be a success in life? We recommend that you plan to ask this question as part of the scanning phase of your inquiry (close to the start of the school year), and then again at the end of the school year. Did you ask this question to your learners?
Yes (at scanning AND end of year)
Yes (ONLY during scanning)
Yes (ONLY at end of school year)
No (not at all)
During the Scanning Phase
*
How many learners did you ask the question: Can you name two adults in this school who believe you will be a success in life? (please enter a number; if you didn't ask the question, enter "0")
During the Scanning Phase
*
How many learners provided a response? (please enter a number; if you didn't ask the question, enter "0")
During the Scanning Phase
*
Of those who provided a response, how many learners could name two adults when asked this question? (please enter a number; if you didn't ask the question, enter "0")
End of the School Year
*
How many learners did you ask the question: Can you name two adults in this school who believe you will be a success in life? (please enter a number; if you didn't ask the question, enter "0")
End of the School Year
*
How many learners provided a response? (please enter a number; if you didn't ask the question, enter "0")
End of the School Year
*
Of those who provided a response, how many learners could name two adults when asked this question? (please enter a number; if you didn't ask the question, enter "0")
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The Networks
About Us
International Networks
Australia – New South Wales NOII
Australia – Queensland NOII
Australia – Northern Territory NOII
England – Whole Education Network
New Zealand
Catalunya
Sweden
Network Leadership
Contact Us
Spiral of Inquiry
Indigenous Education
NOIIE Symposium
Case Studies
Case Studies 2021-2022
Case Studies 2020/2021
Case Studies 2019/2020
Case Studies: 2018/2019
Case Studies: 2017/2018
Resources
Events