NETWORKS OF INQUIRY AND INNOVATION
Quality, Curiosity, Equity, Teamwork,
INQUIRY GUIDE 2014-2015
A FOCUS ON CREATING MORE INNOVATIVE LEARNING ENVIRONMENTS
For the past five years the OECD (Organization of Economic Cooperation and Development) has been
conducting an important international research study focused on Innovative Learning Environments.
(http://www.oecd.org/edu/ceri/innovativelearningenvironments.htm) BC has been an active participant
in this study. The focus of the BC work has been on system transformation through deeper forms of
learning, leadership development and networked inquiries.
Through NOII we are inviting schools to explore the seven learning principles that form the conclusions
in the 2010 OECD publication The Nature of Learning: Using Research to Inspire Practice. The ILE study
has concluded that for learning environments to be judged as truly innovative, all seven of the following
learning principles must be in place as an integrated part of their cultures.
The seven learning principles:
1. Learners at the centre – learners are both metacognitive and self-regulated
2. Learning is social – well organized cooperative learning matters as does personal research
3. Emotions are central to learning – the adults in the learning environment are highly tuned into
the emotions and motivations of their learners
4. Individual differences are recognized – the adults pay a great deal of attention to prior
knowledge and individual differences are attended to through small and large group learning
opportunities
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5. Stretching all learners – every learner is asked to do hard work and accept challenges – but each
learner is not overloaded
6. Assessment for learning is a way of life – formative assessment is regular and learners get
meaningful feedback. This individual feedback helps the individual learner. The assessment
culture shapes the overall learning environment
7. Building horizontal connections – thoughtful connections are made between areas of
knowledge. As well regular and well-designed opportunities take place in and with the broader
community. The authenticity of these experiences promotes deeper understanding.
Although all seven areas are critically important, NOII schools will be asked to identify one specific
learning principle as the focus for their inquiry. Take your time to understand what each principle means
and then choose the area that you believe will have the greatest impact for your learners this year. The
spiral of inquiry will provide the framework for both submitting your focused area and also for the short
case study report that will be completed in June. Each school team should have access to a copy of
Spirals of Inquiry for equity and quality (http://www.bcpvpa.bc.ca/node/108) to inform the inquiry
action process.
School Name:
District:
Inquiry Team Members:
Scanning: Two to three sentences to summarize your scanning process. What’s going on for your
learners connected to the seven learning principles? How do you know?
Focus: On which of the seven principles will you focus as a team? Why is this area particularly important
for your learners?
Hunch: Two to three sentences about what you think is leading to the need for this particular focus.
Remember that the hunch is about how adults in the school are contributing to the current situation.
New professional learning: Two to three sentences to summarize the new areas for professional
learning - and how you will go about designing new learning for yourself and your colleagues.
Taking action: Two to three sentences about the actions you propose to take.
Checking: Two to three sentences to describe how you will know what difference you are making.
Submit to Donna Weaving (dweaving@dccnet.com) by December 15 2014
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