Browse case studies by region: Gippsland
There are 19 case studies from Gippsland region:
Note: all documents are in MS Word. Case studies organised alphabetically by school.
Science and Technology of Bicycles (Promising)
Bairnsdale Primary School (20 October 2006)
Bairnsdale Primary School wanted hans on activities for students to increase
student motivation and engagement levels for boys and provide opportunities
for girls to 'tinker' and experiment with technology as many girls had not
experienced such activities in their own lives. These school activities
related to areas relevant to children's own lives with particular reference
to PoLT Principle 6: Learning connects strongly with communities and practice
beyond the classroom.
Changing Lanes - VCAL (Exemplary)
Bairnsdale Secondary College (27 February 2006)
Changing Lanes is successfully re-engaging young people who have long-term
histories of alienation from school or other forms of education and training.
The initiative represents a significant watershed in their lives.
Thinking and Technology Research (Teacher Professional Leave)
Beulah Primary School (15 February 2007)
Dianne and Maureen elected to further improve their understanding of Thinking
Skills and Technology across the Curriculum. This commenced with visits
to Torrensville Primary School and Underdale High School in South Australia
(leading schools in the Thinking Curriculum) and this was followed up with
shadowing of teachers in primary schools in the Ballarat Region in Victoria.
Colour and Movement: A 'Whole School' visual approach to Numeracy and Number Sense from Prep to Year 8 (Exemplary)
Drouin Cluster of Innovation and Excellence (27 February 2006)
The Program addresses numeracy from Prep level to increase children's number
sense and confidence with number. It is rich in visual representations,
student involvement with 'creating meaning' involving numbers, and creating/sharing
through ICT. From tens frames at Prep, the Program uses arrays to improve
students' understanding and enjoyment of basic number facts, fractions and
early algebra (to Year 8).
Catering for preferred Learning Styles (Teacher Professional Leave)
Foster Primary School (09 June 2006)
The Team investigated the pedagogy of the thinking curriculum focussing
on a range of learning tools, eg. De Bonos thinking Hats; inquiry Learning
Model; Bloom's Taxonomy; Gardiner's Multiple Intelligences; Rubrics and
Thinking Keys.
Student Welfare and Behaviour Management (Teacher Professional Leave)
Lakes Entrance Primary School (17 October 2006)
Behaviour management has been an area of concern throughout the 26 years
of Trudy's teaching career. The research conducted here was designed to
investigate reasons why students misbehave, to find solutions for repeated
niggling behaviours and to discover the qualities necessary for the running
of a classroom where all students behave well because that is what feels
good for them.
Improving student outcomes through effective learning (Promising)
Leongatha Secondary College (20 October 2006)
The Team improved student outcomes by delivering content in a flexible and
readily available form, which catered for a range of learning styles by
allowing students to select from a variety of learning activities and assessment
approaches (purposeful teaching).
Improving student outcomes through effective eLearning (Promising)
Leongatha Secondary College (11 January 2007)
The Team initially researched innovative uses of technology in the classroom
and then developed and trialled units of work in their classes that used
new technologies to engage students. The means of delivering these activities
was primarily an online learning management system based in WebCT.
Small Schools Professional Learning Team (Exemplary)
Marlo Primary School, Newmerella Primary School, Orbost North Primary School
(11 January 2007)
The Team want to provide an opportunity for small schools with 1 to 5 teachers
with a forum for professional discussion, improving teachers pedegogy, connecting
teachers, sharing, reflection and planning units of work based on VELS and
thinking skills.
How student data can drive reform (Teacher Professional Leave)
Mirboo North and District Schools' Cluster Group (20 March 2006)
The members of the Maths Group spent time specifically concentrating on
common fractions. At meetings, many ideas and activities were shared by
group members. The Team also devised a Cluster test that looked specifically
at common fractions. The test was made up from material from Year 5 and
Year 6 maths activities. The test showed that most students have a good,
basic understanding of common fractions but struggled to apply this knowledge.
Coaching for Purposeful Planning (Promising)
Moe Cluster (27 February 2006)
Moe Cluster agreed to explore the use of a common planning tool as a catalyst
to further enhance teacher pedagogy and improve student learning. Over two
years, staff have been introduced to and trialled aspects of the Thinking
Oriented Curriculum and Habits of Mind. Following this knowledge and skill
development staff requested coaching and discussion forums where they could
be shown ways to incorporate these into their current classroom practice.
Improved student outcomes through the use of Thinking Tools and Multiple Intelligences (Teacher Professional Leave)
Tarwin Valley Primary School (12 January 2007)
Grade 2/3 teacher, Jenny Logan, immersed herself in learning about different
approaches to the Thinking Curriculum. She visited schools, attended various
Professional Development sessions and researched literature. Jenny trialled
Thinking Tools, Graphic Organisers and activities based on Multiple Intelligences
theory in her classroom.
Improved student outcomes through the use of Thinking Tools and Multiple Intelligences (Teacher Professional Leave)
Tarwin Valley Primary School (12 January 2007)
The Team's focus was to increase their understanding and trial aspects of
the Thinking Curriculum. They shared their successes with the staff, beginning
the implementation of a common language and a whole school approach to integrating
the Thinking Curriculum through planning and teaching.
Keys to Success (Promising)
Traralgon Cluster (27 February 2006)
Renamed Keys to Success, an adaption of the You Can Do It program (Michael
E. Bernard) into the secondary school. This involved training of staff in
the concepts and language; adaptation of key documents such as classroom
management plans and school policies relating to student management to align
with the Program and then a launch of the Program into both campuses simultaneously
a the beginning of 2006.
To explore the impact of meeting regularly, to read, write and talk about aspects of our professional work (Teacher Professional Leave)
Warragul Cluster (09 June 2006)
The Team aimed to explore the value and impact of three areas: professional
reading, professional discourse and professional writing as communication
tools for teachers to share their knowledge. The Team planned to develop
their skills of professional writing, learn how to better articulate and
communicate our practice and develop ways to coach and mentor other teachers
in their schools.
Focussed Feedback Walk (Promising)
Warragul Cluster/Macedon Cluster (11 January 2007)
The Focussed Feedback Walks are a series of organised and highly structured
collaborative enquiry "walks" by colleagues and 'walkers' in order to identify
evidence of professional progress and success of professional learning activities
and for planning for future professional learning activities. PoLT Component
Mapping data and other pedagoglogical foci can be used for this process.
Diversity in the local environment using Terrariums (Promising)
Welshpool and District Primary School (20 October 2006)
Peter Young aimed at a deeper understanding of the local environment and
the diverse relationship within it.
Hot House and Hot Cottage (Promising)
Yarram Secondary College (27 February 2006)
The purpose of the Program is to develop pedagogical practice and in conjunction,
design a complementary teaching and learning facility, that is stimulating,
motivating and engaging for both students and teachers. The Yarram Hot-House
and Hot Cottage will be purpose built indoor/outdoor learning spaces, rich
in ICT and with structure and furnishings that consider student comfort,
space and choice, and visual stimulation - designed to develop 'locally
grown' and exemplary teaching and learning activity. The pedagogical philosophy
of the Hot-House espouses the development of team work and independent learning.
Human Powered Vehicles in a Primary School (Exemplary)
Yinnar Primary School (20 October 2006)
Yinnar Primary School allowed students to compete in a Human Powered Vehicle
Competition, but first the students were required to help in the construction
and develop their knowledge of climate change and influences the effect
on the environment. Students were also required to design and present a
dramatical performacne which enhanced their understanding of the concept
of human powered equipment.
