Research & Development

Category:

Education Program

Name:

Formative Assessment

Purpose:

Embed education strategies that support student learning, especially during its formative stage.

Approach:

Formative Assessment helps evaluate teaching methods in the context of formative learning.  This 360° assessment method has benefits for both students and teachers.

There is a feedback focus as participants build on existing knowledge and practices while learning from each another via readings, conversation, and peer observation.

Teacher feedback offers a glimpse of student learning quality, skill and knowledge development. This allows for approach modification to enrich the learning experience by adapting proven methods or introducing remedial activities.

Student guidance begins with clear direction. Tactics like goal setting, exploring self assessment and descriptive feedback help identify strong work models to improve task completion, study techniques, research strategies and unit engagement.

Partner:

Dr Julie Landvogt

Category:

Education Program

Name:

Student Voice

Purpose:

Capture the student voice to inform and shape effective teaching for learning.

Approach:

Student Voice aligns with distinctive school values and aspirations to make an active contribution in the education experience on offer.

As well as providing timely teacher feedback, the program empowers students to unveil more meaningful teacher-led activities and to become effective, independent learners.

The project enables students to recognise their own strengths and challenges.   Proactive thinking and creative problem solving is encouraged as students explore successful teamwork and the value of effective leaders/followers.

In the spirit of entrepreneurship and preparing for the adult world, Student Voice provides a unique leadership opportunity. Peer learning mentors are a hallmark of this ambitious program, that also allow educators to leverage student ‘expertise’ and shape teaching for learning experiences.

Partners:

Professor Roslyn Arnold

University of Sydney

Category:

Professional Development

Name:

Graduate Certificate of Adolescent Wellbeing and Development

Summary:

This course supports the career advancement of teaching professionals, educational administrators, researchers and policy makers who work in the area of education practice. Postgraduate study in adolescent health equips professional educators to enhance learning outcomes and nurture life skills for students, families and communities.

The Graduate Certificate of Adolescent Wellbeing and Development is Australia’s only postgraduate course to specialise in adolescent health.

The program takes students from foundation subjects, through specialisation and finally into research. Course participants learn about the evidence base for effective programs and practice. Students explore adolescent lifestyles in the context of where they live, learn and socialise, as well as the health-care sector where young people seek support.

More information

Admission:

Study is open to candidates with an approved degree in any discipline OR a relevant professional qualification and/or demonstrated work experience.

Location:

Hosted at Melbourne Girls Grammar, South Yarra

Provider:

The University of Melbourne

Category:

Research Project

Name:

Building Learning Power

Outcomes:

Discover ways to help young people become better learners and prepare students for a lifetime of confident, curious and creative learning.

Approach:

Building Learning Power explores the development of healthy student thinking habits to underpin lifelong learning. Three core principles are embedded in the project:

• the main purpose of education is to prepare students for life after school;
• to achieve this goal, students must be empowered to pursue their interests;
• building confidence and capability develops real world intelligence.

This three year project offers teachers direct access to and feedback from globally renowned education researchers, Professor Guy Claxton and Professor Bill Lucas.

The researchers facilitate workshops, webinars and school visits. Guidance is also provided to assist with the establishment of consistent language and teaching practices across the curriculum.  

Participating educators come together regularly as a professional learning community. Teachers share research and work on a series of action research projects designed to build student capacity towards strong, capable, self-directed learning and good decision-making.

Researchers:

Professor Guy Claxton

Professor Bill Lucas

Partners:

Centre for Real-World Learning

The University of Winchester, UK

Independent Schools Victoria

Category:

Education Program

Name:

Motivation and Engagement in Mathematics

Purpose:

Activate student curiosity and interest in across all levels of Mathematics study.

Approach:

Professor Andrew Martin has found eliminating fear of failure to be a positive contributing factor in classroom and academic success. His Motivation and Engagement in Mathematics program centres on 11 key factors that underpin student learning success. It provides the opportunity for staff and students to:

• Recognise mathematics motivation and engagement influencers and the effect these factors have on student health and wellbeing;
• Engage with current theory and research, including studies of various education settings and resolving academic setback;
• Join professional collaborations, discuss topical publications and make critical examinations of motivation and engagement;
• Consider how teacher and student language affects learning and implement strategies to build self-awareness and repertoire;
• Participate in action research in the field of mathematics motivation and engagement.

Partners:

Professor Andrew Martin

University of Sydney

Category:

Education Program

Name:

Scientists in Schools

Purpose:

Helping scientists, teachers and students see science from a different point of view.

Approach:

Scientists in Schools offers the experience of working close up with a practising scientist. The program introduces teachers and students to new scientific viewpoints and possible applications of classroom science learning. Students also discover the tools and processes that scientists rely on in their research and daily work.

One participating scientist is a Melbourne University graduate, specialising in neuroscience. His research into autism and physical   changes in the brain has also spanned neurobiology studies, looking at deafness in children.

Students, who already identify as young scientists, have found this direct connection bolsters their natural interest in how the brain works and ways this affects learning.

More information

Partner:

CSIRO (Commonwealth Scientific and Industrial Research Organisation)

Category:

Education Program

Name:

Heartworks

Purpose:

Interactive leadership and personal development for young women.

Approach:

Heartworks in schools is a two-year leadership and self discovery program.  A holistic approach supports young women as they complete secondary education and prepares them for life beyond school. The program focuses on values education and is offered to senior school students over the course of years 11 and 12.

Heartworks equips students with the tools and  esources they need to be active and responsible leaders of self, be of service to their community and to make positive life choices post-school. The program focuses on nurturing students’ ability to navigate the transition from adolescence into early adulthood with clarity and confidence.

More information

Partner:

Institute of Global Women Leaders

Category:

Research Project

Name:

LEAP (Literary Enhancement Action Research Project)

Outcomes:

Improved understanding of how literacy routines affect student writing.

Approach:

The LEAP Research Project explores different aspects of literacy. Educators involved in this pioneering education partnership gain a rare opportunity to investigate the effectiveness of literacy routines by participating in professional collaborations and a peer observation process.

Teachers participate in healthy pedagogy debate and actively contribute to the development of education practice, to advance writing skills across the curriculum.  This project gives staff the chance to:

• engage with current theory, research and professional literacy learning;
• regularly trial new or enhanced literacy routines in a classroom setting;
• use the writing rubric and writing processes to explore longer pieces of written work.

Participants gather the preliminary data used to study how education practices influence independent student thinking and writing, as well as the effects on writing outcomes.

Researchers:

Professor John Munro

Partners:

The University of Melbourne

Independent Schools Victoria