Welcome to the new Gatsby Teacher Fellowships
Case Studies webpage. Here you can gain an insight
into six Teacher Fellows and their projects.
Click the Fellows name highlighted in blue
to be taken directly to his or her Fellowship
project final report. |
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| Susan
Wall |
| Susan Wall, a 2001/2 fellow who teaches
at Wilberforce College, Hull developed an interactive
approach to teaching AS and A level mathematics
involving group work and problem solving for example. |
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What Susan says
about her fellowship
“My students are very involved
in their own learning through group
work, discussion, reflection and open
questioning. There is also an emphasis
on connecting mathematical ideas together
and seeing the whole picture. This approach
has been successful at my college and
we have been able to continue to encourage
students with an intermediate grade
C at GCSE to embark on A level Mathematics.
Recently the DFES Standards unit have
appointed me as a consultant and a national
pilot of my active learning approach
to post 16 Mathematics has been launched
in September 2004.” |
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| Joanne
Lundy |
| Joanne Lundy
a 2003/4 fellow teaches at St. Edmund’s Catholic
Primary School, Bury St. Edmunds. She explored the
possibility of developing a meaningful marking and
feedback system for mathematics parallel to the
systems available for literacy. |
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What Jo says about her fellowship
“Trials in my own class proved
very successful and were adopted by
other members of the staff during the
year. As a direct result, confidence
and self-efficacy increased and through
this, standards of attainment, as shown
in end of year summative tests compared
to two other classes and pre-trial summative
data. I was invited to present my findings
to the Suffolk Primary Strategy Team
and at the Suffolk Middle Schools' Conference
in December, 2004. I have also been
invited to run some INSET on formative
assessment in a local primary school.
I have taken on the role of assessment
co-ordinator at my school now and am
looking forward to creating a new assessment
policy, ensuring all children have fair
and confident access to the curriculum.” |
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| Jonathan
Boyle |
| Jonathan Boyle, a 2000/2
fellow teaches at the Walsall Academy. Jonathan
developed a high quality teaching resource employing
video media available on CD ROM and on his own website
to reinforce workshop skills together with computer
aided design and manufacture. |
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What Jonathan
says about his fellowship
“I first thought of the need
for video CAD CAM tutorials to support
the CAD CAM Initiative in schools. Many
schools have the equipment but do not
always have the expertise to deliver
the CAD CAM experience. CAD CAM Cookies
is now into its fourth edition and is
being released as an hour long DVD.
The projects make use of three axis
and laser technologies commonly found
in schools. It was very important to
find projects that were innovative and
realistic. I am delighted to have been
supported by GTEP over the years. Indeed,
I am now producing a version of an early
CAD CAM Cookies CD ROM for Malaysia.
Since the year 2000 I have produced
four titles of which three are widely
available to schools through the Design
and Technology Association and Unimatic
Engineers as a free resource for schools.” |
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| Elliott
Willson |
| Elliott Willson, a 2003/4 fellow teaches
at the Wavell school, Farnborough. He investigated
the potential to nurture creative, autonomous problem
solvers in project design and developed a 15-week
scheme of work at KS3. |
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What Elliott
says about his fellowship
“My scheme of work has been written
to introduce PIC chip technology to
students through a series of student-directed,
scaffolded lessons.
Gatsby funding enabled me to acquire
the necessary hardware and software
to teach PIC programming and to research
ways of improving the creative deliverance
of subject knowledge in addition, Gatsby
support has encouraged me to work with
others which allowing the project to
progress rapidly. As a consequence,
I have successfully developed my own
pedagogical outlook. Gatsby support
has enabled me to do things I would
never have been able to do otherwise.”
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| David
Richardson |
| David Richardson a 2002/3
fellow teaches at the Gordano School, Bristol. David
developed thoroughly enjoyable large scale lectures
on science topics, delivering them to big audiences.
He considered that stimulating and enjoyable lectures
containing a high degree of showmanship would excite
and motivate his students and reinforce their understanding. |
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What David says about his
fellowship
“Being
part of the Gatsby Teacher Fellowship
has enabled me to participate in many
projects as a result of my initial year.
As one of the UK representatives at
the ‘Physics on Stage’ conference
in Holland allowed me to share my ideas
of large scale lectures to an international
audience. Working for the Institute
of Physics as a network coordinator
has given me the chance to meet many
people, promoting science teaching and
sharing good practice. More recently
it has allowed me to go to Africa and
teach Physics in Rwanda, again sharing
the idea of using large scale lectures
as a teaching resource. I am firmly
convinced that being part of the Gatsby
program has been the catalyst to these
developments in my career as a teacher.” |
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| Anthea
Heaton |
| Anthea Heaton a 2003/5 fellow who
teaches at the Deanery High School, Wigan decided
to promote stronger continuity and progression from
KS2 into KS3 by developing a ‘Science Passport’
which linked topics studied in the feeder schools
to those to be learned in her secondary school. |
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What Anthea says about her
fellowship
“Pupils involved in KS2–3
transition can experience difficulties
with lots of changes to cope with and
for teachers, it is a challenge to make
the transition as smooth as possible.
I considered the ‘Science Passport’
would aid the transition between primary
and secondary science. It increases
teachers’ awareness of the work
already done by the pupils and it rewards
and celebrates their science achievements.
Furthermore, the Science passport helps
to monitor pupil progress in their important
first year in secondary school. During
my fellowship year, I have developed
useful community links with local feeder
primaries to promote the use of the
passport and received promotion in school.
I will be including some of the developmental
work I have done towards an MA in Education
which I am currently pursuing.” |
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