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2/4/2010
Mary MacKillop College
Prayer and Welcome: Mr. Niall Coburn ‐ College Principal
Learning Enrichment : Mrs. Michelle Fountain – Learning
Enrichment Co‐ordinator
Pastoral Care Information: Ms. Kendal Reilly, Mrs. Samantha Gagel,
Mrs Kerry Heath‐ House Co‐ordinators
Sports Information: Mr Wayne Horne ‐Sports Coordinator
Learning at Mary MacKillop College:
Mr. Wayne Chapman – Deputy Principal –
Director of Studies
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Personal
Development
Programmes
Narelle Dobson ‐ Deputy Principal, Students
Kerry Heath – Fitzroy House Coordinator
Samantha Gagel – McCormack House
Commitment
&
Pastoral Restorative
Practices
Coordinator Participation
Care
Kendal Reilly – Penola House Coordinator
Aime Culpeper ‐ Counsellor
Mary Hilton – Deputy Principal, Mission
Uniform
Michelle Fountain – Learning Enrichment
Coordinator
A Restorative approach to behaviour
management, provides our young women Parents are welcome at all of our
with opportunities to develop self‐discipline carnivals
and positive behaviours.
A Restorative approach... All students must attend all carnivals
□ encourages students to appreciate the participating where possible in races or
consequences of their actions for others in support of house spirit
□ enables students to make amends where A medical certificate is required for non
their actions have harmed others
□ requires students to be accountable for attendance on these special occasions
their actions
□ encourages respect for all concerned
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It is an expectation that the uniform is
worn correctly as listed in the diary.
Consequences of incorrect uniform
Given 1 chance to take responsibility for
wearing the correct uniform
Subsequent breach requires the student to
take a letter home notifying you of the
situation and for them to spend a lunch time
with a House Coordinator
If issue is ongoing, you are contacted and your
daughter is sent home.
It is an expectation that all students be at
school be at school by first bell which is Our aim is to build healthy relationships
8.20 am. with you and your daughter and we are
House Group commences at 8.25 am pleased to be in contact with you.
Students not present require a note in their
diary, a text message or phone call from
their parents
A text message is sent to parents of
students who are late without explanation
Absentee Hotline is 3266 5733 – just leave a
message.
Mrs. Michelle Fountain
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Instrumental Music lessons
are available on all Lessons are conducted by
instruments (woodwind, talented, highly qualified and
brass, strings, guitar, passionate music teachers:
percussion, piano and voice).
Alyson Locke A.Mus.A. ATCL
Lessons are available for Guitar, Percussion, Drums,
beginners or experienced Guitar Band
instrumentalists. Ben McPherson A.Mus.A
Brass
Jennifer Ogle B.Mus
Students receive one lesson Voice, Viva La Voce Choir
every week and are scheduled
Josephine Pollicina A.Mus.A.
around a revolving timetable
so that students do not miss Strings, String Band
the same class each week. Toby Hibbard A.Mus.A.
Piano, Keyboard
Students develop
strong performance
skills by performing
regularly at school
functions and music
concerts.
All students enrolled
in the Instrumental A sequential, aural‐based classroom music program is offered to
Program are provided students from Year 8 to 12, which is inspired by the philosophies
with complimentary of the Hungarian composer and educator, Zoltan Kodály (1882 –
enrolment and tuition 1967).
in a school band or
choir. This sequential approach to music education improves students’
vocal technique, music literacy, coordination, concentration and
memory, and is used in music classrooms throughout the world.
The Guitar Band is open to all students from Years 8 to 12 with who play electric
guitar or drums.
Viva La Voce is an un‐
auditioned choir, open to The band plays rock music and performs in concerts, functions and competitions.
any student in Years 8 to
12 with a passion for
singing and performing. Rehearsals: Tuesday mornings from 7.30am to 8.25am.
Students in Viva La Voce
learn to read music,
perform with confidence
and sing with correct
vocal technique.
Rehearsals: Monday and
Thursday mornings from
7.30am to 8.25am.
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The Concert Band is The String Band is open to all students from Years 8 to 12 who
open to all students in play any string instrument. The band plays music from a wide
variety of styles and eras, and performs in concerts, functions
Year 8 to 12 who play a and competitions.
woodwind, brass or
percussion instrument.
Rehearsals: Tuesday mornings 7.30am to 8.25am.
There are also positions
in the band for electric
guitar, bass guitar, voice
and keyboard.
Rehearsals will
commence after the
2010 College Musical.
Please see Mrs Natalie Otto, Music Coordinator, at the end of the
presentation for enrolment forms or for any queries about the College’s
Music Program.
Dimensions of Learning:
Habits of Mind
Use Knowledge
Extend and Refine
Meaningfully
Knowledge
Acquire and
Integrate
Knowledge
Attitudes and Perceptions
Positive Attitudes and Perceptions
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…is a model/framework that
provides a common understanding
and language related to learning.
… is about thinking
…is based on over thirty years strategies
of cognitive and classroom
research.
…has been proven through
research to positively impact on
student learning outcomes.
Habits of Mind
Use Knowledge
Meaningfully
Extend and Refine
Knowledge
Acquire and
Integrate
Knowledge
Attitudes and Perceptions
Perceptions:
•Are you naturally positive
(5% of people are)
•Are you naturally negative
(5% of people are)
•90% will sway between.
•New brain research
(2007/8) says we can
constantly re-train our
thinking.... DOL 1 is about being prepared for
school with positive attitudes and
(The brain that changes itself, Doidge
2007, Blame it on my Brain, Morgan perceptions
2008)
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Attitudes & Perceptions: What can parents do?
Attitudes & Perceptions I. About Classroom Climate
The College has many structures in place to
I. About Classroom Climate develop a positive classroom climate.
• Feel accepted by teachers and peers
• Experience a sense of comfort and order • Our Restorative Justice approaches to
classroom management are aimed at
maintaining student dignity and developing
II. About Classroom Tasks positive attitudes about classroom climate.
• Perceive tasks as valuable and interesting
• Believe they have the ability and • The College House System is aimed at positive
resources to complete tasks interactions. Parents can assist by supporting
• Understand and be clear about tasks college procedures. E.g. checking the diary,
ensuring that students meet uniform
requirements
Attitudes & Perceptions: What can parents do?
II. About Classroom Tasks
• Speak positively about school
• Practice positive self-talk with students ‘You can
do it’, “Why not ask your teacher tomorrow?”
• Sit down and have your daughter explain each task
to you. (Make this a routine)
Attitudes & Perceptions: What can parents do?
II. About Classroom Tasks
• Assist with Goal Setting, sub goals, steps to achieve goals and
rewards along the way. (See the Personal Development
Booklet)
E.g. Goal: You want a B in Science
Sub-goal: I want to pass each revision test
Steps:
1 Do extra revision each week
2 Do all homework each night
3 Attend the free tutoring at lunchtime or afterschool
4 Listen and ask questions each lesson
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Habits of Mind
Use Knowledge
Meaningfully
Extend and Refine
Knowledge
What thinking habits would you like your
daughter to develop by the end of Year 12?
Acquire and
Integrate
Knowledge
Attitudes and Perceptions
Creative Thinking
Critical Thinking
Be accurate and seek accuracy Persevere
Be clear and seek clarity
Push the limits of your knowledge and
Maintain an open mind
Restrain impulsivity abilities
Take a position when the situation Generate, trust and maintain your own
warrants it
Respond appropriately to others’ feelings standards of evaluation
and level of knowledge Generate new ways of viewing situations
that are outside the boundaries of
standard conventions
Self-Regulated Thinking
Monitor your own thinking
Plan appropriately
Identify and use necessary resources
Respond appropriately to feedback
Evaluate the effectiveness of your actions
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Listening with Empathy and Understanding
Thinking Flexibly Help students understand habits of mind
Metacognition – thinking about thinking
Questioning and Posing Problems Help students identify and develop strategies
Applying Past Knowledge to New Situations related to the habits of mind
Creating Imagining and Innovating
Finding Humour Create a culture in the classroom, school and
Gathering Data Through All Senses
home that encourages the development and use
Remaining Open to Continuous Learning
Responding with Wonderment and Awe of the habits of mind
Taking Responsible Risks
Thinking and Communicating with Clarity and Precision Provide positive reinforcement to students who
Thinking Interdependently (Costa et al 2009) exhibit the habits of mind
Use this language at home (a common language
between home and school) i.e use the Habits of
mind in conversations
“Have you planned appropriately for the next
4 weeks of school?”
“You really persevered through completing
that assignment?”
Use language that encourages deep thinking:
“I wonder which of these two cereals is more
nutritious?”
“How do you think saying that would make
your sister feel?”
Homework minimums:
Different from Primary School
Homework usually due the next day or the day •Year Eight 1 to 1.5 hours minimum
after (not all due at the end of the week)
Some set work / some self‐generated work
•Year Nine 1.5 to 2 hours minimum
Assignments, class tasks, exam preparation
•Year Ten 2 to 2.5 hours minimum
•Years Eleven and Twelve 2.5 to 3 hours minimum
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Students need to ‘own’ their home study
Complete ‘set homework’
Complete Assignments
Summarise and re‐write class notes repeatedly
Access Moodle for handouts and class work
(http://moodle.ccc.qld.edu.au/moodle/)
List questions to ask teachers
Persevere, persevere and persevere
Ensure the home study environment is
appropriate:
Fresh air, good lighting
No computers or mobile phones in student bedrooms
Have students commit to a written study/ homework
schedule (Personal Development)
Monitor homework through the diary
Reward good use of habits of mind at home
e.g We will have a Pizza night on Friday night if you do
all your homework (otherwise.... Brussell sprouts???)
Monday Tuesday Wednesd Thursday Friday Saturday Sunday
ay
Before
School
Study
Lesson
3:30 –
4:30
4:30 –
5;30
5:30 –
6:00
6:00 –
7:00
7:00 –
8:00
8:00 –
9:00
9:00 –
10:00
10:00 –
11:00
11pm-
12am
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Monday Tuesday Wednesd Thursday
ay Friday Saturday Sunday Monday Tuesday Wednesd Thursday
ay Friday Saturday Sunday
Before
Before
Hwk/ Hwk/
School
School
Study Study
Study
Lesson Study
Lesson
3:30 –
4:30 3:30 –
Clean
4:30 – the
4:30 Hwk/ Clean
5;30 house 4:30 – Study the
for Dad 5;30 house
5:30 – Dancing for Dad
6:00 5:30 – Dancing
6:00 – Dancing Work at 6:00 Hwk/
7:00
Chunky 6:00 – Dancing Study Work at Hwk/
Chicken 7:00
Chunky Study
7:00 – Chicken
8:00 7:00 –
8:00 Hwk/ Hwk/
8:00 –
Study Study
9:00 8:00 –
9:00
9:00 –
10:00 9:00 –
10:00
10:00 –
11:00 10:00 –
11:00
11pm-
12am 11pm-
12am
Use the Diary! 1 Brisbane City Council Library
Record all tasks for the term from the Membership
Assessment Calendar (will come out next week)
2 All students have this
Plan your execution of these tasks in your diary Student Manual which is full
of ways for parents to assist
Persevere ‐ Stick to it!
students at home and for
guiding independent student
study.
3 Guide to referencing and bibliographies (library)
Habits of Mind
Use Knowledge
Meaningfully
Extend and Refine
Knowledge
Acquire and
Integrate
Knowledge
Attitudes and Perceptions
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Descriptions:
Vocabulary terms
Facts
Time Sequences
Process/Cause-Effect
Relationships
Episodes
Generalizations/Principles
Concepts
The student manual includes examples of all these
patterns and shows you how to use them
Storing Declarative Knowledge
One - bun
Dimension Two provides a Two - shoe
whole range of strategies Three - tree
related to ‘memory”
Four - door
One example is the “Rhyming Five - hive
Pegword” method Six - sticks
Seven - heaven
Eight - gate
Nine - line
More Student Manual Ten - hen
examples:
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Habits of Mind
Skills & Processes
Content Knowledge (Procedural)
(Declarative) Extend and Refine
Knowledge
Construct Models
Construct Meaning Shape
Organize Internalize
Store
Lots of home practice!!!!!! Attitudes and Perceptions
Dimensions 3 and 4: Complex Reasoning Processes
… Newmann and Associates (1996) suggest Dimension Three describes the following
that when students from all backgrounds are complex reasoning processes:
expected to perform work of high
intellectual quality, overall student academic Comparing
performance increases… From this research, Classifying
we would generalise that a focus on high Abstracting
intellectual quality is necessary for all Inductive Reasoning
Deductive Reasoning
students to perform well academically.
Constructing Support
Analyzing Errors
(Queensland School Reform Longitudinal Study, 2001a, p. Analyzing Perspectives
3)
1. When you are examining an issue about which people 1. What is one point of view?
disagree, first identify and clearly articulate a
perspective. 2. What are the reasons for this point of view?
2. Once you have identified a perspective, try to determine
the reasons or logic behind it.
3. What is another point of view?
3. Next, identify and clearly articulate a different
perspective.
4. Try to describe the reasons or logic behind the different 4. What might be some reasons for this other point of view?
perspective.
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Issue
Computer in my bedroom
I want to be able to have a computer in my
Issue Personal bedroom .
Perspective
Personal Perspective
Reasons/ logic Because I need it for school work and for
behind my personal communication. It lets me do my homework
Reasons/ logic behind perspective whenever I like
my personal
perspective My parents want the computer to be in a
Different
visible space in the house
perspective
Different perspective
Reasons/ Logic I will waste time on non-school things, safety from
Reasons/ Logic behind
behind different internet predators, to avoid cyber-bullying. They want
my different me to succeed at school to my potential.
perspective
perspective
Conclusion/ Awareness Conclusion/
I understand mum and dad’s perspective. I can
Awareness
negotiate some non-school time on the computer.
Habits of Mind Dimension Four Complex Reasoning Processes that Use
Knowledge Meaningfully
Use Knowledge
Meaningfully Decision Making
Problem
Solving
Invention
Experimental Inquiry
Investigation
Systems Analysis
Attitudes and Perceptions
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Take this opportunity to put a face to a name
with your daughter’s teachers
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