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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 1 2/4/2010 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 2 2/4/2010 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 3 2/4/2010 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. 4 2/4/2010 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 5 2/4/2010 …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) 6 2/4/2010 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 7 2/4/2010 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 8 2/4/2010 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 9 2/4/2010 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 10 2/4/2010 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 11 2/4/2010 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: 12 2/4/2010 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. 13 2/4/2010 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 14 2/4/2010 Take this opportunity to put a face to a name with your daughter’s teachers 15
"How Might These Behaviors Affect Attitudes and Perceptions"