M A RY M O U N T I N T E R N AT I O N A L S C H O O L R O M E
Marymount O
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t’s 2014, and much is happening at Marymount. I begin by sharing the exciting news that Marymount International School received full re-accreditation from both the New England Association of Schools and Colleges (NEASC) and the Council of International Schools (CIS). The organizations noted the substantial progress that our school has made since their last visit in areas including strategic planning, curriculum design and articulation, assessment, and teacher appraisal. Feedback we received from these specifically noted that the “actions already underway testify to a commitment on the part of the school to define its curriculum systematically and cohesively and with a strong focus on its mission and values.” The work completed in preparation for this accreditation process has allowed us to
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INSIDE THIS ISSUE
Martin Luther King Day / 3
A Presidential Visit / 8
Reader’s Workshop / 4
What Makes a Country? / 11
Student Podcasts / 14
Above: Grade 5 students benefit from the introduction of a one-to-one iPad program. See full story on page 6.
J. SULLIVAN
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Admissions for 2014-15
The school is now accepting new applications for September 2014. If you have another child for whom you would like to apply for admission, especially for EC1, EC2, and Kindergarten, please collect the necessary application forms from the Admissions Office in the Villa or download them from the Marymount website. The deadline for new applications is February 14. Please note that children entering Early Childhood 1 (EC1) must be three years old by October 1, 2014.
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Headmistress improving their abilities in this area.
focus our efforts and develop a clear road map for continuous improvement. e recognize that schools are a primary environment for students’ social and emotional development, and in our effort towards continuous improvement we are placing a focus on social behavior. Research links strong social skills with academic achievement as well as enhanced communication and problem solving abilities. Additionally, students with well developed social and emotional skills show a reduction in behaviors such as bullying, aggression, and substance abuse. Thus, even though most of our students demonstrate appropriately developed social and emotional skills for their age, there is a definite benefit to
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Our goal for the year: To encourage and affirm personal growth. from the Goals & Criteria for the RSHM Schools
Re-enrollment forms inviting parents to register their children for the 2014-2015 school year will be sent out during the first week of February.
Since research on social skills further indicates that students benefit most from a combination of direct teaching and an integrated school-wide focus on positive behavior, we proactively implemented a variety of activities across all levels. In the Elementary School we continue to incorporate the elements of the Responsive Classroom approach as a way to build community, develop students’ self control, and address misbehavior. This year the Elementary School established school-wide rules, which provide clarity and consistency throughout all areas of the school. The Middle School is implementing the Second Step Program, which involves interactive lessons that address social behavior. These lessons focus on building empathy, communication, and problem solving skills while also targeting specific behaviors such as bullying, aggression, and substance abuse. We have also incorporated lessons from Commonsensemedia.org
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related to digital citizenship and internet safety for all Middle School students in their Advisory and iLab classes.
High School students completed a school climate survey just before the holidays, and based on the data we are incorporating lessons that address areas that students indicated are in need of our attention, such as cyberbullying, building a sense of school community, managing stress related to school and relationships, and preventing drug and alcohol abuse.
Lastly, we are in the process of scheduling parent informational meetings so that we can continue to work as partners in keeping our students safe and knowledgeable.
We know that when students feel not only safe but also a sense of belonging and significance, optimal learning occurs. All of us at Marymount strive to educate the whole child so that they can meet with success academically and socially during their time at Marymount and beyond.
Ms. Maria Castelluccio Head of School
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He Had a Dream Grade 1 students celebrate the work of Martin Luther King, Jr.
The First Graders learned all about Martin Luther King, Jr. and how he fought for equality and freedom for each of us. At a Whole School Meeting in January, 1V students shared a timeline of Dr. King’s life, 1C students explained how he worked toward achieving rights for everyone, and 1D students discussed his dream for fairness. How are you like Martin Luther King?
I have a dream like Martin Luther King. My dream is to stop hate in all the world so there is love.
I am like Martin Luther King when I listen to my friends talk about their feelings.
I am like Martin Luther King when I am respectful and peaceful and kind and help others when they get hurt.
What was your favorite part of the WSM or your thoughts about Dr. King?
What does segregation look like?
I loved doing the reporting and when I was reading my words to everyone. – Leonardo S. I loved talking to everyone about Martin Luther King, Jr. – Rosa M.
Martin Luther King, Jr. helped all people to be able to go on buses. Everyone was equal. Nobody was allowed to take somebody else's seat. – Francisco Pio F.
Words and images by Grade 1 students.
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PHOTOS: J. SULLIVAN
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a Reader’s Workshop helps to build a reader’s life for our children
Each Book is
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eader’s workshop is a joyous after school activity in which children from Grades 1 to 5 come together to grow as readers. Our readers strengthen their skills and develop strategies to build their reading lives. Reader’s workshop is an engaging and spirited learning experience.
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Through exciting Read Alouds and reading response activities, students participate in lessons that teach habits,
rituals, and skills that are the foundations of reading. Experienced readers set ambitious goals that draw on what they already know while they work with resolve on books with increasing complexity, depth, and sophistication.
The role of the Read Aloud is to convey both the enjoyable and purposeful aspects of reading while providing a teacher with evidence of fluent reading. Students, meanwhile,
develop knowledge of language syntax and the way in which texts are structured. Reading aloud to our students also creates community, which is always a priority here at Marymount.
Come join our reading community and have fun with us as we celebrate reading and discover books. Ms. Janice Sullivan Grade 3 Teacher
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Reader’s Workshop Lessons • • • • • • • • •
What students are saying about Reader’s Workshop
What strong readers do What reading partners talk about Good questions Critical questions Questioning the author Strategies for figuring out tricky words Strategies for when a book gets hard Clues that alert readers to listen Listening well
Ahmad: I made new friends here. I love Reader’s Workshop! Flaminia: We make connections and retell our stories. Sophia: We learn new and difficult words, and we have delicious snacks. Ana: We make predictions about stories and characters. Every week it gets better. Calista: We have fun and laugh a lot. Guia: We have tea and cookies while we talk about books. Nicolo: We have a screaming good time!!! Belen: We get lost in books. It makes me so happy. Mich: We buzz about books! Leo: We step into the shoes of characters. Luke: We read stories together. Ava: I have fun with the big kids. Nika: We learn about characters. I love round robin reading. Shanti: I am excited by the activities.
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Tapping into the Future iPads add a new dynamic to teaching and learning
We provide an educational program of the highest standard that recognizes and develops each individual’s potential in a stimulating environment. from the Goals & Criteria for the RSHM Schools
Above: Grade 5 students visited an Apple store in November for iPad training directly from Apple experts.
an iPads really change the way teachers teach and students learn? The answer is an emphatic “yes” judging from a visit at the start of January by Apple Distinguished Educator Joe Moretti. Mr. Moretti, who has more than 30 years of teaching experience in the UK, is an expert on integrating digital media and the use of technology as an effective curriculum tool.
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iPad and encouraged them to use them to their advantage in the classrooms.
During a faculty in-service day on January 7, Mr. Moretti focused his presentations on a small number of apps that teachers could begin using immediately to enhance their lessons. In 2012, the school provided every teacher with an
Other apps provide instant feedback on student work as well as allow students to submit their work anywhere at anytime.
Given the thousands of apps available these days, Mr. Moretti was helpful in identifying a small selection of powerful apps that are easy to begin using. Some of these apps liberate teachers from the desk or podium at the front of the classroom, allowing them to present information on a whiteboard from anywhere in the classroom, including the students’ own iPads.
In 2013, thanks to a generous donation from a former Marymount family, the school initiated a one-to-one iPad program in the Elementary School. Students in Grades 4 and 5 are now using iPads regularly in their lessons, although not without the benefit of professional training first. In November, students spent the morning at an Apple store, where they received hands-on training directly from Apple personnel, who taught the students how to make multimedia presentations, a skill that will serve them well for all manner of school projects. Mr. Moretti also spent time with these students during his visit in early January. During one
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lesson, he asked a Fourth Grade class to send him a sentence about erosion. An iPad app allowed him to quickly collate the responses and share them with the students, who discussed and ranked the definitions. They decided the best one defined erosion as “things (like mud and rocks) moved by wind, water, or ice being moved from one place to another.” They chose this description because it contained the most detail. Next time they are asked for a definition, all of the students will undoubtedly try to add more appropriate detail! The children then watched as Mr Moretti used the iPad to film a student talking about what erosion is. After watching the film, they decided that each of them would benefit from practicing what they want to say and being filmed speaking. The students paired up and did this. They now all have a video on their iPad that describes erosion. If they are studying for a test, or need a reminder for other reasons, they can go back and watch their films.
We were very happy to see that many teachers gave up their time to come and watch these training classes. Our faculty is curious and keen to learn! The students were excited to see that their teachers were learning right alongside them, thus creating a real learning community.
Ms. Sally Cameron Elementary School Librarian
Students use their iPads for a variety of tasks, from conducting research to solving math problems.
The Student View
Elementary Computers teacher Louise Crossan used the Socrative app to ask students for feedback about their iPad lessons. Here are some of their responses:
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esterday, a teacher named Mr. Joe Moretti came to Marymount to teach us how to use our iPads smartly. He showed us an app called Explain Everything that lets you write something and talk at the same time. Another app called Doceri was very useful for filming and for teachers to see how their students wrote out a math problem. I really enjoyed this lesson because it was very useful for knowing how to use the iPads and how to put them into our daily life. – Giuliana, 5
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he most useful part of Mr. Moretti's visit was when we used notes to remember math. We were doing the exponents unit in math, so if we had to remember something important we wrote it down on the Notes app and when you look back at Notes, there it is. The most fun part of Mr. Moretti visiting was when we recorded a video while using Doceri to explained with a partner what an exponent is. I enjoyed it very much, and I learned a lot of information. – Valerio, 5
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learned that on the iPad you can do a short movie with puppet pals talking about science (or other subjects) or you could make a video of yourself, (or your classmate), or you could write it on Notes. – Rosa, 4
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he thing I liked best about the lesson with Mr. Joe is that when we did puppet pals it was funny how he used an alien voice. Also with Mr. Joe I understood everything about erosion very well. – Matilde, 4
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A Presidential Visit
Nicola Zingaretti, the President of the Region of Lazio, visits our school
Above: Secondary School students lead President Zingaretti on a tour of the Marymount campus. Right: Grade 3 student Nolan W. meets the president before joining his classmates to sing a Christmas carol.
n December 10, 2013 Marymount celebrated the International Day of Human Rights in the presence of a very special guest. The Honorable Nicola Zingaretti, the President of the Region of Lazio, visited our school and spent time with students and parents.
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Upon the President’s arrival, Head of School Maria Castelluccio and a small group of National Honor Society and Student Council students greeted Mr. Zingaretti at the school’s front gate. Walking him through the campus, the students spoke with the President about the school’s programs and facilities as well as the various ways that our school contributes to the local community.
Following this tour, Mr. Zingaretti joined a number of parents in the Villa for coffee. Among those in attendance were Senator Raffaele Ranucci; Mr. Arni Mathiesen, Assistant Director-General of the Fisheries and Aquaculture Department at the Food and Agriculture Organization; Daniele Torquati, President of Rome’s Municipio XV; and U.S. Embassy attaché Raymond Montgomery, who graciously welcomed Mr. Zingaretti on behalf of all of the American families at Marymount.
Following coffee, the group moved into the auditorium where the Grade 3 students opened the proceedings with a Christmas carol. A small group of Grade 5 students then spoke individually about pressing
human rights issues, demonstrating both their grasp of the topic and their commitment to ensuring the rights of all people are respected. High school students participating in the Model United Nations programs then took to the podium for a brief presentation about their work on human
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rights issues for the various MUN delegations they represented.
Mr. Zingaretti followed the students with a speech of his own, during which he commended the students for their work and spoke about the importance of schools like Marymount, whose students will go on to become the next generation of teachers, lawyers, doctors, and leaders. He ended his speech by saying that spending just an hour at our school not only made him happy but also made him optimistic. To close the presentation, the Royal Voices, a Secondary School choral group, performed a soulful version of Silent Night.
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He ended his speech by saying that spending just an hour at our school not only made him happy but also
made him optimistic.
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As the President left the campus, Elementary and Middle School students lined the drive to bid him farewell. He very kindly stopped to chat with many of the students on his way down the path. The students also offered him a Marymount Christmas ornament as a small souvenir of his visit.
Top photo: President Zingaretti addresses the school community in the Auditorium. Middle photo: Students lined the viale to thank the president as he concluded his visit to our school. Bottom photo: Grade 5 students spoke about pressing human rights issues in recognition of the International Day of Human Rights.
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To encourage and affirm personal
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Students in Grade 8 under the guidance of Drama teacher Gina Ferrarin, took a novel approach to illustrating their thoughts about personal growth by creating a series of living tableaux, which they presented to students in other grades just before the Christmas break.
Just as growth is a personal experience, the use of tableaux allowed viewers to draw their own personal conclusions about the scenes unfolding on the stage through which the students conveyed various types of growth (physical, intellectual, and spiritual among others) as well as concepts such as responsibility, determination, and opportunity.
You can view a short video about this project on the iPad version of the newsletter or on the school’s website at the following link:
www.marymountrome.org/goal 4video
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Grade 8 students create tableaux that convey RSHM Goal 4
ach year our school places special emphasis on one of the goals set for the RSHM schools. This year, our focus is on Goal 4: To encourage and affirm personal growth.
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Grade 7 student Kento Y. (below) created a research project around the tiny nations of Vatican City, San Marino, and Malta.
What Makes a Country? A Grade 7 student asks the question and wins a competition ongratulations to Grade 7 student Kento Y., who was awarded first prize for the second year in a row in an annual research contest sponsored by the Japanese Association of Libraries.
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The inspiration for Kento’s research project arose last March while he stood in front of St. Peter’s Basilica along with the crowd waiting for the result of the Papal Conclave. During the wait for the white smoke indicating the election of a new Pope, Kento wondered why a small country with a territory of only 44 hectares attracts the attention of the world and also
why a city-state so small could call itself a country. This led him to do research on small countries within the Italian Peninsula, namely Vatican City, San Marino, and the Sovereign Military Order of Malta. Kento researched the qualifications for an entity to be called a nation, which include the possession of a permanent population, a defined territory, government, and the capacity to enter into relations with the other states. He looked into the three countries to see if they met these qualifications, and he came to realize that recognition by the international
community is also a key factor for an entity to be called a state.
Kento’s research this year fell into unfamiliar areas for him, such as international law and government. However, with the help of librarians both in Italy and Japan and with the experience of visiting each of these three countries, Kento was able to find the relevant facts. This year, 52,000 people entered the contest, ranging in age from Grade 1 to adults. Kento was among 34 people awarded first prize. Well done, Kento!
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We develop an informed awareness of beauty in the universe. from the Goals & Criteria for the RSHM Schools
Poet Maria Grazia Calandrone (right) with Secondary School Italian teacher Giovanni Iorio during a meeting with an IB Italian Literature class in November.
A Poet’s Inspiration Poet Maria Grazia Calandrone visits with an IB Italian Literature class
n cold and foggy morning in November, literature lovers filled the Villa Conference Room and anxiously awaited the arrival of poet Maria Grazia Calandrone. Prior to meeting her, the IB Italian Literature class had the opportunity to analyze three of Ms. Calandrone’s poems and submit their commentaries to her for feedback.
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It is apparent upon seeing Ms. Calandrone that her poems are reflected in her presence. She is a petite woman with a notable shock of curly black
hair on her head and a shy, kind smile. It was truly amazing to meet such a profound and knowledgeable person, who gave us an insight not only into her own poems but also into literature as a whole. Ms. Calandrone told us how she finds inspiration for some of her poems when she walks around. In fact, she keeps her cell phone handy to take pictures and notes! She wrote one poem during an overwhelming impetus of emotion and completed it within 5 minutes!
Ms. Calandrone told us that there is no right or wrong answer in analyzing a poem, which is one of the means through which one can experience emotions. As long as we have some sort of reaction to the work and we can acknowledge the source of this feeling then we are going to do pretty well during our IB exams in May.
Giulia G. Grade 12 Student
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An alumna and former teacher returns to Marymount to lead an early childhood workshop
Artwork by EC2 student Penelope L. inspired by the work of Piet Mondrian.
Visible Voices
n December 2013, Marymount was honored to host a Rome International Schools Association (RISA) workshop for Early Childhood teachers. Close to 100 educators attended the Saturday workshop to hear Dr. Stefania Giamminuti speak about early childhood practice.
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Dr. Giamminuti is currently a Lecturer in Early Childhood Education in the School of Education at Curtin University in Perth, Western Australia and is the recipient of both the Early Career Award of the Western Australian Institute for Educational Research and the Early Childhood Australia Doctoral Thesis Award for 2010. In preparing for her doctorate, Stefania spent six months researching in the municipal infant-toddler centers and schools of Reggio Emilia. Drawing from her observations of schools in Reggio Emilia,
Dr. Giamminuti spoke to us about the importance of inviting spaces and engaging learning environments, as well as documenting children’s work. Her thought-provoking talk during the RISA workshop also challenged teachers to display student work in a way that encourages the viewer to ask questions about how they can engage with or contribute to the learning that they see. In other words, she encourages teachers to make learning visible.
According to Dr. Giamminuti, when teachers look at what children have done they interpret the work to find learning. They study what the children have learned in order to understand where they can go next. While parents will be pleased to see a picture or model that their children made, taking the time to listen to their children talk about the work can help them parents understand the process their children went through to make it. Children might talk about the
Dr. Stefania Giamminuti (center) with Marymount faculty members (l-r) Julie Finan, Chris Tabbron, and Sally Cameron, as well as Head of School Maria Castelluccio.
concept behind the piece, the skills they used to create it, or even how they used a skill they learned in another context and transferred that knowledge to this new project. This is important because learning is a process, not a product. We are never finished learning!
Dr. Giamminuti’s visit to Marymount was very special, and for some of us, quite emotional. Stefania was a student at Marymount in Sr. Maryjane’s third grade class! She later began her teaching career in a Kindergarten class with Sally Cameron and then in EC1 with Julie Finan. It was a wonderful experience having her work with us and very exciting having her come back to teach us! Ms. Sally Cameron Elementary School Librarian
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Parliamo con Podcasts iL
ab 6 is a great way for the Grade 6 students to come to understand and use their new MacBooks. Several years ago, Marymount adopted a one-to-one laptop program. This means that students in Middle and High School have their own MacBooks to work on and use as a learning tool.
We foster an appreciation for the culture and customs of the country in which we live. from the Goals & Criteria for the RSHM Schools
Faculty News
The skills and attributes students learn in iLab make up a vital part of a modern education. Students are not only expected to read and write effectively but also be computer literate. More and more, students are asked to use technology in order to present their ideas in creative
and imaginative ways and to think of technology as an aid to their learning experience.
This semester the Grade 6 students created short podcasts to help non-Italian speakers learn Italian. Their task was to use dialogue in both English and Italian to teach beginners in Italian language vocabulary related to different topics. Once they had written their scripts they had to record their voices, find appropriate music and sound effects, and do all of the editing – not a small task!
Ms. Gina Ferrarin Secondary School Drama
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Here is what some of the students had to say about the project:
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think that this project made us develop teamwork, and I had a lot of fun creating the script and recording the podcast." – Sofia, 6
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e thought about doing the restaurant because we knew that Italy is known for it's food, so non-Italian speakers would like to know how to speak to a waiter. We also translated a lot of words, and we tried to pronounce the words correctly, too!" – Pietro, 6
You can listen to some of the podcasts on the iPad version of the newsletter or on the school’s website at the following link: www.marymountrome.org/parliamopodcasts
An Enlightening Essay
A new book published by Ashgate includes an essay by Secondary School English and Italian Teacher Marianna D’Ezio. Released in December 2013, Political Ideas of Enlightenment Women: Virtue and Citizenship is a collection that showcases the contribution of women to the development of political ideas during the Enlightenment and presents an alternative to the maleauthored canon of philosophy and political thought. Dr. D’Ezio’s essay is entitled Italian women intellectuals and their cultural networks: the making of a European ‘life of the mind’. Congratulations, Dr. D’Ezio!
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The latest news from French classes at Marymount
Ça bouge en français at MMI IB Guest Speaker: Immigration, Refugee Status, and Cultural Diversity
n November 19, students in French B joined by all of Marymount’s IB students had a chance to hear the moving story of a French-speaking refugee from Cameroon. Franck Tayodje’s story of escape from torture and imprisonment for speaking out against political corruption in Cameroon was both fascinating and directly
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relevant to what the students are studying in their language and history classes.
Special thanks go to Paloma L., Martina M., Matteo R., and Carolina S. for their simultaneous translation from French to English as well as to all those who actively interacted during the Q&A session!
DELF Preparatory Lessons
The largest group of students in Marymount history will take the diplôme d'études en langue française (DELF) examination for levels B1 and B2 in May 2014. The level B2 in particular is the highest achievement at the High School level according to the CEFR (Common European framework of foreign languages ). It is required for admission at French universities.
Franck Tayodje (center) speaks to High School students about his experiences as a refugee from Cameroon. Grade 11 student Paloma L. (right) was one of several students who provided simultaneous translation during Mr. Tayodje’s talk.
Revolution 68
On February 11, 30 High School students in French IV and IB French B 1st and 2nd year will attend a performance of Revolution 68 at the French Theatre of Rome. Performed by the French TFR company, the play centers on the atmosphere in Paris during the 1968 revolt of student and workers, with particular emphasis on the barricades, music, and ideals of the time.
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Grade 5 Students and Teachers Proudly Present
Thursday, February 13 at 5pm in the Auditorium On the thirteenth this month the kids of Grade Five will amaze and astound you with Seussical live. As Horton and Yertle and Gertrude McFuzz the students prepare the school is abuzz. The costumes are brilliant the sets are fantastic the music is lively the dancing gymnastic. The plot can be zany and often quite touching the end of the show has the audience gushing. And the lesson it leaves us you might just recall: “A person’s a person no matter how small.” For more information contact Mr. Kirby at bkirby@marymountrome.it
MARYMOUNT
INTERNATIONAL SCHOOL ROME Via di Villa Lauchli, 180 00191 Rome, Italy (+39) 06 362 9101
www.marymountrome.org This newsletter is published monthly by the Development Office for the Marymount community. Designed and edited by J. Dunn Photography by J. Dunn unless noted otherwise. This paper is 100% derived from well-managed forests. PLEASE RECYCLE
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