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deerforest

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About deerforest

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  1. We switched from AoPS to Derek Owens for Geometry this year, but I chose the self-grading option. It's been fine. More problems than AoPS and tests now, but the work has been extremely easy for her which has been a lovely change. She still prefers AoPS videos, but they aren't available at this level so it's not an option. But, I think AoPS prepared her math-inclined brain well. We're sticking with DO simply because it's been fine, and she has other priorities. Since we've self graded, I have no idea what tutoring or feedback would be. I'll keep doing the self-grading option next year for Algebra 2. ETA: I will say that they've responded to any questions I've had the same day, within just a couple hours at most typically. Even today I had some questions about homework assignments for algebra 2 compared to geometry, and I got a great response with samples and a clear comparison between the two.
  2. I am ABD for cognitive psychology and neuroscience. My speciality was originally language development and then Parkinson's disease (rats). I personally would recommend being a big fish in a smaller, interesting school for undergrad. I did undergrad at Bucknell University, which is usually ranked near or at the top for animal behavior for smaller schools. When I attended, it was primarily primates and rats. Duke has an amazing primate lab. I attended UT Austin for PhD and back then the neuro field was just starting to blossom! I recall your DD being more interested in herps, right? (I hate to admit it, but I, and most of my fellow grad students, ended up in corporate world because an emphasis on cognitive learning with UX took off about the same time.)
  3. I don't see a disconnect at all so I'm just not sure what that refers to. My daughter reads the book, we watch the videos together (and she often comments on the repetition between the book and DO), and then she does the homework he assigns (book and additional assignments). We've found it to be completely aligned with the book. I certainly can't guarantee that your child will be successful. I'm just sharing that from our experience coming from AoPS, my daughter has found the course to be easy. From AoPS as a comparison, we did have a big increase in the number of problems because AoPS opts for fewer, more challenging ones, and she had to learn how to take math tests. We're finishing the full course in 1 academic year without a problem and without additional teaching from me, like I mentioned. Good luck!
  4. Spanish III with me + review/practice of Spanish II with HSA US History - local class Biology - local class Algebra 2 - Derek Owens English lit & writing - feminism, women's studies (all still TBD, created by me) Aerial, ballet, acro/tumbling, musical theater, etc. Still thinking about other electives..
  5. We used Math without Borders for algebra (in 7th... my daughter came from AoPS BA but didn't want to do their algebra yet) but followed it with AoPS algebra in 8th, and now in 9th we're using DO for geometry. My daughter really didn't like the Math without Borders and after we evaluated everything else, she decided she was fine with the DO ones. (Truthfully, she adores the AoPS videos but they don't extend to geometry). Just FYI, DO has a half-price self-grading option where he gives you the answers for all the assignments and tests that he gives. You still have to buy the Jacob's solution guide for the book exercises if you don't want to do the calculations. We chose the self grading option, and most of DO proofs are 2 column but he occasionally demonstrates the paragraph style. Grading has been really easy for me because DD rarely gets anything wrong. I don't know if it's because it seemed so easy compared to AoPS or she's just exceptionally good at geometry, but after her initial fear of test taking, she rarely gets anything wrong on the homework or tests. If she does, it's something minor and as soon as I show her the correct answer, she gets what she did wrong. ETA: Every chapter in Jacobs includes algebra review for a specific topic and Derek includes videos for that review too. Also, I watch all the videos with her so that I know how he's teaching something in case she does have any questions. So, I'd say that DO has been really successful for us, but also very easy. That being said, she doesn't want to go back to the challenges of AoPS because math is far from her love even though she's strong at it so we're continuing with DO for algebra 2.
  6. Wow, I'm glad I stopped by today because I just haven't had time to check in on this board lately. 2018 and 2019 Goals - We planned to try some online classes -- we did 3 BW classes, doing Derek Owens now, and she does HS Spanish Academy for Spanish conversation practice. All have gone really well. She's willing to do another BW class, and I'm hoping to convince her to add French to her list of online classes for fall 2019. We're also hoping to start ASL together, probably online at first. Also hoping that the in-person bio class we are hoping for will run. - We planned to decide whether to retest neuropsych eval in prep for SATs/ACTs in prep for college (fo accommodations), and we've decided not to re-test right now. She's academically gifted but also talented with her aerial arts. She has requested not to attend 4 year college right away and doesn't want to take them. Current plan is to do a gap year performing and teaching before applying to circus school. So, goal for 2019 is to continue to broaden her skill area, adding some additional classes, continue TAing, and continue getting paid for some gigs. (She transitioned to all apprentice to a mix of apprentice and paid gigs with her troupe.) - I also encouraged her to take 2 non-aerial dance classes, and she agreed, and has been loving both her contemporary dance and acro dance classes. Plus, she accidentally got a small solo bit in chorus, which she never would have purposely tried to do, and she has thrived and loved it. I've asked her to add another dance class next year. For aerial work this past year, she was able to participate in several advanced workshops and trainings that led to even more connections. So, we'll just continue making those connections in 2019. She's been self-teaching herself ukulele and enjoying it. This has been a year of tremendous academic growth for her too--not so much in skill but in process. More independence, more stamina. I think some of the classes we cared less about have definitely been too easy for her, but that's given her more time to focus on classes that matter more to her. So, I don't think that was necessarily a bad thing. I guess in 2019 (10th grade), we'll be focusing on algebra II, Latinx history and literary studies, biology (if the local class I want meets our schedule), Spanish III, French I, ASL some other TBD electives.
  7. Late to the suggestions, but DH has Gloomhaven and Terraforming Mars, but DD and I won't play them with him. Just not our style! We are a huge board game family with probably over 350 games. If you don't know about this site yet, it's great: http://boardgamegeek.com There are a lot of groups on FB too for advice. We buy a lot of them on Kickstarter, and a couple recent new additions include: Prehistory and Robin Hood and His Merry Men! But, our favorite seasonal one is Santa's Workshop!
  8. Are you familiar with how DE works in NC? It's a very specific program that kids can do for free through the community colleges. There is a FB group -- North Carolina Homeschooling for College Credit that is a great resource for any questions. You can't just sign up for any classes that you want. I'm in NC, in the triangle, and my daughter is a hs freshman. I've used BW classes, and we were pretty happy with them. We took the 3 ms essay prep classes, and then the hs expository/persuasive one most recently. We've had Rebecca Pickens 2x, and we really like her a lot--had her for one of the ms classes and the hs class. If you're in this area and want recommendations for in-person classes, I can try to help you find them. Aside from BW, we also use Derek Owens online for math, and we've been happy with that this year. We are in geometry (did AoPS for algebra) rather than following the NC integrated math path. We don't take any in-person classes or any other online classes. I still do all the teaching. We are using Oak Meadow for geography and environmental science. I designed our other courses.
  9. Students and teachers both have a "To Do" list, but it's not very sophisticated. They can either mark that they've completed the lesson or not. So, as long as he hasn't marked it as completed, he'll still see it on the list. There are different sections on it -- Missing, No Due Date, Due Today, Tomorrow, Date. It's very basic. One thing I hate is that it doesn't let me do repeating things. Say I wanted her to start reading a book on x day and just wanted to remind her to keep reading a bit every day until the due date...can't do that. The assignment is still accessible to the student and shows up in the "Missing" section at the top. When they complete those tasks, it reports that they submitted an item late. I suppose that matters to teachers. They can attach anything to their responses. One of the main reasons we decided to use Classroom was because my daughter liked using Google docs for her work. That stuff is all integrated really nicely with Classroom. But, they can also attach files, link to URLs, etc. So, if they had an audio or video file, it would just be uploaded to Google drive first and then can be attached to the assignment. I honestly wouldn't use this for long-term planning. It's not easy to move things around or change dates. It's very basic and works very well for weekly assignments, especially because it integrates well with other Google tools and Study.com, but I can't imagine keeping track of anything more than a week's worth of assignments here. I have my full-year plans documented elsewhere.
  10. We're using it mostly because it integrates with Study.com, all the other Google tools. I maintain a master full-year schedule in Google docs and then every week I enter her weekly schedule into Google Classroom. It's how I've worked around the frustration of not being able to easily move things around. I have a list of things I'd like to change, but it's working well for DD so we're sticking with it. Let me know if you have specific questions because I feel like we're really using it to its fullest extent now.
  11. I know you said you wanted to make it work, but we're really happy with Derek Owens geometry. He provides a lot of scaffolding for learning how to take notes in math, provides great videos, and there is a home grading option for 1/2 off the monthly cost that has worked great for us. He provides the answers to all the homework and tests he provides. He doesn't provide the answers to the in-book assignments so I just bought the solutions guide for that too to save my sanity. We switched from AoPS to DE for this course. My daughter is 14 and in 9th, just for comparison.
  12. I teach Spanish 2 to my 9th-grade daughter using Español Santillana--full high school curriculum too. Daily, we spend about 30-45 minutes together daily and then she spends about that much time on the worksheets or reviewing material. We have weekly quizzes, and I grade homework and quizzes. Plus, she has 1-2 25 minute conversation classes with HSA for extra conversation practice. I honestly keep feeling like we could be spending more time on it, but we are aiming for fluency. But, 100 new words each week doesn't seem quite right to me in Spanish 1.
  13. My experience was similar to OP. I graduated high school in 1987. By senior year, all our honors classes were called AP instead, but none of them taught to the test and most students didn't take any AP tests. I didn't really study for them at all, and I took the Bio, Spanish, English, and one more that I can't remember. I think I got 1 4 and the rest 5s. I placed out of several first year classes in college, but it was exactly 0 amount more work for me than just taking the classes. Just from what I've read and heard about nowadays, that doesn't seem normal. Perhaps it wasn't normal back then either, but that was my personal experience. For my high school student, we are more interested in creating classes that interest her than ones that align with the AP tests. Neither of us plan to consider them at all.
  14. So far the only hs level one my DD took (she's just in 9th this year) was the expository/persuasive one with an instructor she had before, and we both loved it. (She had taken the 3 essay prep classes for middle school prior and we loved 2/3 of them.. I'm finding it very dependent on the instructor. There is one who we will absolutely never use again and her patterns are as you described.) Her classes have all been more like 15 kids in the class so now I feel like I am going to keep my eyes open on class size. We couldn't figure out where some kids just seemed to disappear to in the classes occasionally either. It seems too that different classes have different requirements for peer interaction. This last class didn't require any at all. But, teaching writing is the biggest challenge for me because I manage a group of professional writers at a high tech company, and I was a serious academic so my writing expectations are just so out of sync with high school level writing. BW has been really a boost to DD to see that her writing is good compared to same age and older peers (at 13, she was by the far the youngest in the hs one this summer). She never believed me! I did a few grading experiments where I wrote down what I would give her and compared to the grade she got. It was actually a lot of help for ME as a writing instructor and to also see how differently they provided feedback.
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