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About ieta_cassiopeia

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  1. I just discovered a nice resource called The Fable Cottage. It has a variety of fables in slow Italian, and you can sample the stories online during the COVID-19 so you can decide if they will help your homeschool. It is necessary to pay $20 (for a year's membership) in order to download the stories for offline use. Unfortunately I have no experience with any full online Italian programmes geared to young children - all the complete ones I know are written to either teenagers or adults.
  2. Housing can be very helpful for independence skills, but it does not have to be dorms and it does not have to be straight away (unless, of course, your son is going to the 3-hours-away college and doesn't have an option for off-campus housing), Starting as a commuter and arranging to share a house with friends for second year is a perfectly valid choice. It might even be worth having your student call the university - potentially as late as halfway into the first semester - to see if starting in dorms in the second semester of freshman year would be an option under the circumstances (most universities have a certain amount of churn in students due to dropouts and transfers, and would probably prefer to be paid for the spring semester rather than not, given the room continues to exist either way).
  3. Do you have a college in commutable distance? If so, does it have a student union or equivalent organiser of student activities that accepts separate registration from the college? If so, a possible answer might be to combine a part-time job/part-time studies of some sort (with those interests, including subjects with maths and music would be a good idea simply to keep in practise), with membership of the student activity organisation and those societies in fields that interest your son (and don't clash with the job or studies). I do not know to what extent there is separation of student activity organisation and college where you are (if they're the same organisation, it's likely to be impossible; if they're different organisations, it may well be feasible, since the university is probably just passing over a set fee per student to the student activity organisation, which you could pay directly instead of having to pay $$$ to the college for a whole course experience on top). In the current situation, some of them may have online things going on, and this will allow your son to introduce himself and get some initial insights. (He might even have started the narrowing-down process by the time societies start meeting physically). It does not matter if this is a college he would never consider studying at - that might even be helpful, as it may reduce temptation to get too attached to that specific college if he later decides he's ready to focus on a specific degree. The point would be to gradually give him insight into what studying each of these disciplines is actually like, without worrying about grades or coursework or life skills for which he is not ready. It means there's a chance to find and troubleshoot life skills issues and make decisions about practical academic options, before success or failure at them can determine a grade. If he then decides "right, university's not as rosy as I thought, let's stay out," then he can do that with relatively little outlay spent clarifying that decision. If he decides he does want a specific degree, it'll be with eyes relatively open and having a better idea of how to juggle those other interests. Definitely do not send a student onto a $$$ university course without them having enough information for them to feel they were able to make an informed decision. If this student needs in-person and department conversations to do that, that tells me a productive gap year is needed. (And yes, being comfortable with a lot of IT is necessary, even if not doing computer science. Even when I went to university 15 years ago, it was compulsory to hand in all assignments on both paper and electronic media (back then, it was floppy disk, CD or flash drive, because it was before online submission systems took off).
  4. That is a great idea. In fact, it's worth considering doing this, and then curating and printing it out afterwards. Get the children involved if possible and practicable. Then send a copy to the local history research library. Ephemera are a big part of how historians piece together social/popular history. They'll know what the politicians did no matter what we do. But it's people making an effort to save their own recollections of what happened that give the broader picture of what living through a particular time was like. And let's face it, most social media's search facilities are not very good at the best of times, let alone 30, 50 or 100 years after they are past their peak of popularity. (100 years' time, and they probably won't exist outside records like the one @goldenecho proposes.
  5. I'm sorry to say I don't know what sort of educational resource would help here. Though I have learned something new today - as a non-tea-drinker, I didn't know it fermented before now...
  6. I recognise this article from a couple of years ago! There are four things going on here, which I believe Benezet may have conflated, not necessarily to the disadvantage of the article's strength, due to correlation in his sample: 1) the teaching of how to think logically 2) the teaching of mathematics 3) the teaching of language 4) age of learning For 1), teaching students lots of things badly will tend towards making students who think illogically. This is because they don't get to see the patterns in what they are learning. Note that when I talk about "bad teaching", this includes good materials/methods that are a bad fit for a particular child, not just materials/methods that are inherently bad. So taking one badly-taught subject off the curriculum to focus on subjects where better teaching is possible for the teachers available, will result in more logical students. Teaching also needs to support students' intuition, by showing them how to get from what they know to things they don't quite know yet but could. There are myriad ways of doing this, not all of which involve maths. Some don't involve language (there's an entire battery of tests known as the CAT test, which I recall my entire year group having to sit three times because the school wanted to find out our "natural" verbal and non-verbal reasoning levels). Obviously, maths is highly dependent on maths logic. However, that doesn't force a teacher to teach that first - they can teach another form of logic first (formally and/or, more often, informally) and then teach maths logic later, or indeed wait until it's needed. However, teaching formal maths well will also teach the forms of logic maths uses. It comes back to teaching the child you have in front of you. 2) I'm not surprised Benezet managed to teach lots of children arithmetic in three years. There's an entire maths series that makes this assumption called Power Math. I have no idea how good it is at achieving this goal because I've never tried it with even a single child, especially since a lot of the testimonials it has indicate people tend to start it rather younger than 10 and take their time over it. But if maths is done in a way that means the student doesn't have to do too much review (which implies that once started, it must be done often), and minimises errors (which means a certain amount of supervision, compatibility of initial teaching and prompt re-teaching where necessary)... ...then I can see at least a significant number of students learning maths in three years, and not necessarily having to wait as long as 10 to do it. Few of them, however, will be the ones starting formal maths at 3-4, as much of the point is doing so is to give students more time to learn each concept should they so require it. How well schools using early formal maths actually respect that principle is a different argument altogether. 3) It is definitely not necessary to be able to demonstrate oral logic before doing maths, otherwise children who have trouble learning to speak would not learn maths. The critical factor is maths logic, which might be expressed in any manner the child has available to them (orally being one of the options, and note that Benezet also employs written logic in how he taught the subject. A child who can neither speak nor write fluently might, for example, use fridge magnets or manipulatives to demonstrate maths understanding). Establishing a line of communication is, I suspect, a pre-requisite for learning anything abstract (formal maths would definitely count), and every textbook maths series I've seen would require receptive language to be solid... but expressive language development specifically is an optional bonus. In other words, to do formal maths through textbooks, students need to be able to listen and/or read, but they have more flexibility in how they show what they have learned. 4) Students come to class with different preparations and different expectations for how things fit together. This applies even when teachers have done all they can to give students an equal chance. Note that Benezet's teachers would be limited in their ability to do this because they were not also the parents of most/all of these students. I'm inclined to think it's better to start maths earlier than later,for two reasons. One, because it helps the teacher understand how to teach maths to the student (and that's something that it's helpful to learn while there's time for trial and error - a teacher who doesn't know how their child learns by the time algebra is on the menu is going to have a really hard time of it). That's useful for the teacher whether the student turns out to have learning difficulties or not. After all, formal maths has to be taught at some point if a student expects to do anything requiring numerical qualifications (which these days includes most jobs, even those whose numerical requirements could be taught purely with informal maths). Secondly, starting early gives more options. Some maths ability is often better than no maths ability in a lot of domestic situations the child could potentially be involved with, and therefore open up more learning opportunities. Mental arithmetic, in particular, On the other hand, having started, a young child doesn't necessarily gain from a forced pace of advancement. Yes, if they keep working at it and are given good logic to work with, progress will probably follow. But learning all of arithmetic in 3 years isn't always an advantage compared to the same student needing 4 or 5 years (especially if in all those cases, that student would need the same number of teaching hours to learn arithmetic). It's when the student starts late (accidentally, as in Bezenet's original sample, or on purpose, as he advocates) or when the student decides maths is their favourite thing to do and really wants to get to the abstract material beyond arithmetic, that the years-to-learn issue matters. But more important than "early or late"... what works for the child in front of you. Good teaching, early or late, is superior to bad teaching, and no amount of bad teaching necessarily adds up to a year of good solid maths education.
  7. Both of those seem strange to me. 1) Professors can definitely give a long list of corrections and short timeframes to fix them. If there's a problem that is so severe that the work would fail, and the student chooses to ignore that problem, then the work should be failed. However, students have to be free to ignore them, and can only be granted 0 if what they submit is either non-existent or doesn't answer the question. Assuming there is some connection between question and response, the work has to be marked with whatever grade accurately matches its desert. This is the deal professors make in exchange for immunity from academic-related challenges to gradings (which applied at my alma mater, though I recognise this isn't a thing at some American colleges). If the department knows ahead of time that a professor is compromised this way towards a particular student (e.g. through a student complaint - which might not even need to be formal), they can and probably will give it to a different professor/lecturer to mark/moderate, to ensure prejudice doesn't complicate the matter. 2) A professor who believes they've been given sub-par work for non-academic reasons that are more serious than "student was double-majoring in Drunken Studies/doesn't understand the class/engaged in excessive not-studying", depending on the institution's rules, they might be able to trigger some sort of grade-sparing process*. It's possible that in this college's case, that was an Incomplete with a retry at the coursework next semester - I've not seen its rules. It's hard to see why an "I" would appear when the "B" the work merited would result in a better GPA, though again that would be institution-specific. But even without such specifics, I struggle to imagine that any such process would include guidance during the enxt semester as default. I can only assume this was a special favour on account of the professor sensing there might be something publishable from the original attempt, and putting something in place to make that happen. * - (My alma mater's version, to give an example, allowed professors whose students appeared to have extenuating circumstances to either issue an extension of up to 3 weeks, or start an Agreotat procedure (if 3 weeks would be too short). For an Agreotat, the student would then be asked to provide solid evidence of an acceptable reason - most often that would be substantial contact with the medical system. The student could also initiate either process themselves. Results of extensions got whatever the work merited, Agreotats averaged out whatever was submitted, whether that was the other assessments in that module or, for semester-derailing stuff, what happened in the other semester that year).
  8. This is marvellous news! Congratulations to dd for all her efforts, and to you also, @8FillTheHeart , for nurturing and encouraging her abilities.
  9. @gck21 I hope you and your family have a fantastic time in the UK! If it helps with the desire to bring absolutely everything, shops that sell books often have little workbook-style things for maths, reading and the occasional other subject. While these wouldn't work as a full curriculum, they can be educational souvenirs that could keep the 1st grader, in particular, occupied on a wet Wednesday afternoon. (Meatier education books also exist, often in the same places, but most of these will be heavier than your children will need at this stage of their educations). They're usually grouped by age or Key Stage rather than grade (you'll want Key Stage 1 or KS1, for all the children in your post, if the shop you are in uses the latter method). If you're in the UK that long, definitely use the library to supplement whatever you choose to bring. For a minimalist school, I'd bring: - something for phonics - something for a maths spine - something for any instruments your children are currently learning and will bring with them (the UK has plenty such books, but they're not always the easiest to locate) Everything else you can work around, either with library books/bookshops or using experiences (such as playing in the park for physical education). Though Story of the World 3 is easy to bring and the preschooler is likely to understand more of it as time progresses, and books on American history in the UK are likely to have a different perspective (which might be interesting to mention, but the explanation may not "stick" at this age).
  10. @PeterPan, that's a tough break :( If it seems to be improving, and you and your doctor are rock-solid sure that it's not a bleed or something... ...then it may well be concussion. Please go easy on yourself (to the extent practicable) for at least a week after the headache goes, and then build back up slowly. This is because sometimes a concussion can feel like it has gone, only to still be an issue when the brain is on heavy workload. This is difficult to do given that you have a family and a homeschool to attend to, and I can see you have good ideas about how to approach this. Now is definitely not the time to be trying out an unfamiliar 15-ingredient-to-a-recipe cookbook, however. It is worth having Kids Can Cook on order for later, but for now, I'd suggest that this is a time to stick with Cooking For Learning. It's a known quantity to you and familiarity will definitely help. If you still don't feel 100% at the end of C4L 2, it might even be worth getting the last one in the 3-volume series before getting Kids Can Cook. For similar reasons, sticking with the speech worksheets (splitting in two if you're only managing half a worksheet at a time) and Abeka 4 is a good plan. I wish I could advise on maths, but I don't know the options. 40-book challenge in combination with audiobooks is great. Best wishes with the more straightforward plan.
  11. If Horrible Histories worked, Murderous Maths might work as well, because it's the same idea but in maths. Here is a page where the maths topics in each book are explained, so you can pick the books where the maths is at a suitable level of mastery. The same company also does Horrible Science books.
  12. I think Lori meant that the Activity Books were never PDFs, rather than the original "What Your X Grader Needs To Know" books. I cannot find the PDFs on Core Knowledge's site, which surprised me. However, it looks like it's still possible to purchase them elsewhere. First Grade has a Kindle version on Amazon . I also see the books from Preschool - 6th on there. It even looks like the PDFs are on discount at the moment... Some of the books say "Revised and Edited" on them and others do not (4th-6th grade are only available in the non-revised edition); perhaps this might be why they are not on the site at the moment? If so, that would mean they are likely to return when the whole set is updated.
  13. I'd also like to add that the extension can search for multiple library systems at a time, and works for library systems in six nations. Unfortunately, not every public library is on the system yet, and non-public libraries generally aren't featured. Still, it's very handy for me, because my local library catalogue takes a surprising number of clicks to search the catalogue.
  14. Phasing in cursive might well go better than attempting to have writing across the curriculum straight away. Cursive 1-3 times a week once the cursive lessons are complete, with an appropriately short amount of copying (to start, this might be as little as a sentence) could help. Especially if these are covering different subjects (so you might have your 5th grader write a cursive sentence during one history, one science and one English lesson per week, for example). I'd emphasise getting it readable, accurate and meeting whatever criteria you expected that sentence to meet (copywork is a good starting point, and then moving on to using it to answer questions or to complete other tasks), rather than speed, because the speed comes with confidence and practice. If he needs aids and large amounts of time to do it, that's fine - rushing won't accomplish anything. The rest of the time - for now - the 5th grader can use whichever other means of writing he feels gets the job done best. Once your 5th grader is doing a good job using a cursive entence for curriculum tasks, and doesn't need an inordinate amount of time to do it, you can increase it to paragraph-length tasks, then multi-paragraph-length tasks, and so on and so forth. Eventually you will get to a point where both cursive and manuscript are comfortable. There's value in continuing to use both in appropriate places, as well as using typing for tasks where that's appropriate. A student who knows how to use all three to best effect for their own purposes is the #1 goal of including all three of manuscript, cursive and typing in a curriculum. While I was taught cursive across the curriculum at school, it always required maths solutions to be in manuscript because that helps students communicate the number working more clearly, computer work was included every so often to maintain the effects of typing practise, and spelling was allowed to be in whichever script the student was most comfortable using).
  15. Judging by the scopes and sequences, BJU 5 has Roman numerals, which Singapore does not appear to teach at all (I'd appreciate it if someone with actual copies of Singapore could check the latter statement). If you are feeling the need to make that copy of BJU 5 not feel useless, you could teach that while waiting for the next level of Singapore to be delivered. This would make a self-contained unit (Roman numerals didn't take off in most of Asia, so I can't imagine Singapore would teach anything depending on that knowledge...) that might be interesting to learn but not particularly impact on what Singapore is teaching. Otherwise, the only uses I can see for the BJU 5 for this student would be for potential review (the Well-Trained Mind book suggests that occasionally doing questions from a different curriculum can serve as a test of understanding) or extra practise if something doesn't click with a particular topic in Singapore. Sticking to curricula that work pays off.
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