We jumped the Apologia ship for BJU last year, but weren't as successful as we could have been because I didn't get it all planned out and there was so much to choose from. I like that the DIVE CDs have it all planned out from the beginning, HOWEVER... I don't see where it schedules any of the Review Questions or Activities in the actual BJU book (or BJU labs). Do those of you who have used this assign any of these? Thanks!

I learned a similar method way back when in a Teaching Secondary Science course. We didn't do the Cornell method, but for writing out lesson plans on notebook paper we learned to write directions to self in the left margin and short notes on the right. For example: SAY: Cell basic unit of life (write what you want to say in key words) SHOW: Slide #1 ASK: Who knows the difference between a plant cell and an animal cell? SHOW: Slide #2 OUTLINE: (write on board the outline you want students to copy) ...and so on

THANKS!

After searching old threads, it seems like the 7th or 8th editions are the best choice. Can someone (Jann?) give me ISBNs for these so I know I order the right book. Also, are the answers to the odds in the back as they are in Intro Algebra? Thanks! Pamela F. in VA

So I just check used prices and the $15 price for the OSP was for the student version. Thanks for the heads up that it should be for the instructor...unfortunately it is over $100 on the used site that finds the best price. Would love to know if it's less somewhere...

Thanks for the great information Jann (I was hoping to hear from you!). So am I to understand that I should use the resources from the OSP rather than the exercises that come after each lesson in the book? I agree that with so many choices, the planning is going to be the challenging part. Ds likes things very straightforward, so is this going to be a problem if we choose Holt? I don't suppose you have lesson plans you make available... Thanks so much! Pamela

Our first year with MCTLA: We completed CE I this year and really enjoyed it, especially the excerpts from classic literature using the vocabulary words. Our favorite part was to discuss which use of the word in a specific quote we liked best and why. Dc will both be in high school, so I feel like we should move to WWW; however, it seems silly to skip CE II. So, a few questions: 1. Are the words from CE I and II also found in the WWW series? 2. How do you use and schedule WWW? Is it reasonable to think ds (rising 10th) could finish the series before he starts taking the SAT by spring 2014? Any other helpful advice is totally welcome! TIA! Pamela F. in VA

Very seriously considering this for ds next year, but want to get the right edition and texts (e.g., ISBNs). Also, I see ones for CA, PA, and TX. Is there just a generic version? On Amazon, I see the Student Text, a Teacher Manual, and a One-Stop Planner. I thought I saw here that if you had the planner, then the TM is not necessary. Can someone tell me exactly what each contains? Is one preferable over the other? Also, if Amazon isn't the best source, do you have a better option? I did see that the Planner was only about $15 on a used book site versus over $100 on Amazon. Looking forward to your advice! Pamela F. in VA

I discovered this company (New Leaf Publishing) at HEAV this year and have a few courses "on hold" for dd who is Creation Science bound. On the HS level, they have an Evolution and Living Fossils set that includes DVDs. Also, a series of books called "...by Design" that includes Body, Flood, Geology, Universe, and Germs. All are Christian YE based. www.masterbooks.net Hope this helps! Pamela F. in VA

In additions to reading each Honors book, the student must write the Approach paper for each and complete the Research project as outlined in the Honors section at the end of the EIL book. HTH, Pamela F. in VA

Thank you so much. I didn't see that one come up when I googled for"vocabulary in classic literature." It looks really good! Vocabulary.com has something similar, but it only lists the author, not the lit source. Also, it has other categories (e.g., medical, news, sports, etc) and some of the selections are not as appropriate as I would like for my students. Pamela F. in VA

I really love the way MCT language arts uses actual literature excerpts in their vocabulary study and want to know if there is an online source that does the same thing if searching via a particular word. Before I go looking, I figured I'd ask here. Thanks! Pamela F. in VA

I recently made a chart to compare BJU Earth Science topics to those topics in Apologia General and Physical that fall in the same category. I used to teach ES in high school, so am familiar with the basic requirements in the 4 areas of geology, meteorology, oceanography, and astronomy. I am planning on using the following as an ES course for my 9th grade son for this past year: (note that some supplementation is necessary) Geology: GS Mod 5,6,7 and PS Mod 5,6 plus a rocks and minerals kit Meteorology: PS Mod 2,3,5,7,8 (sufficient) Oceanography: PS 5 (insufficient - adding a short book to cover ocean topography, waves, tides, currents, and exploration) Astronomy: PS 10,11,16 (fairly well covered - adding a bit for the moon, solar system, and exploration) Hope this helps! Pamela F. in VA

I would think about it in this way: Something is either possible or it is not. If it isn't possible, then it cannot be probable. However, if it is possible, then probability exists along a spectrum from highly unlikely (some low percentile) to highly likely (some high percentile). As a former forensic scientist, this is the way we expressed the likelihood of our scientific matches. Consider the DNA type in a blood stain found at a crime scene and the DNA type of a suspect. If in fact a match is possible (meaning all types tested are consistent with each other), then based on statistical data comparisons, we could express a percentage probability that the unknown specimen has the exact same characteristics as the known specimen. Another way to consider this is that the fewer points of comparison that are made between knowns and unknowns, the less probable a true match exists. The more points of comparison that are consistent between knowns and unknown, the higher the probability that they are in fact a true match. I kept this explanantion very simple, but hopefully the example will help with understanding how the idea of possibility/probability is applied in real life. ETA: I would have to disagree with the answer given in your book :)

I would look at the other logic books by Classical Academic Press (publisher of AoA). Even though some of it might repeat Traditional I and II, I don't think it will be as dry. We are loving AoA and plan to continue with Discovery of Deduction and Argument Builder.

So...I bought Art of Argument (from Classical Academic Press), which seems to cover quite a bit of what was in both of the above books, but it does it MUCH better in my opinion. It's clear, easy to understand, offers great/relevant examples, and includes reviews, quizzes, etc., to help cement the concepts. Now, because I like the publisher's approach so much better, I purchased the logic book they recommended next, which is The Argument Builder. After that, we will probably use their final product in the logic series -- Discovery of Deduction. You can see full descriptions of their products here and even download a sample of each book. :iagree:

Taking a deep breath of relief! It is hard sometimes not to compare our school to what others write about theirs...the advanced subjects, the motivation, the goals, and the college/career plans. Now, that's not to say it wasn't my vision, but the best laid plans of mice and men... Ds 15 is finishing 9th and we are working on all the same organizational skills and conquering the procrastination monster as someone else mentioned. This year has been as much about developing these study skills as it has about academics. Let's see...we won't finish Unit 3 of TOG Y3 until mid-May and I am debating what to do about Unit 4. We have not been successful trying to combine weeks and I don't really want to school every week of the summer that we are not at a camp, on a mission trip, or helping with activities at church. We're also behind in science - like only 8 of 16 modules complete. Much of being behind in these subjects is due to the procrastination and is so frustrating because there is only so much you can do to get a child to actually do the work. This is compounded because dd 14 is doing all the same work and is motivated and almost always finished on time and ready to discuss. There are a few other subjects were also behind in... OTOH, Algebra I is going great with Lial's and we are on track to finish by early June. We spent the two previous years program-hopping. I am also behind in grading papers and getting them recorded, but that is improving.h My biggest goal for next year is finding the appropriate outside class/co-op so that ds has some other accountability and both ds/dd have a forum for discussion and interaction in an academic sense. Interested to hear more from others!

We are using AoA and Fallacy Detective together this year. AoA is our spine and really hits the meat of the subject with good explanations and examples, some of which are real-life. There are many fictional advertisements used to illustrate the different fallacies and some are quite funny. I like that students have to think up examples of the different types of fallacies, as well as identify them. I just coordinated the FD with the AoA chapters and dc do that pretty quickly. It's not the best book, but dc have been able to detect a few of the errors (not too many) because AoA does such a good job. The chapters are short and I do like the many examples to give practice. We don't always agree with their answers, but it gives dc an opportunity to explain why and I can see if they really understand. The biggest con to teaching logic is that a certain teenage boy loves to point out all the fallacies that mom speaks. LOL!

Ironically, my dd (14) is considering the same trainee program as CindyLee's dd and my concern is a similar one...IF she decides to continue dancing. She's at a crossroads right now, but that's another topic. Now, if she continues to dance and wants to pursue a career, I personally would like to see her go the dance major/double major route, then enter the trainee program. As someone mentioned, one significant injury and it might be all over, so having an education in another area would be very valuable. Not to mention that ballet careers are typically rather short in the big scheme of things. Another irony...several girls from dd's studio, which is a pre-professional school, are currently in the dance program at Butler. It may be a college we look at also. Looking forward to more replies here.

Just picked this up, along with the RM Ballantyne collection for 1.99. I don't own a Kindle, but use the Kindle app on my android phone. Dc can also use it on their iPods! THX!

We are LOVING your recommendation of Lial's Intro Algebra for Alg I and will prob use Lial's Intermediate Alg. for Alg II (right?). Can you give your pros/cons for these two programs and what you might choose if doing this solo at home (no online or tutors)? I am comfortable teaching what I need to my children. Would you suggest the videos to accompany either program? Jacobs - Callahan Holt - Thinkwell Thx so much!

I am looking seriously at Diana Waring's History Revealed curriculum and it looks great. It is newly updated with lots of options. You can see many samples online. It is a 3-year cycle, so you'll probably want to look at the RRR set (Romans, Reformers, and Revolutionaries). Each year is divided into 9 units (1/month), so I would think you could just pick up where you want to be in the middle ages. When comparing it to Mystery of History, they seem very similar, except that DW appears to be on a much deeper level. If you look at the samples, you will see that it allows for much flexibility. Good Luck!

Ds started Videotext Algebra in early 7th grade along with Right Start Geometry. We were sort of alternating weeks with them because Mod A in VT is pre-Algebra and the RSGeo also works on cementing those concepts by applying them to geometry. Long story short...he is now in 9th grade and just finishing up Lial's Intro Algebra. I fully believe that the delay is partially program-based, but even more so (as another person noted) it is rooted in his readiness to process the more abstract concepts that algebra demands. I would add that a portion of "readiness" might also be defined as motivation to learn...all of which are influenced by raging hormones. This is OUR experience. VT - ok RS Geo - He loved it, didn't love it, and now thinks ok. We have only done 1/2 so far and will use it again to supplement proof-based geometry next year. LOF - NOT! He was bored with the story and the random questions. Aleks - Not enough retention Thinkwell videos (Hotmath) - used with Lial's at the beginning of year; liked them, but took too much time in conjunction with the textbook lesson Lial's - Doing great!!! It was VERY SLOW for the first 1/3 of the year because of the Thinkwell videos and the number of problems. He was overwhelmed even breaking a lesson down over 2-3 days. So, we changed things a bit. 1. I teach the lesson to him in 15-20 minutes on the whiteboard. He LOVES to race me on sample problems. Go figure. I love algebra, so this is not an issue. 2. He now only does the alternate odd problems (e.g., #1, 5, 9,...) and all the Relating Concepts. Many of the first problems in the set we just do orally because of how they are set up. He can do alot in his head and tell me the answer. This has shortened his time immensely and I have not heard "I HATE MATH" in months. Victory! 3. He corrects each problem as he goes. I have had no problem with cheating (been there, done that a few years ago and the consequence was severe). We instituted this one after he spent two days doing a whole lesson that was very long and got all but one problem wrong. Totally demoralizing. This way, he finds out if he doesn't understand right away. 4. Before we continue, I look at any mistakes and the corrections he made. He explains why he got it wrong and what he did to make it right. Sometimes he needs my help, but usually after I start the correction, the light bulb goes on and he waves me away. YEAH! He wants to do it. That is BIG. 5. If he had too many conceptual issues or silly mistakes, then the next day he does the remaining odd problems. 6. Summary Exercises and Chapter Reviews - I only assign what I feel is necessary. We have started to skip some of these. I truly believe this child understands and processes on a different level and is actually hampered by too much. Once he understands a concept, the horse is dead. So, we test and move on. The last 3 chapters he has earned A's on the tests. This has NEVER happened before and he is retaining the concepts and information. I think learning math is one of those subjects that is so individual and very few paths are exactly the same. Hopefully you can glean some insight or helpful ideas from our journey. I am using the same approach with dd (8th), but she is moving through a little bit slower and has to do more problem sets per chapter typically. Her mental processing is not on the same level as ds, but she works hard and will be fine. Have a blessed day! Pamela F. in VA

Have you looked at Diana Waring's History Revealed! It is now updated and published by Answers in Genesis. There is much flexibility in the program and the CDs are supposed to be awesome. I have not used it, but am seriously considering it.

My ds is 9th grade this year and struggles with the same organizational issues. We have been doing many of the things suggested in the Crumpled Paper book and I can see very gradual improvment. He was very resistant in the beginning to some of the techniques, but we had a heart-to-heart and he was able to admit the areas where he has trouble. Consequently, until he can show me that his way works, he has to do it my way (based on recs in the book). This is most important when it comes to his planner. He will try to abbreviate assignments, then not know what to do. Now, I make him copy it exactly as I write it on the white board. The planner has two columns per day, so he has to write anything due that day on the left, and the long term assigments go on the right side and he has to put the due date next to the "check" box. What I really want him to do is break down the long-term assignments and actually write those parts on specific days, but I am not always consistent to check that he does this. As a result, he still manages to procrastinate too long, but he is getting better. The other technique that is critical for him is the filing of papers in the notebook. Until they are in the proper place, I don't consider the assignment as complete. He still struggles with loose papers all over the place and it drives him crazy if I find one and make him drop whatever he is doing to file it immediately. I totally agree with those who say that for some boys this ability develops slowly and later. I also think that for many of them, they need the hand-holding and continual oversight. And yes, I have lost many weekends this year helping ds to get himself back together. The most frustrating part is that he is intelligent and gifted, but you wouldn't necessarily know it based on his work product. Hope this encourages you! Pamela F. in VA