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lewelma

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Everything posted by lewelma

  1. I went to dig up my ds's writing at age 7, and I found my older boy's work. I so wish I could post a picture, but I would have to delete all my science fair photos from many years ago for the system to let me post more. It says: "I will not whip my brother" and was copied 10 times. Haha! I just sent the photo to him at university. ๐Ÿ™‚ But here are the two stories I found from older ds. First one was done at just a bit over 7, and second one was labeled as 7.5 years old. They are both hand written and I can send you photos by email if you want. I thought you would like the first one because at age 7 he is thinking of himself as a mathematician even then. Its topic seems strange for a 7 year old - quite a focus on leadership and fighting. At this time, I was an anti video person, so my ds had never watched any TV or movies, only documentaries. So I'm not sure where the content came from. Mission to Mars (this was unfinished) In 3007 I was a flight crew mathematician on board the XAfarensis. I was amazed when I heard that a missile blasted an engine off. I felt insecure because I had been on this ship many times before and it had never been attacked. I turned in to a hall and saw one of ht my friends, Thondor, talking to the captain about how they would land without an engine. I walked over to him. The captain turned to face me and said "Zhon you have more responsibility than usual because five of our most important officers got sucked out of the hole that the engine left. You will be in charge of landing the ship sideways. This is a very hard task because we have very few side boosters. I will help you." He turned and left. I was scared. if I made a mistake the ship could crash. I was also uncertain about being responsibilty for other people. I was used to being under a leader's control. I went back to the flight deck which was a kind of cheerful room full of computers and levers and about 92 crewmen. Thondor turned to me and said, "so Zhon have you heard the news yet? I am going to be the Lt Captain in charge of math, and you are the Lt. Captain in charge of command." I knew that the captain had to make this choice although he knew that Thondor was not ready for a promotion. I said "congratulations! You should get started." I did not know if I should teach him or not, and I went to ask the captain. I rushed to the captain's office just to find he was not there. Just when I was about to leave, I saw a dead alien body under a chair. It was reddish brown, almost the same color as the chair. Its four eye stalks drooped on the textured carpet and the eyes melted onto the carpet like a lit candle dripping wax. Its four scaly arms were jointed like an insects, and its one long leg had a powerful stinger which was still dripping poison. I was surprised because I had never seen an alien with a stinger before! I rushed over to the red alert button which was outside the doorway and pulled the lever down with two hands. There was a click, and I heard a high pitch sound which echoed around the ship. Just when I was about to yell for help to find the captain, I saw some blood splotches with rounded the corner. I followed the blood trail to the next hallway and found the captain covered with blood. His mouth opened to say something, but nothing came out.
  2. I was talking to my younger son about this thread, and he said that this was the premise that Legally Blond was based off of. If you like pink and enjoy fashion and have a pretty pompom on your pen, then no one takes you seriously. The movie is hilarious because it definitely plays off of this preconceived notion. My ds has been fascinated by gender issues because my sister has raised a girly girl. To the point that she pitches her voice higher and is more helpless when talking to adults. She point blank told him that she gets what she wants from her mom when she uses that voice. He even had me listen outside the tent they had made in the living room when she didn't realize I could hear her. She was a totally different person when she thought no adults were listening. More mature, more capable, more interesting. So this experience with his cousin has led my ds to start looking at gender issues. He finds it fascinating to think that girls learn early on that they are cared for and given more when they act in a meek, need help, quiet sort of way. That we as a society encourage this type of unassuming behaviour by rewarding it with compassion and empathy. I should get him to do a research paper on it. ๐Ÿ™‚
  3. Awesome thread. I need to sit down and do some thinking. We are at the end of the year here in the Southern Hemisphere, and I've got our summer to nut out the final goals for 11th and 12th grade. I am not constrained like American university-bound students as our system here is different, so I have the luxury to focus on non-content goals. Like Farrar said in the other thread - education is a process not a product. I've been thinking about that one this whole week. ๐Ÿ™‚ Ruth in NZ
  4. I would suggest you start educating yourself for teaching more advanced writing. It is easy when they are little, but the scale of the project up through 12th grade is enormous if you want to do it yourself, so takes some time to prep for. I read a ton of books and curriculum to help my kids through 7th-12th grade and found it very helpful. Best high school book is Engaging Minds, hands down. It is actually a book written to university professors but is is very straightforward to adapt it to high school. I also found SWB's recommendation, Classical Rhetoric for the Modern Student, fascinating. Basically, once I could see the end goal, I was able to break a 12 year project into pieces adapted to *my* kid without the help of a curriculum. One of the best things I did with my boys at a young age is have them rewrite very basic stories with totally different settings and characters. Super fun and gave them the structure to let their imagination run.
  5. I have a female friend who is very pretty, fashionable, and 4'11". When she was slight, she was not taken seriously. She told me that it was when she gained 40lbs that she started getting promotions and people would listen to her opinions. So female is ok, but that plus pretty, fashionable, and small in combination are not. I wonder if female, pretty, small, and frumpy would be ok. We should run all the combinations. haha.
  6. Here's hoping it is good enough to get him into the scholars program. ๐Ÿ™‚ The prof he chose for his recommendation was the one who said that his research paper was "the best student paper I have read in a number of years." All this from a boy who learned to write English essays by writing math proofs for AoPS. If he gets it, I should write them a thank you. ๐Ÿ™‚
  7. We listed courses in the year the majority of the work was completed, rather than when the course was finished.
  8. This is what happened to us. Older boy started it in 8th grade and finished it in 9th grade. On the transcript you can either say "courses listed in the year they were completed." Or "courses listed in the year the majority of the work was completed." State this in your school profile and move on. ๐Ÿ™‚
  9. This is what I am trying to think through. We've always done broad for science, for example, but in high school I don't necessarily want to take that approach. I don't necessarily want to do wildly different things for all the kids. advanced+university pathway. It doesn't feel stressful so much as complex. So I've pull out what seem to be your main issues. First of all, I agree completely, it IS complex. Very very complex to do it well, but that is what makes it fun and invigorating! Cost: If I don't count the violin lessons, high school has not been expensive for our family, even though I have done different things for my children. I don't actually use much curriculum in high school because we go deep into topics so use the library/internet. I have bought old textbooks for cheap, and run bio and physics investigations for nothing. I have paid for Chem labs run for homeschoolers, which cost $45/six hours. If you are willing to teach your kids directly and not pay for online courses, then high school can be cheap, which means you can also tailor it to each of your kids' interests. Kids are motivated when they are excited about what they are studying. Advanced+University: I'm not clear what level of university you are talking about. But Lori gave you the basic list above. The breadth required is in course type, not within a course. You can tailor what a kid reads or how they study it and still make it university worthy. Ask more questions on this one and there are a ton of people here who can help you. Depth vs Breadth in Science: there is some breadth that is expected within Bio, Chem, and Physics. But you can *definitely* go deep. So for example in Chemistry, my older boy spent 2 months studying the chemistry used in Fracking (which is *crazy* complex!). He did this as kind of a capstone project after finishing the standard chem units. For his Biology labs, he did ONE investigation which was actually a statistical analysis of data collected by others about the community structure of the rocky intertidal and how it was linked to physical features of the beach. He also went crazy deep into modern physics and read a lot on cosmology, but still had time to cover the breadth expected -- mechanics, EM, and wave. So I would argue breadth and depth combined in science is a very good approach. Depth vs Breadth in Social sciences/humanities. There are no agreed upon content goals for these classes, so definitely tailor to the kid and go DEEP. One year my older only read Russian 19th C novels for English -- I just name the class that. And for Economics, he only read Capital by Piketty which is about data collection and interpretation more than standard economics. For my younger son's geography class, he is studying the impact of leadership on the social and economic outcomes in Botswana vs the DRC. No geography textbook for this boy. And all of the resources he is using are free. Personally I believe that deep studies develop high level thinking WAY better than breadth. My older boy is currently being recognized in university for his insightful ideas, and for his ability to synthesize, evaluate, and write. This skill set was developed by studying his passions, which caused him work harder because he was personally invested in learning. I would suggest that you think out of the box. You can create meaningful learning on the cheap by diving deep into each child's interests. This takes time and motivation by the homeschool parent, but I have found it very rewarding. Ruth in NZ
  10. We used the comparison of the books to the movies to great effect. Why were the changes made? Who was the audience of the movies? How did they need to adapt certain things to the modern world? Why was that section cut? How do the personalities of the characters differ between book and movie. That kind of stuff. Leads to some good deep thinking.
  11. This is just a brag and not a wrap. ๐Ÿ™‚ Older ds just got personally invited to attend the master class and dinner for the new violin professors they are interviewing. He is to represent the student musicians, and has been asked to be chatty and make them feel welcome. One of the interviewees is from NZ, so ds and this potential prof will definitely know some people in common from the music community here in NZ. Super cool! He was promoted this semester to principal second violin for MITSO, so one of the top leaders. This has caused him to LOVE the orchestra. He just loves being a leader. My guess is that this (and the fact that he is chatty!) might have led to this invite. Funny, his best thing is math, but his music and humanities are where all the recognition is happening. (Although he has landed a research position in String Theory as a sophomore. Which makes me laugh. ๐Ÿ™‚ )
  12. I would consider your philosophy and your child's needs for: breadth vs depth discovery vs explicit instruction skills focus vs content focus collaborative vs independent work For my younger, we do deep, skill-based, collaborative work. For science and geography he needs a discovery approach, but for maths and english he needs explicit teaching. Determining these requirements allows me to then pick the path and curriculum. Ruth in NZ
  13. I just have to say because it is coooool that my dh and I watched parts of the movies being filmed before we had children. We snuck around at night with binoculars to watch the filming because they did the filming in the woods at night with huge spot lights. That way there were fewer people. The "get off the road scene" as well as others were filmed 2 blocks from our house. ๐Ÿ™‚ We still have tourists come and ask directions to many of the sets. Some have been maintained but others are all overgrown.
  14. I was a scientist in a previous life (mathematical modeler of ecological systems) and trained as a high school science teacher before that. When my kids were primary and intermediate age, I ran the homeschool science fair in my city for kids aged 5-18, and through this experience helped a lot of homeschoolers with science and how to effectively facilitate it for their kids. I did well by my first son, and am trying my darnest to do well by my second (who is difficult to teach for many reasons). I now tutor high school bio, chem, and physics. So over all these years, I've seen a lot both good and bad, and have a lot of opinions. ๐Ÿ™‚
  15. x-post #3 I thought it might help to see an example of how I pick and choose. We are doing chemistry this year. I own some basic wizz-bang books that have a few good ideas in them including: Fizz, bubble, and flash and 150 captivating chemistry experiments using household substances. And I own 3 curriculum: The Elements, RS4K chemistry, and IGCSE Chemistry. (For general knowledge, I rely heavily on the library.) So let me start with IGCSE Chemistry. My oldest son needs to memorize a bunch of reactions like 2Mg + O2 =>2MgO . These are processes he has never seen before. My goal is for him to have a movie in his mind of the burning of Magnesium, just like he would be able to visualize the moon's different phases if we were studying astronomy. It is just so much easier to understand explanations if you have seen the process, otherwise it is very abstract. So we go on Youtube and watch many different reactions. I have him watch them numerous times over the period of weeks and I quiz him, "can you see that reaction?" If he can't remember it, we watch it again. My goal here is VERY clear. I am not trying to teach lab technique or experimental design or accuracy; instead I am showing him something he has never seen before because it is basically hidden from the everyday person. My older ds also needs to learn how to use real chemistry equipment. The goal is to develop technical skills. What is the function/purpose of all the different glassware? When do you use what? What safety equipment and procedures do you need to follow? Can you measure and pour accurately? Can you keep track of your results by organizing test tubes or color coding things? I have no interest in setting up a lab in my house at this stage, so I am paying for my older son to go to a homeschool chemistry lab class taught at the university over a few days. I do NOT expect him to learn experiment design there -- there would just not be time. And he is probably not going to be very frustrated by the activities because those lab classes need to run efficiently because they are renting the lab space. Thus, there is not time to really muck around. So my goals for this setting are the ones listed above. What this means is that I must make up the shortfalls here at home, specifically I need to teach 1) frustration/problem solving/ persistence and 2) experimental design. Teaching frustration/problem solving/persistence: Last week in The Elements we hit a hands-on activity of the electrolysis of water. So, I ask myself, what will they learn IF I choose to do this lab. We can easily watch this on youtube, but is this a lab that I can easily set up in my house? The answer is yes, all I need is 2 pencils, copper wire, and batteries. So, the goals of this activity is to 1) teach them how to follow directions, 2) teach them how to problem solve when it doesn't work at first, 3) teach them persistence because these things typically don't work easily, 4) teach them observation skills, 5) teach them that water does separate into H and O, 6) lastly, teach them to do an "armchair experiment" to determine which electrode has H vs O bubbling off of it. So did I meet my goals? YES. It took *them* more than an hour to make it work; they got incredibly frustrated and had to do a LOT of problem solving. a) the battery was dead, so older son had realize that it was the battery and not the setup, and then find a little light bulb to test it, b) the wires kept popping off of the pencils, so they had to develop a way to twist them to stay on, c) ds the older was so excited and frustrated that his hands were shaking, and he could not connect anything together. He had to learn to take a break, get a glass of water, and start again. I stepped in a few times to make sure that the whole assembly was not thrown out the window, and reminded them that science is difficult etc. Overall, a very effective lab. Teaching experimental design: My goals for this kind of activity are clear: my kids need to learn how to ask a good question, how to design an experiment (with replication and controls), how to design a table and graphs that summarize the information (this is often harder than you expect), how to interpret the data, how to find the hidden assumptions and errors, and how to write all this down in an organized fashion. I often use simple demos and create experiments out of them. Demo: vinegar dissolves Calcium out of chicken bones. Experiment: Which vinegar (red, white, cidar) dissolves calcium out of chicken bones faster? Demo: diapers absorb fluid. Experiment: Which diaper brand absorbs more fluid? Demo: making silly putty with glue, borax, and cornstarch. Experiment: What combination of these 3 ingredients makes the most pliable or bounceable silly putty? Notice that is really not too hard to make certain types of demos into experiments. I don't know the answer to the experimental questions and neither do they. But be warned, real experiments take time. I typically expect hours spread over at least 2 weeks. Also, I require a write up of the hypothesis, methods, results, discussion, and conclusions. I have found that the write up takes as long as the entire experiment. So a 1 hour experiment takes 1 hour to write up, and a 1 week experiment takes 1 week to write up. For my ds's science fair project last year, 5 weeks of experimentation took 5 weeks to write up!!! I probably should describe how I decide an activity is not going to teach my kids anything, but I really have to go start school. :001_smile: Hope this gives you a feel for the evaluation process I go through,
  16. x-post #2 OP noted that she felt science activities " SHOULD work. :001_huh:..HOW do you know when your experiment didn't work?" What are you really trying to teach with your science activities in general? And what is your specific purpose for each and every one you do? Seriously, why are you doing them? If you are just going through the motions because some activity is in some curriculum, your kids are not likely learning *anything* because the activities don't work and you have no idea how to make them work. I would be frustrated to. I think you need to change your goals. First, never do a science activity unless you think it is worthwhile. It could be worthwhile because: 1) your kids really don't understand the concept and need to see it performed before them to internalize the idea. For example, dropping a heavy ball and a light ball and seeing them land at the same time. Kind of counter intuitive. But watching a plant grow? Um, I think your kid knows that plants grow. 2) you might want to show your kids something that they have never seen before so have no intuitive idea as to what to expect. For example, watching the baby root emerge out of a seed, you just don't see this because it is underground. 3) you might want to teach your kids to use a tool, like a microscope. 4) you might want them to test an idea of their own. To make a hypothesis, to really think about HOW they can answer their question objectively, to collect data carefully, to design effective tables and graphs, to interpret their results, to identify their hidden assumptions, and to suggest future work. (this is really the end goal, I have shown how this process works in my thread: Scientific Investigations with my 12 and 9 year old) 5) you might want them to make observations of their world. To notice what has always been there but that they never spent the time to study. For example, the position of the moon in the sky throughout the day and how it correlates to its phase. But if you are doing what I call "wizz bang" activities. Then, just don't bother. They are like a magic show, and like a magician you need lots of practice to pull it off. I never do these activities. Things like mentos in coke. What in the world is this teaching? I don't even know what chemical reaction is occurring. How does it apply to their life? How would they use that methodology in any other science experiment? They just couldn't. It is a magic show. When my kids find wizz-bang activities in a book and want to do them, I tell them that I will get the materials but that they will have to figure out how to do it, because I am just. not. interested. If the science activity is worth doing, then it is worth making the effort to get it right if it fails the first time. I brainstorm problems and look stuff up on the internet. You can even post here, and people can tell you what to try. But then you need to expect that most science activities that you try to do are going to take you 3 or more attempts to make them happen. And it might be over a series of weeks. And let me be clear, you do not want science activities to be all about waiting for mom to figure out what went wrong and then watching her run a beautiful demonstration. What does that teach? It teaches all the wrong lessons. As far as I am concerned, science activities are supposed to be like writing a really difficult essay. You try one way, you try another, you brainstorm, you try more than one technique, you get others' opinions, you go back and edit some more, and you finally you finish the essay. Sometimes you get a good essay and sometimes you really don't like what you produce. But the process of writing, rewriting, and editing teach you about how to write and how to structure your thoughts. In contrast, science activities are NOT like long division, where the goal is to learn the technique and then you do it over and over again until you are fast. There is always a right answer and your goal is to get it. No No No. This is not what science is about. (Ok, I am not a language person so my similes may not be very good. :tongue_smilie: but I am trying to get you to think about science education differently.) So my suggestion to you is THINK about each activity you are considering, and decide if it will help *your* student be a better scientist. And don't forget a scientist is a person who asks questions and finds a way to answer them. If your kids want a magic show, then take them to the circus, but use the time you have set aside for scientific inquiry to teach them to problem solve and to develop persistence. You need to change your attitude as the teacher. You *want* things to go wrong, so that you have the opportunity to teach what you are really supposed to be teaching in science.
  17. I used to write a LOT about science on this board. Here are 3 more good posts. I'm happy to answer questions. x-post #1 This post responded to the question: "how do you teach science when all of your activities and experiments always seem to go wrong?" The OP noted, "I've heard people say you can learn from experiments that go wrong." It really depends on your goals for these scientific activities, and your goals depend on your kids' ages and on the type of activity/demonstration/experiment that you are doing. In general for every situation, I talk to the kids about our personal problems and then relate our difficulties to what real scientists face. 1) If your goal is to teach kids how to use scientific equipment (like Bunsen burner or a microscope), then you have them keep practicing until they have the dexterity and precision to make the equipment work to expectations. Similarly, if your goal is teach them how to do a methodological process like running a transcript or doing a dissection, you need to brainstorm what went wrong and then have your student repeat the process until he can master it. It might be that your student never fully masters it, and then you explain that it can take years for a graduate student to master certain techniques, and that is part of what he/she is trying to learn. Science is about asking questions and finding answers, and often very technical procedures need to be used to find the answer. Give an example of a science that you know a lot about. For example, think about a cell biology lab, a grad student needs to learn how to use the flow hood so as to keep all the cultures clean, and needs to learn how to identify and count organisms etc. These are procedures that can take months to learn to do well. It is also a good time to talk about experimenter error and how scientists are not perfect. Scientists replicate to help reduced the importance of their own error compared to the real effect they are trying to measure. 2) If your goal is to demonstrate a known process, like making crystals or chromatography of ink, you need to be clear that you are not actually trying to do an experiment. Rather you are trying to replicate a known scientific process. You have a couple of options. 1) if you don't have time or the resources to redo the work, then you show them on youtube what should have happened and then brainstorm how your set up could have varied. Is temperature important to growing crystals? Could impurities like greasy fingers inhibit crystal growth? Do your chemicals degrade over time and is your kit old? etc. 2) if you do have time, then you can research on the internet what could have gone wrong and you then redo your demonstration. We made a home made kite once using instructions from a book, we could. not. get. it. to. fly. We tried for a month. Yes, really a month. We did lots of research as to what was wrong and tried to adjust everything we could think of. We knew that kites fly, and we were working off of instructions from a book, so it should work. In the end we did research into air currents and found that we had a wind shadow from the trees near the field that was causing turbulent air. We switched fields, and it flew. 3) If you are running a real experiment where you don't actually know the answer, then the data you get is not wrong. Science is not about getting the "right" answer. If you have replicated and controlled appropriately, then unexpected answers allow you to brainstorm what happened, and why your initial hypothesis was incorrect. This is an exciting time because you have found something new and unexpected. Celebrate and come up with a follow on experiment. However, if in hindsight you realize that you have not controlled or replicated appropriately, then you need to redo your experiment with proper controls and replications. This is also the perfect time to discuss probability and chance. Scientists replicate because they need to average out chance. My little boy once compared different fertilizers to see which cause plants to grow taller. We did not know the answer -- this was real science. We only had 3 replications in each group, so not really enough. One plant by chance germinated 5 days earlier than all others, and then grew taller than all others. This was the perfect time to talk about outliers and chance. Scientists have to deal with this kind of thing all the time. So we also talked about how if we had had 100 plants in each group, then when we took an average, 1 early sprouter would not have mattered that much. 4) If your goal is to teach persistence (and this is an important goal in science), then you try, try, try again. This is what we definitely learned with the kite. And I describe the frustrations that Thomas Edison must have faced when trying to find a filament that would work in the light bulb. I mean, really, Tungsten? 5) But in the end if your goal is to have fun and spend time with your kids, then you have a good laugh and a hug, and you put a smile on your face and don't get frustrated. Then you go find a different activity. I seriously don't mean this as a joke, science can just be fun with little kids and that is ok. Just be clear on your goals. One last thought, science IS very frustrating. NOTHING ever goes right. Ask me how I know! So really stress to your kids that discovery is difficult and is not a linear path. Scientists have to try many different approaches and spend long hours to SOMETIMES answer their questions. If all your kids ever see is easy, tidy demonstrations, they are likely to come away with the idea that science is easy. This misperception permeates the news and government. Reporters and politicians always think science will be cheap, fast, and effective at answering incredibly complex and difficult questions. So if your kids get frustrated that something did not work, you have a very easy out -- "I am just trying to show you how difficult scientific discovery really is."
  18. This is really sweet. ๐Ÿ˜˜
  19. He was really proud of it, but wanted my feedback on the book summary. He wanted to make sure that someone who hadn't read the book, could understand what he was saying. I did suggest he change one sentence. ๐Ÿ™‚ He also called the night before he wrote it to ask me to help him interpret the prompt. He basically wanted to know if it was writing about the book or about the idea. I suggested the idea, but not sure if I was right! There were 3 other prompts he could have chosen, so I told him that they would get all sorts of different essays, so not to worry if he interpreted it in a different way than others.
  20. I wrote up a list of science goals for K-12 a few years back, ran a thread, and got feedback. This is what we came up with. Might give you some things to think about, Ruth in NZ Elementary level goals Content: Interest driven. There are no requirements for content in elementary Skills 1) Reading: able to read nonfiction at increased difficulty over time 2) Output: able to summarize what has been learned, verbally or in writing 3) Observation: ability to see what is actually there, not what you expect to see 4) Math: at grade level Attitudes 1) Curiosity: "wanting to understand the world"(Regentrude). Including the desire to find answers either through books, observation, or tinkering 2) Enthusiasm towards science (or at least a positive attitude) Middle School level goals Content: Broad overview of biology, earth science, chemistry, physics (this can be systematic or interest driven). High school science is easier if it is not the first time the material has been encountered. Skills (students who already possess these skills by 9th grade will be set to succeed in high school science): 1) Reading: Ability to read difficult text. Ability to interpret graphs, charts, and diagrams. 2) Writing: Ability to write succinct answers to "short-answer" questions including evaluate, interpret, integrate, compare and contrast, critique, etc. 3) Math: at grade level. Including the ability to identify and draw appropriate graphs for the data 4) Logical thinking and problem solving capability 5) Study skills, reading a textbook, organization skills, time management, note taking 6) Scientific Method: general understanding of how experiments are replicated and controlled, how hypotheses are are accepted or rejected (this does not need to be a detailed understanding, although it could be if you want to spend the time doing it in middle school to save some time in highschool) Attitudes Reinforce 1 and 2: curiosity and enthusiasm 3) Scepticism: "inquire what facts substantiate a claim" (Regentrude) 4) Acceptance of falsification: Ability to reject your hypotheses; to not have your ego tied to your ideas. High School level goals Content 1) Science curriculum, including interdisciplinary topics 2) Current events: including politics, pseudoscience, and ethical decision making (I need to think more about this one) 3) Science careers: understanding the peer review process, variety of methods to answering questions (observational, theoretical, statistical, experimental, etc)(Regentrude), double blind studies (need to think more about this one too) Skills Reinforce skills 1-5: reading, writing, math, logical thinking/problem solving, and study skills 6) Scientific method: a) Forming a hypothesis and identifying if it is answerable b) Collecting background information c) Designing systematic methods to answer a question (including objective measurement, defining terms, and replication and controls if doing an experiment) d) Identifying best way present data (designing tables, graphs, diagrams) e) Identifying assumptions f) Identifying errors, find their source, suggest future ways to prevent them g) Interpreting data h) Identifying future work 7) Ability to use equipment appropriate to field of study ๐Ÿ˜Ž Ability to write lab reports 9) Statistical knowledge including probability and issues like correlation vs causation 10) Evaluation of scientific research (obviously, in only a general way) 11) Presentation skills/public speaking (not required, but an excellent add in if time) Attitudes Reinforce 1-4: curiosity, enthusiasm, scepticism, falsification 5) Persistence: in the face of failed experiments and the need to try new things over and over and over 6) Honesty: being completely objective while collecting data. The goal is to find the truth, not support your personal opinions (this is often harder than your realize, which is why scientists do double blind studies)
  21. Aw, you are sweet. I'll post it again -- I just don't want to keep it up as it is his. The prompt: "If you could have all incoming MIT freshman read one book, what would it be and why?" He choose Stanislaw Lem's Fiasco. ๐Ÿ™‚ Deleted
  22. Um, screw the curriculum. Go to the library and get out books. Worked for us up to 8th grade. Ruth in NZ
  23. I believe silent reading was unknown to many of the ancient cultures. They just always read out loud even to themselves, no matter the age. Greeks? Romans? Can't remember. But we made sure that our younger boy stayed confident as we have remediated his problems. Our phrase, "Stand tall, be yourself." And "if someone doesn't like it, they can lump it."
  24. My ds is applying for the humanities scholars program, which would give him fancy dinners with faculty every month. Only 18 sophomores get it. I just wanted to share his essay because I thought it was awesome. He finds out in a month. Crossing fingers. Deleted.
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