Give him a french horn or a viola :D

2.99:) I like the suggestion of letting DS look at the translations himself. I am heading into uncharted (for me) territory. LA is not my strength :blushing: Thanks for all the help and suggestions!!!

Thanks, both are in my library.:001_smile:

We are starting ancients this year and I am wondering about picking translations. Money is an issue so if I can find something at the library it would be easier. We have a kindle. Are there good translations online in the public domain? Thanks for any help or suggestions.

OK well that is what I have. Except when I thought my son had an auditory processing disorder it turned out I was wrong. His processing is actually very good. He has trouble with recall. Good luck figuring it all out. My son has an almost perfect auditory memory. Teaching Company courses have been wonderful. I did Barton with him and he insisted on watching the (incredibly boring) tutoring videos and then proceeded to explain the rules to me. My son is a weird paradox. He has a perfect auditory memory and understands very difficult subjects but has trouble finding words and recalling basic facts. What has worked best for me is to work on strengths first and remediate weaknesses on a daily basis. Motivate with high level work and keep skill level work in small daily chunks. My son's visual skills are not so great. He is an aural learner. But when he is recalling information he does it best on paper. (Not an Oral recaller). The eides are a wonderful resource. http://eideneurolearningblog.blogspot.com/ This book is great. http://www.amazon.com/gp/product/1401308996?ie=UTF8&tag=neurolearni04-20&link_code=as3&camp=211189&creative=373489&creativeASIN=1401308996 and this book will be released tomorrow! http://www.amazon.com/Dyslexic-Advantage-Unlocking-Hidden-Potential/dp/1594630798/ref=sr_1_1?s=books&ie=UTF8&qid=1313598158&sr=1-1

Pick your battles. Go with the therapies FIRST. If your child is having a good old time teaching himself science, take him to the library and let that be. Don't make things harder on yourself. When DS was little my priority list looked something like this (in no particular order, and just off the top of my head not a complete list at all). 1) Get him to write anything on paper. 2) Establish some routine. (In the beginning this looked like 15 min a day but it gradually got longer). 3) Teach him to spell. 4) Teach him to work on things that are hard because of LDs. 5) Teach him to work on things that are hard at his level of giftedness. 6) Help him learn to be more flexible. 7) Have him learn to do chores. 8) Help him deal with intense emotions. So those were my priorities. My son was happy as a clam teaching himself history and science. He loved math so that was a treat for him. Snuggle time if you will. I tried to let the things that were happening happen. I had other things to worry about. He was happy steering his own ship for science and history. He learned WAY more than I can ever teach him (he teases me at how little I know about history:glare:) AND it helped me get buy in when I did want him to oblige my teaching. I am the cool mom that got him the teaching company course on particle physics so by golly he is going to sit down and learn how to spell...right? I am afraid this might not be helpful, but it is what worked for me. Now things are different and what he is doing at home looks way more traditional and typical. The only difference is I let him choose what he is going to study for the year (like a college student choosing courses). I am trying to ease the transition to higher ed. So far it is going well.

I challenge them to spend an afternoon with my son and then repeat that with a straight face.

Just from AOPS there are the following classes... Group Theory Mathematical Tapas Olympiad Geometry WOOT I agree with 8fill you don't need to plan that far ahead. One or two years is OK. Things change.

Accelerated. But if we get a 2e board I will be happy anywhere. As a matter of fact I am happy just looking around for 2e friendly posts.

This is a good plan. Have you let him look at the samples online? There are samples to each book and a pre/post test. Once you have some algebra you can do the books in any order. Geometry is the most challenging (for most students) which is why it is often done last. It also requires a little more algebra (If I remember correctly) than P&C and Number Theory. My son needed only about 5 months for P&C and NT but has taken about 12 months for geometry (geometry is not his strong suit though so YMMV). The books are not all the same length. Just make sure he doesn't think you are trying to slow him down. Bright kids can be resistant to this. Tell him that there is this curriculum that really smart kids use and you think he might be smart enough to use it.;) Why don't you do P and C and then jump into AOPS geometry mid year. You don't have to finish it this year. Start up Geo. again next year and then if he still has time at the end of the year do Number theory. This way he can still look forward to getting his hands on Geometry this year. It is a long book, I wouldn't try to finish it. But at least he can get started.

If it were me I'd work on some improvisation in the beginning. Talk about chord changes and writing melodies around the changes. After they are good at writing melodies around changes I would start writing bass lines. After that they can learn chord voicing etc.

Ooh thanks! :auto:

If he does AOPS you are not slowing him down. It really depends if he is wanting to do very difficult work or to hurry up and get it over with. AOPS is for kids who are the former. It moves much faster than any other math curriculum. The reason kids appear to move slower is that they are doing so much more. It's like the difference between going to Med School or Medical technician school. Doctors spend much more time in school. If he is serious about math he should be going to the math version of Med school. I think it would be fine to do MUS geometry and AOPS probability and maybe even number theory. Your son is curious about what lies ahead and that is a good thing. There is a teaching company course about calculus. I haven't seen it but if I had a kid that was curious, I would get something like that so he can see what it coming in the future. I asked my math teacher in the 4th grade to teach me Calculus. I remember feeling devastated when he laughed at me. So I am not saying to just blow off his desire to learn. It is a good thing. Just remind him that there are other things that he can and should be learning too. If and when your son does the AOPS Algebra and Geometry books he can just do the sections he has not yet completed. Or he could just do the challenge problems at the back of the text.

Oh my goodness thanks for bumping this fabulous post. This last bit made me cry a little.

For this reason I think "2e" or "2e and other gifted differentiation" would be simpler. I can tell you right away that what is my daughter is normal tweaking and what I do with my son is abnormal. Don't ask me to rationalize that statement, I can't. I certainly would not like to make those judgments about anyone else. And if it were only me and DD I would probably still visit and get a lot out of a 2e sub-forum since she is also a gt dyslexic. I wouldn't want to be left out just because she is 2e "light". ETA... and I wouldn't want to leave out people who do make WTM style teaching work for their 2e and or highly gifted kids, tweaked or no. (I am going to leave that dangling participle just for fun)

Oh yeah, I remember this. This is exactly what we did. DS did AOPS Intro to probability and counting at 8. He was basically finished with Singapore but nowhere near ready for Algebra. Slow on times tables cringed at long division problems etc. Organizing. Oh gosh. I am afraid organization is not my middle name. I intuit everything. But let's see how did we do it? It's like putting a piece of medicine in a slice of cheese for your dog. I give him a million high interest high level intellectually stimulating things to do and then when he is in a good mood I gently ask if he is up to working on spelling for a few minutes. In math I just let him do it in his own sequence since he is a lover of all things math and he doesn't need me micro managing his work. Of course that is now at 13. At 8? Oh it's all a blur. If you go with AOPS your child will be in good hands. They design their problems very well. They are really my heroes, I love them. If I had another child I would seriously consider naming him rusczyk.:001_wub:

I am a music teacher. Most music teachers play music. We are musicians. Some great, some mediocre but almost all of us (and all of the good ones) play music. I don't know what happened with math that people that do and love math don't seem to go into teaching as much. Probably mathematicians are just terribly disgusted at the state of mathematics education. Funny little schools of education are just half the problem. My son takes those awful standards tests every year. Last year he was almost in tears after the test. Actually not tears he was actually mad, very emotional. I tried to get him to calm down so he could tell me what made him so upset. Apparently there was a probability problem, something that could have been really interesting. But the test makers actually gave the formula. They took the one interesting part of the problem away and left just the calculation part. No wonder mathematicians veer away from education. It would be like substituting band class with a class that you have to take quizzes about musical instruments. Clarinet is to flute as trombone is to a)food processor b)doughnut c)french horn d) workbook Then to prepare you for the test someone puts you in a room with a clarinet and tells you to play around and see if you can make a sound.

OK I'll bite. Here's one of those out of the box ideas that wouldn't work for 99.99% of the population, but just to give you ideas of a radical adaptation to your standard curriculum. My son did most of his elementary math on walks with me. (GT Dyslexic so I thought I'd share) I made up a game called dinosaur Olympics. He picked an operator and a difficulty level (like in jeopardy). Oh he also got to pick a dinosaur. Baby leyelenosaura always got the easy problems because he really didn't want that dinosaur to loose and T rex would get the challenging problems because he didn't mind T rex getting things wrong. When he got tired I let him jump over things. "Now it's time for the hurdles" or something like that. He was doing mental math 3 grades ahead of what he could write. He clearly needed to learn to write so I got the Singapore workbooks and let him pick whatever he wanted, I had him do this every day but let him choose what he had to write. He wound up doing it way out of order but figured out how to write and completed 1-6 math by the 3rd grade. He had to skip long division (we did that LAST) and he had to do his own thing for multiplication (not be taught how to do it but figure out how to do it on his own). I remember him working out of 2 grades at the same time, maybe even 3. I made sure he learned it all but I didn't stick to the order in the book.

Twice exceptional. Gifted and learning disabled.

:iagree: Epsilon is put on by the same people. It totally slipped my mind. Check it out.

When your son turns 11 you should check out mathpath. It is the best thing in the entire universe. FWIW I haven't documented anything yet. My son will be in 8th grade and he has completed the introduction sequence from AOPS and the first two "elements of mathematics books" from the imacs people (which I suppose would be a logic or set theory course). I think if you have binders with his work you should be able to reconstruct a course if you need to. I don't even have that. OK, I am kind of a slacker. Perhaps I am not the best one to give advice. Still I think you have plenty of time to pull this together. I just threw out a ton of his geometry work. And now I am reading this thread and seeing that may have been a mistake. Oops. :tongue_smilie: I am still not worried, I can always give him the book and have him do a few of the challenge problems for review. It wouldn't take long, my son is very prolific in his math writing. It is the one area where he can produce mountains easily. In other subjects the input far exceeds the output. It is more like college-jr high. I haven't felt comfortable splitting the difference and calling it high school. But since I am firmly attached to keeping him home until he is 18 it won't be an issue. This year is the first year that I am expecting HS level output from him. Still I am not counting this year. It is our "trial run". But as I have said in other places my son has 2e issues so this practice year will be invaluable for him. If I felt my son would be ready for early college I might be singing a different song but I am not eager to ship him off (to college at least).

My son will never be put in a box. He doesn't even desire this. He want's to be weird. Nevertheless, *I* crave fitting in. I breathe a big sigh of relief when I read anything that comes within a mile of my own situation at home. Clearly your sons have issues that exist. It helps me so much to hear about what you are doing with them both. Success stories are awesome. Quark, I am so glad to hear you say that you do have issues. (Well not glad exactly, I hope you know what I mean:)) Upon a bit of thought I realize that most of the time my child is pretty happy go lucky and easy going. I still have that "holding my breath waiting for the next shoe to drop" feeling. Perhaps the anxiety issues are *mine* and not *his*. There is definitely a spectrum both of GT, of LD and of behavioral emotional issues. They are all so intertwined. I often wonder how many of my son's emotional sensitivities are GT issues alone. I used to worry that there was something more going on but as he gets older and the more I treat it as a GT thing the easier it gets. Oh, and the more I remember to have him snack every 2 hours. Seriously. Food.

Well, I am jealous. Still, you know, in any forum there are posts that are more or less applicable to any person's homeschooling situation. Perhaps there will be many opportunities for you to chime in and other situations where you can sit back and feel happy that you have a well adjusted child. Did I say how jealous I am?:tongue_smilie:

I would probably still be lurking if it weren't for you :D

Well this is true, but it seems to be such a common thread among 2e kids that you might as well just embrace that title. I totally hear what you are saying though. There are many aspects of my son's personality that are not specifically an LD but are so difficult to deal with (inflexibility, moodiness, sensitivity etc.). Some of it might be GT issues but it seems that 2e kids have more of them. They are hit from both sides. I do see how you might not want to limit the discussion though.