Seeker of Schole
-
Posts
366 -
Joined
-
Last visited
Content Type
Profiles
Forums
Events
Blogs
Classifieds
Store
Posts posted by Seeker of Schole
-
-
I have been reading through the Classical Ed thread from 2012, and you reference a study based on Anne of Green Gables. Do you have that typed up someplace that you could link to? The link in that thread no longer works.
Thank you!
Original thread: http://forums.welltrainedmind.com/topic/359457-how-does-one-provide-a-classical-education-circe-institute-lovers/page-2
-
I request the books about two weeks before I need them to help avoid that situation. I would prefer one week in advance, but it can sometimes take a bit to get the book in. Can you do something like that?
-
4
-
-
If you knew right now that in five years you would no longer be able to homeschool, and that your children would have to attend the public school your home is zoned for, what would that mean for you? What would your priorities for the next five years be?
-
1
-
-
Memoria Press has a no frills, mastery US States and Capitals study. You can find it here: http://www.memoriapress.com/curriculum/american-modern/states-and-capitals
-
1
-
-
I used TOG with my oldest - the history, literature, poetics, some philosophy and government. I did my own thing for writing, she did literary essays, research essays, summaries and one large research paper. The discussions still started with the topics in TOG - we always added (we may like to talk / debate). She learned quickly that way how to support her opinions and thoughts with statements other than "because." So you could do that without tossing out the baby with the bathwater.
-
1
-
-
Beautiful Reponse does this in Ghana and Haiti. Very well run, your money goes to the child's education, not admin costs.
-
$60 a month first student for as many classes as you want to take - classes offered 6 days per week, with multiple classes per day. It goes down $10 per student after that. Middle of the country.
-
1
-
-
If you figure it out, will you let me know? My MIL is has earned herself extremely low contact with my DH, no contact with myself and our children (per him, he refuses to allow her to hurt us any more than she already has.) She recently began down a road that required multiple surgeries and will mean she will no longer be able to do even half of what she could before. After the first surgery she went to the rehab facility. After a week of arguing with her therapists and being ridiculous to my sister-in-law, she cussed them out and left AMA. Now she's even worse off than she was before... we have no idea what to do that won't damage us in return.
-
DD is in TKD. Feel free to PM
-
MP sells lit guides for every grade. Their second grade package: http://www.memoriapress.com/curriculum/literature/second-grade-literature
-
I don't think it's necessarily that the curriculum is flawed. Perhaps, it is that the curriculum is just wrong for that particular student? Singapore was a perfect fit for eldest DS, and I was pretty convinced that it would be an appropriate curriculum choice for just about any other average to above average math student. But it (so far) is not a good match for middle DS. Its "flaws" are more apparent with him, than they were with DS.
The thing is...the aspects of Singapore that are "flaws" for middle DS...were positives for eldest DS.
May I ask what flaws you see in Singapore?
The thing is, the idea that the natural world is separable from the philosophical/metaphysical/supernatural realm - that's a relatively recent idea, and is far from universal. It's actually quintessentially modern; the physical and metaphysical were united in pre-modern thought, and post-modern thought is trying to figure out ways to re-unify them (albeit in very different ways from pre-modern thought). I can't explain the whys or wherefores of why people reject the strict separation of the physical and metaphysical here, not so it would help, but for the purposes of the discussion, accept that such people exist (and generally includes those who are seeking truth/goodness/beauty), people who think the answers to the Big Questions of life are inseparable from the nuts and bolts of *living* that life. (And historically there's nothing weird at all about that - modernism's separation is the outlier.)
In which case, for them, *everything* about life is impacted and informed by those Big Questions. And part of the everything is education, and part of that is math. It's not so much needing to have detailed answers to abstract math philosophy issues to teach math, but that one's overall philosophy of life narrows the scope of what schools of math philosophy are compatible and which ones aren't, *and* that philosophical questions and their answers are seen as explaining the nature of the natural world, too. In this view *all* ways of teaching math have some underlying assumption about the philosophical nature of math (and wrt teaching, additional assumptions about the nature of man, and the purposes of education), because it's unavoidable (physical and metaphysical truth are intertwined, not separate) - and you want to find the ways that are compatible with your views.
ETA: I think it's a common belief today that for a given set of answers to the Big Questions to be valid, nothing in them can go against scientific fact. Historically, that went the other way, too - physical truth and philosophical truth needed to be in harmony, and just as physical truths could point out philosophical falsities, philosophical truths in turn could point out physical falsities. For them, just as the natural world limits what can be philosophically true, the philosophical realm limits what can be physically true. Sounds weird to modern ears, but it's a basis for thinking the Big Questions have direct impact on something as apparently mundane as teaching math.
ETA2: And really, modernism's position that philosophical truths don't impact the natural world is a *philosophical* position ;), one that does indeed limit what can be physically true.
I just wanted to say thank you for responding to my earlier question, and for continuing the discussion. You have helped me to clarify and order my thoughts.
-
1
-
-
"Math for math's sake" is no longer an option (and actually, after many years of equating them, it turns out that "math for math's sake" is at odds with "seeking truth/goodness/beauty", something else I didn't know till recently)
I would love it if you could explain this some more... pretty please?
-
I need to start spelling with the younger. Hers is horrible. So which do you prefer, and why? My other option is MP phonics and spelling (2nd grade next year).
-
At the end of my pregnancy with younger, mine got so bad my Dr told me to just drink something with caffeine each day. I would not have done so had the Dr not said to, but caffeine is a really good diuretic. Iced tea actually worked the best for me.
-
1
-
-
I have what we call two onlies - age 20 and 7. Our journey didn't even start until the oldest was in high school. She came home for her Junior and Senior year, and every year of college has shown that to be a great decision. For our youngest, who started K when the oldest was starting College, our current plans call for her to be homeschooled until college. The reasons we homeschool will not change between now and then without some sort of major overhaul.
-
1
-
-
(WRT the word guessing, can your dd read phonetic nonsense words as easily as she can read real words? In our case, it turned out that dd8 actually couldn't blend at all - not even two or three sounds. She could somehow figure out nonsense words as wholes (though it was hard for her) - probably the result of the year and a half of solid phonics-only reading instruction we did - but she could not blend at all, and that tripped her up on longer words. Phonetically-informed guessing was all she could do. She was good at it, too, which is why it took so long to realize she was unable to blend at all. I was the same way, as I realized when I tried to learn Greek and couldn't apply my knowledge of what sound each letter stands for to actually sounding out Greek words - all those English-alphabet-based phonetically-informed guessing skills mean *nothing* when it's a different alphabet and you don't have an oral vocabulary in that language to help you out.)
She can blend quite well, so at least there's that...
Can you share what you've heard negative about Foundations D? We're about to finish B and I am planning on using C, not sure about D yet, hoping to make C last until after our local homeschool convention so I can take a look at my options.
A number of people are choosing to not use it as it has them reading from different books, kind of like a step between the reading program and chapter books, and it's a little pricey for that.
I have considered having her redo level C, to reinforce things. Thanks for the ideas!
-
I would prefer to not spend that much unless absolutely necessary. I've heard very mixed thoughts on it.
-
If you have finished the phonics program (LoE Foundations through C), but your child has not made that fluency leap yet, what next?
Specifically, she word guesses and stumbles on multi syllable words.
-
All the teacher's guides except for Latin and, I think, writing, are just the student book with answers.
Not all of them. The one on the Odyssey, for example, has background info and good information for discussion.
-
I don't see a link to the Teacher Guide sample. It begins with 2 pages about how to use the guide, then has the same as the student pages, but with the answers. At the end of the book it has tests, and answer keys for those.
-
Then moving forward to reasons for considering R&S: KeriJ is correct -- Susan Wise Bauer is the one who introduced us all to Rod and Staff English! :) Having used all of the levels I definitely understand why. It works. What you have been talking about in your threads about helping children know exactly why particular cases, tenses, and endings are used -- check. Reciting conjugations, declinations, rules, and forms -- check. Diagramming for understanding -- check. Being so familiar with the material that one can easily identify similarities/differences between the grammar of English and the grammar of other languages being studied, to the point that one confirms and explains the other -- check.
And now I have to drive over to your house and show you my textbooks. Do you mind? LOL
I have two questions for you: which edition of Harvey's did you / he use? After you're done at her house, can you come on over to my house? :lol: :lol:
-
This is my biggest struggle - prioritiziong all of the good/great/fun books. So let's hear it. What do you want your 2nd grader to read? What are you reading to him / her?
-
We are also in Central Illinois, and my oldest took a class at the high school for one year. At our district there was no way she would get a diploma without attending full time; and the extra problem was that any class she took at home they would not count. So she couldn't enroll as a senior just to get a diploma - they would not have counted the credits she earned at home.
What is the reason your dd wants a diploma from that high school? Does she have a close group of friends outside of school? Is she concerned about college admittance? I really do not see away around the stress of full time enrollment if a diploma from that school is that important. If you would like to PM me, feel free.
-
I managed to finish the Iliad (started last year). We have book club tomorrow night, so just in time.
I also read the Scorch Trials by Dashner. The Maze Runner series is better than I expected. I'm afraid it is about to get a bit too repetitive, though. Hopefully he has a twist for the next book.
8FillTheHeart - Anne of Green Gables study
in K-8 Curriculum Board
Posted
Thank you!