The format of the AoPS classes is one reason we never tried them. So far we've been happy with geometry as a first class at Wilson Hill. The video component is nice. I think being able to see the teacher is a plus.

The link didn't work correctly... I'm on my phone, so I'll just give a title again. Later they will use Aristotle:Poetics; Longinus:On the the Sublime; Demetrius:On Style

Composition in the Classical Tradition by Frank J. D'Angelo

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DD is taking geometry, which uses the Jurgensen text. She's enjoying the class. Unless something changes, we plan to continue with Wilson Hill for math.

Thanks!

I agree, five should be fine. :)

That might make a difference. My dd enjoys both academic and creative writing. (Of course, I think good academic writing involves creativity as well! ;) ) Most of her free time writing is creative, but she does sometimes write academic papers for fun. :001_huh: The focus on academic writing might be one reason WWS was such a good fit here. If a child does not enjoy academic writing, another program might be a better fit. Or perhaps using two programs so that there is a rotation. To offer a different perspective on formulas... sometimes formulas help give scaffolding to voice. They provide a platform for thoughts to stand. Now that dd is studying Rhetoric, the use of formulas is making even more sense. I also feel better about the countless hours she has spent reading myths and legends! They weren't frivolous hours after all! ;) Seeing those being used in the process of improving her academic writing in other subjects is something I never thought I'd see! The formulas have helped clarify her voice, giving it both depth and power. Bonus points to the hematologist who used "crossing the Rubicon" last week! :coolgleamA: Always love a rousing writing/ WWS thread! :cheers2:

I understand the feeling! DD missed a few things at the beginning of the semester (partially due to being distracted because of an emergency in the family). Thankfully what she missed were only minor assignments, but it was a wake up call!

I'm getting this warning occasionally today. It doesn't happen on every thread. Anyone else having the same problem?

Yes, dd had done a bit of WWE prior to WWS. WWE actually wasn't a good fit for her. We only did the first two levels and a small part of the third. Definitely don't frustrate him early on - or ever! Challenge, yes - frustrate, no. ;) Part of what made WWS a good fit for my dd is that she loved the selections, both fiction and nonfiction. I would often buy the books so she could read them in their entirety. Starting at half speed is a great plan. Adapt as needed. Don't be afraid to switch topics if he doesn't like the one assigned in the book. If WWS doesn't work out, that's fine too. Just move on and try something else. It's a great program, but not all programs are great fits for all kids. :)

DD uses Google Calendar for classes and appointments. She uses a spreadsheet to keep track of all her assignments. She checks each class website and syllabus daily or at least several times a week and adds assignments to the spreadsheet as necessary. She color coordinates the status and due dates so she can see at a glance what is high priority. This is still a work in progress, but after a few other failed methods this one is a keeper --- for now. ;)

:lol: Glad it went well!

I've only skimmed the posts, but I wanted to comment on WWS. My daughter started WWS when she was 10. We took our time and went at her pace. She loves writing and has never struggled with it, yet she thrived with WWS. (Against the odds, perhaps. At least that's what I always think when I read posts about what kind of child is supposed to like it and what kind isn't... ;) ) OP, WWS might not work for your son, but I wanted to mention it for others reading the thread. I would advise caution before dismissing WWS just because you have a certain type of child. As mentioned above, generous samples are available. It might be worth trying no matter what sort of child you have. :)

9th grade: Most classes are outsourced. (I voted 6+) We are using a variety of online classes and tutors. Not all the classes have started yet, so we may end up dropping one along the way if she decides it's too much. I imagine we'll outsource online or DE for most subjects during high school. Looking back, we probably should have started outsourcing sooner and gradually increased the number of outsourced classes. As it is, she went from 1 to 6. It's been an adjustment, but she's starting to find her way. I am still very much involved in her education; my role has just shifted. :)

That is what we did as well, but the criteria have recently changed. I believe there is still an application form, but a portfolio is no longer required.

Yes, that is my understanding as well. Test scores alone are sufficient.

John Hopkins Center for Talented Youth offers AP Spanish. Registration ends soon or might have already ended. Classes haven't started though, so they might still let you enroll. There might be hoops to jump with ACT or SAT scores, though. I do think maybe you can enroll first, then deal with that. Although I'm not positive. The classes are not inexpensive, but students have have the opportunity for around five hours of interaction each week, if they take advantage of the round tables (discussions in Spanish led by teaching assistants). Classes are small, so in some ways it's like getting semi-private lessons.

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Negatives I had read about: 1. Classes are too easy 2. Classes are too hard 3. Too much busy work 4. Too many assignments and too many opportunities for bonus points 5. Everything boils down to one test - the AP exam 6. Teaching to the test 7. Students don't really learn anything 8. Extremely difficult to find test sites 9. Problems with test sites before, during, or after exam 10. Many colleges won't accept them for credit 11. Colleges prefer dual enrollment 12. Students who go into higher level courses because of APs do poorly because they really didn't learn the material 13. etc, etc, etc Eventually I realized that many of the negatives posts contradicted not only the positive posts I read, but they contradicted other negative posts. At that point I tried to clear my mind and research the exams, classes, test sites, and how some of the colleges dd is interested in viewed them. What I found was mostly positive, including the fact that all the colleges dd is currently interested in possibly attending view APs favorably. Positives thus far: 1. Enthusiastic, experienced teachers 2. Students that engage with the material and with each other 3. Interesting texts 4. Challenge 5. Depth We haven't dealt with text sites and the exam, yet. I may sing a different tune in a few months, or weeks, or days.... ;) Right now, though, it seems to be a good decision for us. Obviously APs are not the only way to find the above, but they are one possible path. Requisite disclaimer: The above post is in no way a guarantee of any kind, for any student. APs are not the right decision for everyone. Some people have terrible AP experiences. :zombiechase: As always, YMMV. :)

The impression I'm getting is the same as you have in the bolded. Although, maybe it's just wishful thinking on my part as well...

Absolutely! No right or wrong! Apologies if I appeared to imply otherwise... I was actually just trying to do what you mention, give a view which was different than some of what I've seen. Sorry if I muddled the attempt! :sad: I think I even mentioned in my post how wonderful it is we can all take different paths. To elaborate further on my comment... For us, when we did what you described -- exploring science broadly and studying topics not fitting into biology/chemistry/physics -- we hit walls repeatedly because she didn't have enough biology/chemistry/physics. It was a catch 22. Not sure what the right answer would have been or what we should have done to make it better. I do know that once we hit those three harder during school, her free time science became more enjoyable. For us they weren't buckets, they were foundations. Once again, no right or wrong! Just sharing perspectives. :) For the record: My dd isn't planning to take all AP classes. In some subjects we've found other classes that are far better suited for her goals. Our main objective is not getting college credit or being able to direct entry into higher level courses at college. Our goal is finding the right fit for right now.

I guess it doesn't feel that way to me. It feels more like finding the right level at each stage, which in most cases would lead to a natural progression.

Many would argue that 10 "pre-AP" in middle school and 13 AP in high school is too broad, as opposed to too narrow. It really depends on one's perspective. Doing regular high school classes in middle school and AP classes in high school might have been better path for some subjects than the path we took, although I'll never know for sure. I do know that if I were to homeschool another child, I would seriously consider it.

It's a bit ironic that APs are disparaged for both too many chances to improve grades for the class and, alternatively, for everything boiling down to one test - the AP exam. So perhaps AP courses are blessed (or cursed) with an opportunity to experience both. Speaking of stress and tests...I'm reminded of dear Anne and her classmates studying for and stressing about exams in the Anne of Green Gables books. The exams weren't even APs... ;)