happyhome
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Posts posted by happyhome
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Yes, I would definitely do a half-credit with a caveat. Looking at the lecture titles from the music course, I'd consider adding in at least one opera and making sure that if all the symphony performances were classical, we hit a performance or two of some other era to round things out. Our local opera company does student nights very inexpensively. If that sort of thing isn't available, the Metropolitan Opera does simulcasts in many theaters around the country or you could get a dvd of a performance. http://metopera.org/?gclid=CM7ynPjt_scCFY0jgQodTkgEWg
Great idea. We're near NYC for part of the year so I can definitely make that happen. We also have terrific local venues for music performances of other eras. Our Symphony has themed events that include classical and jazz so there's that. A lot to think about. Thanks.
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Ahhh, I hadn't thought of that. So if I list instruments as ECs, then maybe 1/2 credit for the course and Symphony?
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Would you give one Music credit for this?
1 hour piano lesson per week with 1/2 hour of practice per day.
1 hour guitar lesson with 1/2 hour practice every day.
Great Courses How to Understand and Appreciate Great Music - 2 lectures per week
Attending the Symphony twice per semester
Is it too much or little?
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It sounds very solid. I don't see any issues.
Thanks Debbie. Your posts have been so helpful in my planning process. When I'm "done" planning, I plan to follow your example and pay it forward. Thank you so much for what you do.
ETA: Fixed tired eye spelling :crying:
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Dd is our first high schooler so please weigh in. She's a self described singer/songwriter, writer (novels, screenplays, scripts), filmmaker so even though she thoroughly enjoys math and science, I don't think we're headed STEM.
Math - Chalkdust Geometry
Science - Biology w/ Science Shepheard and Landry Academy Lab Intensive
History - Tapestry of Grace Year 1 Rhetoric level with Great Courses woven in
English - TOG Ancients Rhetoric list, LTOW 2 writing class with TOG list as source material, Magic Lens III for grammar and Word Within the Word II for vocab
Logic - Discovery of Deduction and Argument Builder (she loves this but it may need to go given her other work in speech and debate)
Spanish 2 - BJU
Health - homemade course with Great Courses and CPR class
Fine Arts - Great Courses How to Listen and Understand Great Music - multi year I. High school for 1 credit
PE - running, tennis and golf
Extracurricular - theater/film group (we're still deciding), guitar lessons, competitive speech and debate team
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I see what you mean Julie. I just thought it would help if she wasn't jumping around too much and unfortunately, I don't have the expertise to know when/if she's jumping into something without the right level of prerequisite skill. I'll take another look at Chapter 5.
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Hello ~
Like you, I have collected each of these programs but was uncertain how to incorporate them all. Last year DD took the online American lit course from Center for Lit and used the selected titles for her online LTOW class. It worked very well and we can't recommend Renee Mathis highly enough! I plan to use WWTTW this summer or next year depending how far we get. Hope this helps. :001_smile:
Dina...I think our girls were in Renee's class together and they've formed a sweet friendship. I second the recommendation on Renee....terrific teacher!! Dd will be doing LTOW2 with Camille next year. We're dovetailing that with our TOG Year 1 reading list. We're also doing WttW this summer and over the next year.
To the OP, I would do LTOW first as the invention tools will help tremendously with the WttW writing assignments.
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Just wanted to update this old thread. We've decided to go with Chalkdust geometry as our main text and use AoPS for enrichment. We got through chapter 4 in AoPS but dd wasn't enjoying it. She loves AoPS but not this book. We looked at Wilson Academy for Jurgensen but dd doesn't want another online class. Then, this past weekend, we had the pleasure of meeting Dana Mosley (Chalkdust) at a conference. His style and approach just clicked. He's also available by phone and email should we get stuck. We're happy and dd feels confident again. Now I just have to line up AoPS with Chalkdust so she can pull from AoPS when she'd like a change. Thanks to all who offered to help and tutor but I think this plan best matches dd.
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We did that lesson... That section is about algebraic proofs and the idea that that algebra has universal principles which can be laid out to prove an answer. I think it helps to have a name for what you're doing. It's not as important as the *doing* part, but it has its use.
It's the same in geometry... Or knowing the names of things like "indefinite article" and "prepositional phrase" when learning another language. You can certainly learn without the terminology, but it gives you some worthwhile ways of thinking and talking about the subject.
That's exactly how I explained it to dd...through the grammar analogy.
We went to a conference this past weekend and I had the pleasure of talking with Dana Mosley from Chalkdust. He confirmed what most have said here, that nomenclature is interesting and helpful but by no means necessary to succeed in algebra. Understanding and being able to clearly explain the concepts, however, is critical. I think with a proper algebra review this summer, we'll have both.....I hope.
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And when kids get out on the job they also will mostly end up retaining what they actually use. It may not even be basic algebra.
When they are still in school and learning, there's absolutely no reason they shouldn't be exposed to far, far more. Perhaps they'll want to be a mathematician!
At school I often get asked that age old question, "Why do we need to learn _____? We'll never use it!"
I remind them that there are two very good reasons even if they never use it on a job.
1) The more they learn at their age the more brain cells they turn on (vs getting pruned around age 25 due to not being used). They will have those brain cells and can write over them, or be thankful when they get memory issues later on that they have more paths to work with.
2) They might need to help their own kids with their homework a few years down the road.
I don't get arguments afterward. ;)
Kids in high school are exposed to oodles of things. They won't actually use many of them in detail later on in their jobs, but the knowledge learned is never wasted IMO.
Sorry to get back here so late...we took a much needed break before our summer studies begin. Creekland, I like your approach. I do expect a lot from my kids, probably much more than they'll ever "need," but I love to teach and they love to learn so onward we go.
This kid loves to teach so I had her write out all the properties on notecards, teach them to her younger brother and sister and create a match game to play when we're in the car. The properties are rather simple to understand so this has been fun for all and my 10 year old loves telling people that he knows algebra!
I am a little surprised at some of the other things she didn't remember/learn in AoPS though. She blanked on radicals yesterday. Yikes! I thought this would be a quick and easy review. We're definitely going to slow down and work each chapter this summer. Geometry won't start right away.
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Thank you all. What I'm getting here is as long as she's solving correctly and can tell/show me what she did, we're good. And along the way, it will help to ask now and again, "Do you remember what that's called?" She's a quick study so pointing things out to her in context won't be a problem. Forester's pile of terminology definitely threw us for a loop today. I like Gil's idea of trivia games. That would work. I could get the other two in on it too. Gil, could you explain what you did?
Thanks everyone for chiming in. It helps to hear from those with experience. I just truly didn't know. Foerster's is a respected text and frankly, I thought it would be a breezy review after AoPS. I'm finding the different perspective/emphasis to be both interesting and frustrating. Expect me to be back with more questions. We're only in Chapter 4 now.
Makes me wonder, is there a better way to review/check retention after AoPS? Are these methodologies just that different? SHE was worried that she didn't remember as much as she needed to. This seemed like a good plan to run a check. Now I'm wondering......hmmmm.
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Forester's doesn't focus on just the big five. In Chapter 3 alone.....Commutative for Addition, Commutative for Multiplication, Associative for Addition, Associative for Multiplication, Distributive over Addition and Subtraction, Additive Identity, Multiplicative Identity, Additive Inverse, Multiplicative Inverse, Reflexive, Transitive and Symmetrical.
I taught her that Commutative, Distributive and Associative were properties. Forester's calls them axioms. I thought those were two different things? I was always taught axioms are assumed to be correct, no proof needed. Properties can be proven for each operation. He's almost using the terms interchangeably and all this new vocabulary is confusing her. After AoPS, I thought her core understanding was basically solid but now I feel like we're totally out of sync. What am I missing?
How do I simplify this and what does she really NEED to memorize....just the big 5: Reflexive, Symmetric, Transitive, Additive and Multiplicative?
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If dd can solve an equation by writing out each step of her work properly and gets the right answer, does she also need to know which property was used where?
We are using Foerster's Algebra 1 as an algebra review over the summer after having done most of the AoPS Intro book (we'll finish it in the next couple of months.) In Chapter 3, Foresters has very basic equations that are completely solved in the text but next to each step of the solution, they have a blank alphabetical list asking the student to list each axiom that was used in each step. When I wrote down the equation on the white board, dd solved it correctly (without looking in the textbook.) But when I asked her which "axiom" she used for each step....deer in headlights. Should I be worried?
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I am so thankful for the wisdom on this board. High school seems possible, in large part, because of what I learn here. Thank you, thank you.
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Those are the ones. WTM Academy is also doing a set of online summer workshops and Andrew is one of the speakers. I'm planning to attend those too.
To answer your question, my daughter has always loved writing. She just hated writing with a formula/rules/boundaries. I followed some advice on these boards from long ago and chose the most palatable boundaries for this writer. She doesn't love the structure of academic writing but LTOW, because of its outstanding invention teaching, has taught her that academic writing can be "creative" too. LTOW with NaNoWriMo and One Year Adventure Novel as her reward seems to be doing the trick.
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We've really enjoyed the American experience videos.
Also, let me know how your trip goes! We're planning a trip in August around Washington, D.C.
I have the American Experience on my list. We probably won't hit DC until we're on our way back down...maybe late September.
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X-posting this to get some recommendations for my 8th grader too. She loves to read and can handle high school content.....
We finished the Renaissance in January and decided to go off the four year cycle to dive into American history now and over the summer. We'll be traveling the eastern seaboard to see many of the important sites.
What are your favorite places to see/visit/tour? What were your favorite resources, movies and historical fiction books?
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We finished the Renaissance in January and decided to go off the four year cycle to dive into American history now and over the summer. We'll be traveling the eastern seaboard to see many of the important sites.
What are your favorite places to see/visit/tour? What were your favorite resources, movies and historical fiction books?
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The Yahoo group is LTW Mentor.
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Thanks all. I'm reviving this thread as we head into the final stretch of our decision for the Fall. I'm just curious if anyone else has experiences with the newer curriculum which is supposed be a significant revision and improvement? We are still leaning toward it.
Currently, ds13 is going through Lively Art of Writing which he actually enjoys. That's a first for him since writing has never been something he has liked. I'm hoping LToW won't prove to be to much drudgery work for him or bore him too much. I'm trying to keep that little spark alive in him which I haven't seen before. The big question in my mind is will LToW be like a big wet blanket even if teaching wonderful skills? I know that varies per child. But upon reflection he was not very fond of WWS. Though I think it did help his writing skills. While I don't expect him to love writing I'm just hoping he doesn't have to dislike it as much in the coming year.
Derek, if it's any consolation, my LTOW girl loathed WWS. She's a pretty easy going kid and a great writer. WWS was the only time she refused to do anything I n our entire homeschool career. I think the "wet blanket" thing depends largely on how it's taught. I don't have the newest version but if your wife watches the videos, listens to some of Andrew Kern's talks and gets a real feel for what LTOW is, she can help your son see the forest through the trees. For my daughter, that big picture changed everything. That said, it starts slow so your wife may want to adjust the scope and pace to hold your son's interest. Have you joined the Yahoo group? Andrew is on there frequently as are the Circe Academy instructors. It is a treasure trove of help and support. There are some recent threads on there that were so thought provoking, I printed them and had my kids read them.
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http://www.clrconline.com/arabic.html
If you are interested in an online program, I'm enrolling DD with Dr. Godwin's Arabic class. She might be the only kid but he seems willing to teach it if only one student enrolls. Dd is also in 4th grade but is language-oriented. From our experience CLRC class size tends to be very small.
This is interesting but I worry about him in an online class. I think I'd have to take it with him to make sure he stays on task and follows up on assignments. I'll take a look. Thank you!
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We used Papaloizos Greek 123 for Modern Greek when my son was in 6th grade. He dropped Greek after a year, but we really liked the curriculum.
This might work. I'll do a little more research. Thank you!
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My 10yr old son has expressed an interest in learning Greek and Arabic. He'd like to be conversational in both languages. He's mature and can handle serious content but I would still want a program that's fun yet not too babyish. Any recommendations?
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You let each and every tutor know that you are not paying them for their opinions of your daughters preferred text, but for their assumed math expertise. You point out that they either have the chops for it, or not. You don't want beef-hash, but chops.
If they have the chops and keep their math-apathy and test mindedness to themselves you don't give a shit what they think of your daughters preferred text so long as they help your daughter appropriately.
The end.
Wow,when I read this,I could feel myself saying, "Yeah, yeah, yeah...what she said, you #^#*%^%*#!" I would normally think and say something along those lines. My kids were in public school for two years before I pulled them out. Believe me, I've faced many a clueless teacher and fought for my kids. This was my first experience with tutors of any kind and I was stunned, just simply stunned that a PAID tutor wouldn't jump at the chance to teach engaging, thought provoking math to an eager, young girl. I guess I'm just spoiled by our resident group of AoPS cheerleaders, who also happen to be physicists, mathematicians, engineers, etc.
Needless to say, I've learned now. I know the questions to ask and how to graciously get away from someone who doesn't support what we're doing. You'd think my in-laws, with all their false "concern for the children," would have taught me this already, but the lessons are new every day I guess.
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Would you give a credit?
in High School and Self-Education Board
Posted
I forgot to mention that. I've built in four papers as part of a comparative analysis of the different genres of music. Music is a passion so we're using it as a topic for her writing (which is also a passion :))
Are four papers over the course of a year enough for an elective credit? She'll also be answering the questions in the guidebook for the course.
Edited to fix horrible grammar :scared: