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Everything posted by Hunter

  1. The Bible Study Guide for All Ages binders are still in print. I have no use for all the new stuff and just like the original binders. https://biblestudyguide.com/unit-teachers-guide/ I really really REALLY like the pictures and list of scriptures to read. I skim the comprehension questions and everything else, but skip the vast majority. A picture tells a thousand words. Those pictures are like gold to me for students with low comprehension skills.
  2. Speaking of AO reminds me of Child's History of the World that was used by Calvert Correspondence School in the 1980's. In my opinion that one book is the most efficient way to cover the history topics most likely to come up in children's literature. It is still in print in many formats. I like the Kindle whispersync for voice set.
  3. Ambleside Online booklists are okay, but ... it can be hard to juggle so many books for so long, instead of reading a book and FINISHING it. AO is modeled after a brick and mortar school curriculum used in another country in a different century. Ambleside includes a mix of very old to very new books. As written, Ambleside can be more expensive and harder to use than a curriculum that is entirely new. I am very grateful that AO exists. If a mom is centered and knows what she wants, she can learn a lot and glean some ideas from the site and forum.
  4. Link to the grade specific ESP lab worksheets for grades 1-5 http://eequalsmcq.com/park university.htm Advanced Lab worksheet http://eequalsmcq.com/Updated Lab Report - Advanced.pdf Powerpoint instructions for worksheets http://eequalsmcq.com/ESP_Experimental_Design.ppt
  5. I like Layers of Learning: even if just used as a set of pdf encyclopedias. I like Mr Q's ESP labs: even if skipping the rest of the curriculum.
  6. Awesome! You have some time to read things that don't need to be applied immediately. One of the biggest differences between the 80's and post-Y2K was people knew WHY they were homeschooling and what they BELIEVED about the world in GENERAL. Those chose materials that complemented their belief systems. Academics were NOT the priority of the majority, BUT the children were academically competitive anyway. The majority did NOT look to the PS for guidance because they were rebelling against it, not trying to outperform it at its own game. What will allow you to piece things together is to discover YOU. What do you love? What do you believe? Early homeschoolers did worry about "gaps", but many did not plan survey courses, and instead selected the topics that were most important to THEM. Look inward before you look outward. Ignore the loud voices to hear your own quiet voice.
  7. There is a reason people are still using Robinson Curriculum. They feel it gives them permission to do what people used to give themselves permission to do: Saxon math, read lots of books that are readily available in your world, and write stuff that parents don't have time to read. I'm not impressed with the booklist or the antiquated technology, but the basic method (not the actual curriculum) was used by a LOT of people. https://cathyduffyreviews.com/homeschool-reviews-core-curricula/unit-studies-all-in-one-programs/all-in-one-programs/robinson-selfteaching-home-school-curriculum http://rosegate.dreamhosters.com/about-rc.html https://www.robinsoncurriculum.com/rc/homeschool-curriculum-excellence/ Someone is actually managing to complicate Robinson. LOL. https://www.ourhousehomeschooling.com/robinson-curriculum
  8. Teaching with God's Heart for the World is an example of how people homeschooled with real books. It is now available for free. http://harvestministry.org/twghw
  9. The new editions of Saxon are different than the 1st edition. It is getting harder and harder to find the answer keys to the 1st edition. Saxon was a community college remedial math teacher and anything that HE wrote and approved is from that mindeset. Hake is not Saxon, and his mark is clearly evident in everything that that he wrote without having to have it approved by Saxon. The first edition of the TWTM was different. But it also was a key player in the new trend. Later edition have ridden the wave of the changes. I think those of us that had the opportunity to use the old stuff are more aware of what is different in the new stuff. It was the STANDARD for people to homeschool on a budget of $100 per year. Any further purchases were mom's birthday money or squeezed out of the grocery budget. Anyone that wrote a homeschooling article or book wrote directly to this audience or at least included them. The first edition of TWTM was written to include the $100 crowd. Later editions not so much.
  10. I am trying really hard to think of curricula from the 80's and 90's that has NOT been updated and is still in print. Very few authors have allowed what they originally said to stand without complicating it.
  11. Oh and welcome!!!! Do you have a preference for secular or Christian or some other worldview?
  12. You might like the FIRST edition of The Well Trained Mind, even more than the current edition. The first edition was written primarily by the mom and the later editions primarily by the daughter. Some content is identical, but not all of it.
  13. The loudest voices have the most influence. Free is not the loudest voice, even when the free resource is better.
  14. I don't think we are anywhere near post yet. Even if the infection is contained, things have been set in motion that have not played out yet. I have to check in with myself sometimes. I have been better prepared for this than many other people, but I get a bit lost sometimes, forgetting everything that I have learned in times that were similar in some way. We cannot prepare for what comes next because we don't know what it will be. As scary as that is, there is also some permission in there. My body knows I am in danger, and there is an instinct to prepare, but I can't. I have to swallow that and just finish up things that I can finish up. I use that energy to tie up loose ends. Do you have 3 books of computer passwords? Recopy it and condense it into one. Start with copying what is most critical in a mucked up world, and what is most critical today. If you don't finish and must leave behind all the old books, they will just contain what will no longer matter. Instead of buying new clothes, I just wear out what I have. Books I meant to finish: I read them now. Phonecalls I meant to make and things I meant to say to people: I say them now. This pandemic is crazymaking. This pandemic is pink elephants not being discussed. None of us know what is true or real right now, never mind what might happen next. My situation is crap right now, in context of my old life. I miss college and my city, but the college I attended and the benefits of that city no longer exist. The buildings are there, but everything that mattered to ME is gone. Where I am now is surreal and my situation is not sustainable. But it does not need to be sustainable. I just need to survive day to day until we truly do know what is ahead. People keep asking me what my plans are, especially after my air conditioner stopped working and we found out that it was bullet holes that were the problem. The airconditioner has been repaired and I need it because it is 109 degrees right now. Everything is okay for today. We keep getting blackouts and worse than that are the power surges that break my appliances. There was a new study that it is expected that at least one city like mine will experience a Dallas like event from the heat, and that the deaths will be much worse. I cannot drink the tapwater without getting sick. Sometimes I have to plug the drains because the sewer gasses are so strong, and actually spew stuff up. But I sit tight in my foxhole/trench for now. And thank God for what I do have, and enjoy it to the fullest. I am more afraid of what is coming than living like this. In war, the commanders scream at the men to stay in their foxhole/trenches. Most of us need to sit tight today. And we need to love our trench-mates even if they be mighty crazy. What I am hearing going on outside right now is just ... like only what I have seen on a 1990s episode of a show with a portal to a demon world, ambulance-ice cream truck playing uncopyrighted folk tunes and all.
  15. There is too much about the OP's situation that I do not know. And her situation is none of my business. Her homeschool; her choice. I simply added another OPTION to a list of options that were being discussed. No one else had to defend adding their option to the list. I don't believe forums are appropriate places to judge other people or think we know what they should do. I think forums are places to share information and explore options that we had not previously considered. Doing nothing is just an OPTION to DISCUSS, alongside a list of other options. Doing nothing is not an option that must be earned. I learned in trauma recovery that I do not need to earn permission to do or not do something. I have the right to choose for myself even if I cannot prove that my way is superior. Anyone reading this thread and exploring vocabulary development methods has a list of options to consider. There is no default list that we must fail our way through before choosing the option we feel is best for our own situation. We have the right to start with the one we feel is best for us.
  16. I would not start and end my RESEARCH at nothing. But I have learned that it is sometimes best to start my CHANGES at nothing. When I was younger, I thought I had to try and fail some medical treatments, before I could earn permission to discontinue them. Then I got smarter and started refusing to even try treatments, IF my research convinced me that the rewards would not outweigh the cost and risk of trying a new thing. That mom I met was not popular with the school board. They did not like her steadiness when she was so obviously "failing". She was not easily angered, but she turned mother-bear over protecting her child's right to continue with the present methods. This mom had done her RESEARCH. She knew what parts of her daughter's brain had been removed. Her daughter was already functioning higher than expected. The school board labeled her methods a failure; she labeled them a success.
  17. I agree. There were many posts that already suggested all those other options. I just wanted to add ANOTHER option that was not being discussed at all.
  18. I absolutely agree! I just find the ESP labs to be the easiest way to teach the template style method that has become so popular to inflict on students. Because the ESP method is so easy for me to implement, and because I can teach some other more important things alongside it, and my students have LIKED it, I have used it. I remember one student saying, "Now THIS is REAL science!" I did not want to burst her bubble in a discussion of how unnecessary, artificial and limiting the template method can be. I just let her finally feel included in an activity she saw other students do, but was excluded because of her learning disabilities. This was my student that thought the earth was flat before the continent Pangea broke up and made the world round.
  19. I once met a homeschooling mother of a teenaged girl that had brain surgery when she was in middle school. Every year the girl's test scores in science and reading comprehension skills were low. The school board kept pressuring the mom to respond to the low scores with a change in curriculum and methods. The mother refused. The school board asked her, "Why aren't you as concerned as we are?" The mother told them that she was MORE concerned than they were, but that she had completed all her research, and was entirely convinced that the curriculum and methods already in place were the absolutely best ones for her daughter. When we receive low test scores, ONE of the options we must consider is to do NOTHING. No matter how dire the situation, just doing SOMETHING can make things worse. In the past, doctors have bled people and drilled holes in their heads, and now doctors poison people with drugs that cannot save them, because both doctors and patients believe that doing SOMETHING is ALWAYS better than doing nothing. The more dire the situation, the greater the pressure to respond in artificial and expensive and painful ways. Sometimes, we need to just stay steady and on course with the route already planned. Sometimes we don't realize the fragility of our little ecosystem homes, until we disrupt everything to respond to a test score. I just want to point out that doing nothing IS an option.
  20. Link to the grade specific ESP lab worksheets for grades 1-5 http://eequalsmcq.com/park university.htm Advanced Lab worksheet http://eequalsmcq.com/Updated Lab Report - Advanced.pdf Powerpoint instructions for worksheets http://eequalsmcq.com/ESP_Experimental_Design.ppt
  21. Early intervention programs that target SOCIALLY deprived children show conflicting results depending on who does the studies. The primary intent of programs for socially deprived students is access to vocabulary building opportunities not available in a socially deprived home. Early intervention programs that bus pre-K children with moderate to severe developmental disorders to a public school for specialized attention disrupt access to the rich opportunities naturally available in the average home.
  22. There is an advantage to knowing more words, IF the pursuit of this knowledge actually results in faster acquisition of new words and has no unexpected negative result in some other area. A homeschool is a bit like an ecosystem. We can disrupt a functioning ecosystem trying to make it "better".
  23. I wish I knew more words, and lots of other things too. But new curricula that target those specific areas will not necessarily result in faster acquisition of that knowledge than what I am already using. There are a limited number of hours in a day, and even fewer hours that can be spent in intense direct study. And then there is the issue of money for new curriculum with big promises. Sometimes we can try harder and spend more money and accomplish less in the long run. Years ago, I worked as a teacher's aid in the public school special needs early intervention preschool program. Despite the huge amounts of money and time invested in this program, the number of highly trained teachers and therapists, and the fancy methods, there was no difference in the children attending the program compared to the children not attending. We cannot always fix every problem, and we have even less success fixing what was never broken at all: in medicine and child development and competitive schooling and many other areas.
  24. When I am digesting huge amounts of non-fiction content, I stop reading fiction almost entirely. I have been trying to identify the reasons for this. One of the things I notice when I am overwhelmed is that I approach and evaluate my time spent on fiction by the rules that I use to evaluate non-fiction. That is like evaluating social programs with economic rewards only instead of human rights and quality of life rewards as well. I have to slow down, back way up, and reevaluate what is important to me and what I believe is a well spent life.
  25. Sometimes using a targeted curriculum does not fix a "problem". This is especially well documented with spelling programs. When a students does not perform at a "competitive" level in all areas, it does not necessarily mean there is a problem with instruction and/or access. Human beings are not clones. Even with identical instruction, all humans do not develop on the same timetable and with the same strengths and weaknesses. We do not try and force all students to perform gymnastics at a competitive level, but we have been been conditioned to expect them to perform competitively in all areas of some very specific areas of academics. Be careful not to try and fix what is not broken: it can do more harm than good. Testing offers an opportunity to take a look at how a person compares to the norms. Academic remedies should be as carefully applied as medical remedies. First do no harm. I am slow to prescribe vocabulary curricula.
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