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4KookieKids

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Posts posted by 4KookieKids

  1. Right now, all of my kids' work is laid out by time: they work for a set period of time, and whatever gets done, gets done. The next day, we just start where we left off the day before. 

    But my oldest is turning 12 this year, and I'm thinking that he needs to start to have more direction in his learning (beyond me just talking with him about what he wants to learn and how to schedule his school day). So I'm wondering how to make the transition from "Read for 1 hour a day and then give me a narration/paragraph/report at the end of the hour/week" or "Do 30 minutes of math each day" to "Read this book and write about this prompt / build a lego re-enactment / create [[insert project here]]; get it back to me in two weeks" or "Do chapter 3 in your math book over the next two weeks."

    Three of my four kiddos are autistic, and all four have ADHD, so EF skills do not come naturally to them. I am already following the thread on teaching EF skill explicitly, but wondered if I could hear veteran advice on how you made this transition in a way that set your kids up for success. In particular, oldest DS would like to start learning how to self-manage over the next year so that he can start taking online classes independently when he turns 13 the year after next. But right now, the idea of spending Lego time to do school when his younger sisters are playing is just about horrifying. I don't know how to set him to succeed. 

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  2. Right now, all of my kids' work is laid out by time: they work for a set period of time, and whatever gets done, gets done. The next day, we just start where we left off the day before. 

    But my oldest is turning 12 this year, and I'm thinking that he needs to start to have more direction in his learning (beyond me just talking with him about what he wants to learn and how to schedule his school day). So I'm wondering how to make the transition from "Read for 1 hour a day and then give me a narration/paragraph/report at the end of the hour/week" or "Do 30 minutes of math each day" to "Read this book and write about this prompt / build a lego re-enactment / create [[insert project here]]; get it back to me in two weeks" or "Do chapter 3 in your math book over the next two weeks."

    I'll probably X-post on the LC board, because my kids do have some challenges that affect their executive functioning skills, but I'd still like to hear how and when you switch from a timer/schedule type of homeschool day (where kids don't really have to think about managing their school work outside of "school time") to a homeschool day that involves kids working to complete an actual project or task, where the time commitment per subject may fluctuate or where they may have to invest a bit "extra" occasionally (my autistic kiddos very much have a hard time with variable schedules.)

    I don't even know if my question is coming across clearly. I just would like to move (some of) my kiddos towards independence over the next year. Not achieve it, necessarily, but just move in that direction.

  3. 10 minutes ago, Not_a_Number said:

    Need any help with the proof writing? What's he having trouble with? 

    (I've always done proofs with DD8, and she slid into them very naturally by herself. So I do know about teaching little kids about proofs.) 

    He just can't do it. At all. Like, he has no idea what to write down. When he does write things down, they don't make much sense. Organizing work is horrible (very smart, but autistic and dysgraphic and pretty high on the adhd scales....) Last summer I sat with him 2 hours a day for five weeks straight, with a focus on proofs and write-ups, and I'm not sure he learned anything that entire five weeks. lol. I haven't tried since then, because I've just had no idea how to even try again. lol. 

  4. 16 minutes ago, Not_a_Number said:

    Please keep us updated if you try it out! I'd love to hear more detail about WHAT exactly they do. 

    I think AoPS is better known just because they are much bigger and because the classes have a teacher component. 

    Will do. DS is in ch 2 of AoPS Algebra now, plugging along at his own pace. I confess that EMF seems a bit pricey to me, given that I have a math background and can offer an awful lot of help myself (all we pay for with AoPS is the textbook itself)... But I also recognize it's probably about on par (or even less) than many "deeper" options. I'm thinking of giving him the placement just to see where he'd land, but I notice that they say to start at the beginning and work through the whole thing, regardless of background. I'd really love to get him into something that would help him write proofs, because right now, that's an area where he's really struggling and we've made no real headway.

  5. 1 hour ago, MamaSprout said:

    EMF is probably more discovery-based than AoPS. ETA It's more "concrete" in the sense that they are sometime manipulating physical representations of what they are learning, but dd is still discovering what the names of things are (in Calc BC) that she knows intuitively from the earlier EMF classes. She occasionally misses questions in class because what the teacher is trying teach is just "common sense" to her.

    Oh wow- I will definitely look into it more. My three autistic kiddos definitely do better with concrete first. I wonder why AoPS is the main program I hear about for discovery based, math loving kiddos? Oh well.  Thank you so much!

  6. 16 hours ago, MamaSprout said:

    Dd never liked AoPS, although we've dipped in and out a couple of times and did a short online class. She says she feels like AoPS makes simple concepts tricky on purpose, but imacs makes hard math accessible. To be fair, she can be very frustrated by problems in EMF, too. She's not a speedy math student and likes to go deep. She has a surprising math intuition, and is willing to work hard at it, but it's not her only jam. 

    I am intrigued by this. I like AoPS a lot, but also really like the idea of making hard math accessible. I love discovery based math, but also have kids who sometimes just do better with direct, clear instruction. I am definitely going to keep an eye on this thread for the future and hope that it gets updated as folks give it a try. 😉 

    2 hours ago, eternallytired said:

    Your comment about letting it marinate is actually rather perfect, since my DH (whose brain works similarly to ODS') actually says that works for him.  He's regularly told me that "sleeping on it" often does help him solve things.  For me, it just means I lose sleep...  Thanks for the advice!

    Ha ha - I definitely kept pen and paper next to my bed during grad school. I'd say that 70% of what I wrote down was pure bull and I looked at it and wondered what I was thinking the next morning. But the other 30% was pure gold and all the biggest results in my dissertation came from those night time wakings to jot down proof ideas. 

    31 minutes ago, rzberrymom said:

    There are lots and lots of stories on here of accelerated kids taking 2 years to thoroughly and carefully go through AoPS pre-algebra. I agree with the wise women on here—definitely don’t rush this one.

    Yes, I just had a kiddo take almost 18 months to work through pre-algebra. He didn't do the book problems because there was no possible way he could've kept work like that organized (major EF challenges) and I have three other 2E kids (so no way *I* could've kept his work organized) -- it was all I could do to make sure he had paper and pencil for scratch work when he sat down for math (and even that was pretty hit or miss...) Instead, he read the entire book on his own, section by section, working through Alcumus, reading every solution, and got all bars blue while set to "insanely hard," which was my version of getting him to do some star level problems. He missed a TON of problems - I think his "percent correct" is something like 60%. But he's a kid that learns from mistakes and from reading solutions, so he'd often do something wrong, wrong, wrong, wrong, wrong, wrong, and then things would start to click and it'd change to right, right, right, you know? Not a great record if I had to go on "total percent correct," but I don't really care how poorly he started off, so long as he's solid by the end... 😄

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  7. Our experience has been good, but I'm not sure how much it actually costs to weigh cost vs benefit (we were super blessed to get a pandemic scholarship through our state IDA chapter for my three dyslexic girls this school year). I let them do it while I'm doing Barton with my other girls, and I do feel like it's helpful. My girls remember the songs and sing them a LOT. It's colorful and fun. Perhaps not AS instructional as Barton, but.... a whole lot less work for me when I need a bit of a break! lol.

    ETA: I forget there are different components. We only did Reading & Spelling, and my girls who used it are all dyslexic with adhd, and two of them are also autistic.

  8. On 1/19/2021 at 2:32 PM, HomeForNow said:

    Did you end up getting a subscription, and if so, is it back to functionality/content similar to Uzinggo, or at least is it easy to use for parent and kid? We're thinking of it as a supplement for DD.

    We ended up not getting it, because by the time they updated to all courses, ds was invested enough in his Khan academy course that he didn't want to switch. I expect we will still sign up this summer for next year, but it means I don't know if it's back to the functionality it had with Uzinggo. They made it much simpler with the last update, but the last piece I would've liked to see them add was a "continue where you left off" sort of button. I don't know if they've done that in the last three months, but they might if you emailed them about it. I found back in Aug-Oct that they were relatively quick to implement the changes I suggested (like making a full course add-able) - I think they really want it to be homeschool friendly. If they haven't added that feature back in, I'll definitely be emailing them again this summer! lol. 

  9. I have no idea what it’s called, and I’ve tried various Google searches, but a number of years ago, someone had posted on this board a picture of the way that their child  organized their task/project list. It was on a whiteboard and had different columns, and somehow it narrowed down into two or three things that are being worked on at a time and then get moved to a different category. I think there might have had a distinction between some that were short term and some that were long-term, but I’m really not sure.

    I know this is super vague and won’t make sense to anyone, unless they already know what it is I’m talking about! 😂 just hoping this jogs someone’s  memory since mine is failing me!

  10. I have a 9 yo kiddo who just got her first opportunity to dissect a deer heart with a friend. I've not seen her eyes shine like that in a very long time. It was love-at-first-slice... And she's desperate to do more. Problem #1: I'm very squeamish. There's NO way I'm going to be able to help her without vomiting, fainting, or both. Problem #2: She's dyslexic, so lots of print is overwhelming and stressful.

    I've searched some old threads on dissection, but I'm just not sure how many of them will be something a 4th/5th grader could do independently, or if she'll just have to wait until she's older. I was hoping to find something that had accompanying video lessons to guide her through it, maybe? Any recommendations?

  11. I would like to introduce my kids to a greater variety of cultural/ethnic foods. If you have ties with other cultures, would you share any authentic heritage recipes (not sure if this is the right word?) that you and your children love? If there's any cultural or historical significance you're able to share, I'd love it if you could include it as well!

    Bonus points if the amount of spiciness is adjustable for anyone here who may be a spice-wimp.

  12. My oldest did Dragonbox algebra 12+
    while still not finished with Singapore 2. I feel like it was a great introduction to algebra, and gave a lot of intuition re: fractions as well, without requiring much of those older elementary concepts/arithmetic. Elements was also a super fun introduction to geometry for him! 🙂

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