Yes! Dd1 did really great with, "You have to x for 30 minutes." She could do whatever with the things I gave her, but she had to sit there and do something on her own.

Thanks for the non-time viewpoint. I try to shoot for about an hour of mathy things a day, but we have six kids and sometimes the distraction level is pretty high and much less gets done in an hour than should. I am loving our new house because it allows me to separate the kids better as they work.

Personally, I'm fairly tired of the ABCs. Silly, I know, but I had to find a new song...

Wonderful! Thank you!

Dd (10) is about to start AoPS PreAlgebra. I've scanned through the topics on the sample excerpts and think that she won't have much of a problem with anything. I do understand that the point is to learn to think deeply while learning the mathematics, and I don't want her to just do the problems and be done. I want that time to really get it. I'm not sure what the line is between getting it and being able to do it, though I suspect one doesn't necessarily equal the other. Anyway, I digress. I'm trying to map out a basic school plan, and was curious how I should anticipate the pacing? How long for a chapter? Two weeks? Three? I see some are longer than others, but I'm going for roughly. Thanks for your thoughts!

.

My son was first place of eight kids in third grade, and the proctors said he did really really well. My daughter was first place of seven in fifth grade, and they also said she scored really high. We didn't ask to see the tests, though. They went on and on about both kids, which was really great for dh and I. We've had zero support or feedback for so long...I think we were both surprised how hungry we were for it. Dh isn't as aware of our kids' abilities, and this also made him realize maybe we are dealing with something unusual. It didn't matter to me how they placed. I just wanted them to be in an environment where it was okay to try hard academically. The absolute highlight for me was when ds said he thought maybe he could be an engineer afterall. He didn't think he was good at math, and was shocked he was first. It gave him an amazing confidence boost.

I'm really enjoying reading and thinking about this! My amazon wish list is growing as you all are talking. Very interesting. I wonder if smashing up ideas from Jung with whole to parts learning would help explain the nuances. For example, when I talk, I know I tend to be a bit rambley, but I am an extroverted thinker (dominant). I am thinking in a linear whole way, but the words coming out of my mouth will leave any detailed oriented person in a tizzy. Basically, I throw out conclusions, then see if the details support my thought, but since the detail people heard a conclusion... Oh, it's bad. I've really had to work on that.

As I've been pondering this with my kids, I know that I am very much a whole to parts learner. I didn't struggle in school at all. I read at age 3, was accelerated in classes, straight A all the way through, and in college, etc. I don't say that as proof I am a whole to parts learner, but to say I don't have any indication of a learning issue. But, I notice that I have a tendency to basically ignore people when they are talking to me, and I'm terrible about it in a lecture situation. I get so bored because I see where they are going in the first little bit and then they take forever explaining themselves. I look like I'm paying attention, but I'm really not. That just is what it is, and I understand it. However, I also know that even when I'm trying to pay attention (because the end isn't so obvious, or because I'm really trying to understand them on a deeper level), I really struggle. Partially because I'm bored, but mostly because I'm waiting to hear why I care. Until I know where they are headed with their spiel, I just don't have any use for the information. I think I made it through because I have a great short term memory and hold all that randomness in the front of my mind until I finally get the "so what" to hang it on and help me organize it. Listening to lectures and the like is so tediously awful for me because of this. If I can just have the outline, I can read it, get it, and move on. I tell people I just have to let it wash over me, and then ruminate for a while. The casual observer would never know that I process this way, because I still am ready to deal with the information much quicker than most people. I still feel unsettled with what I've heard/learned often because I am left with many more questions than answers. When left to myself to learn something, I will read copious amounts of material on the topic, and let the main points sift to the top, then restructure all the information in a much more linear way. I also struggle to work in groups with other people. It isn't an agreeableness problem, or a need to "be in charge", but rather a need to have clearly defined roles and responsibilities. I preferred to play goalie in soccer, for example, because my role was unquestionable and I could make independent decisions on when and how to act. As an adult, when (especially women) people gather for a "work party", I find myself sort of supervising, even though that isn't my assigned role, mostly because I look around and see that the work seems to be getting done, and don't see where I fit in. If someone said, "Here, you do the bathrooms and how about Sarah help you," I'm totally fine. I guess maybe this is a different issue than whole to parts learning, but I feel there is a connection. I struggle unless I am given a whole, no matter how small that whole might be. Sometimes I just assign myself stuff, but it just feels like busy work and I still don't seem to be able to fit in to the "party". So, this is a pondering thread about how people learn, and about how whole to parts vs parts to whole effects an individual throughout their lifetime. I'm really curious to hear your thoughts and experiences.

Sorry, I guess I could have been more clear, but your answer was great! I just wanted to hear whatever thoughts people had because I feel sort of lost in this area. I just wanted to see what would happen if I just tossed something at her. We do need to start...something...more formal, but I'm struggling to nail down what. Thanks for your comments!

Thanks for the help! I appreciate the purpose of writing instruction is for more than just churning out papers, but would you all mind looking at the two I posted in the writing workshop to give me your opinion of where dd is and where we go from there? I'm still feeling a bit overwhelmed at what to do. Thanks.

nm

.

Yes! Very good! Thank you to both of you! Is there any way to get a transcript of those talks? I don't have time to listen to stuff, usually... :/

I need some help figuring out how to handle writing. Basically, what are the goals of elementary school writing? I've flipped through a few curriculums, but I need to understand where we are headed. WHY are we doing these exercises?

Thanks. :)

And on the mental math section, is it done verbally? Or is it written? Can they see the questions written down? Are they allowed to write anything down on the paper to figure it out?

On the magic squares section, can the numbers be used more than once in the same equation? And the box of numbers is just a way of listing all the numbers they can use, right? There's nothing more to it than that?

Yay! We are in!

Very fun! Thanks for this idea! Off to ask dh if we can swing it! There isn't one near us, but there is one near our good friends. Road trip!!! :)

Thank you! Lots of helpful ideas!

I know, I know, I know. But ds is...another one of THOSE babies. He literally demands a commentary on what is going on ALL day. He is very expressive, and very determined, and has complex plans. And I'm exhausted. I feel like I'm an aide to a dignitary, and he just turned 1 last week! We read books, and sing songs (in multiple languages), and count stuff. I started showing him the abc's and words because I thought maybe it would give him something to think about. He plays outside a lot and loves to ride on the tricycle (we push). He says 40-50 words, and a few phrases. Toys last for a very short time, and then he's done. He reminds me the most of my eldest dd. By 7 months old, she was stacking dice, and was pretty much done with toys forever. Every now and then she would play with something, but, mostly, she wanted to THINK. He will play with cars for a long time, as long as we are creating ramps and driving with him, or lining them up by color, or counting them, or something. He did wear himself out last night walking up and down a small incline, saying, "Up! Up! Up!" with each step. He did that over and over again for well over an hour. Even being outside and having fun physical things to do isn't enough to give me a break. He still has a zillion questions about whatever he is exploring, and then he wants a drink, and then he needs help to do x, and then, and then, and then. Dd1 was every bit as intense, but was much quieter, so I just seemed weird or something. But ds2 is so extroverted and expressive, complete strangers wind up having conversations with him and walk away shaking their heads, realizing they just had a conversation with a baby. I'm not complaining. He's a lot of fun, and I enjoy seeing all his plans and ideas. I do feel like my older ones are being left to themselves too much because the little guy is so demanding of my time. Anyway, I guess I'd just like to hear stories of other babies, and the fun things you thought up to do, or what they thought was interesting. And, weirdly, I think he could use a curriculum of some kind, but I don't have time to create one. I'm thinking that if I had something that I could pull out every day that had new and interesting things in it, the kids and I could all take turns playing with him. Maybe having new stuff to think about and look forward to would calm him down a little?

Thank you!

I'm looking for a something that explains the different types of writing, and why one would chose one kind or another. My kids (and I, I confess), are such top to bottom learners that random writing assignments just frustrate all of us. We've looked at various curriculums, but they all just seem to be pieces. We need MUCH more information. For example, my six year old asked how much a plane ticket cost. I tried to give an easy answer, but gave up and said, "So, there's this thing called Economics." And then had a 15 minute discussion on supply and demand. She (and my 8 year old, who appeared when I started explaining) were finally satisfied. So, I need to be able to say to them, "People write for a lot of reasons, and different types of writing are used to help convey the writers message. (Insert all possibilities, while drawing a flow chart/outline)." I know that after I can get that sorted out for them, they will be so much more confident. Any suggestions?

This stuff is so hard to figure out! I feel like I am constantly being the bridge between dd and the real world, but slowly giving more and more of that interfacing responsibility to her. Dd is also 10, and we have had to have some hard talks about these sorts of things. I tell myself the more we have these discussions, and the more I help her see how to advocate properly for herself, and how to present herself as she wishes to be seen, the better off she will be. These hard situations are going to make her wiser and bolder. I hope.