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Little House

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Everything posted by Little House

  1. I have one child who has finished the Miquon / Singapore combo and another who is about halfway through, and one for whom Singapore did not work at all. For those who did / are doing the combo, we worked through each series independently. First a book from Singapore then a book from Miquon. Sometimes we would do two books from one series then switch back to the other. I never tried to coordinate anything, we just worked through the books. The one thing that we have done that I haven't seen mentioned, is that we sometimes switched mid-book. If a child hits a wall with a subject (subtraction, fractions, division...) we sometimes just switch to the other series. It doesn't seem to matter which series we are in, it works both ways. We just pick up where they left off (in the new series) and by the time they get to the trouble subject in that series, it is no longer a trouble subject. Or if that subject doesn't come up, I just have them finish the book and then go back to the "old book" with the trouble subject and somehow it is no longer a problem. This may be because my children seem to fly through math books and sometimes need a few weeks to let a topic "simmer" before they really "get" it.
  2. One thing that often happens to gifted kids (girls often) is that they learn to blend in. They learn to hide their abilities. I wonder if this happens as often in gifted classes? I don't know how you could measure this, but it would be interesting if you could.
  3. I am thinking of using pre-testing in math to see what sections my dd can skip. If you use pre-testing, how does this work in your home? Do you worry about skipping too much? Do you worry about not providing enough practice? Where do you get the test to use? Do you make it up or use a placement test or something else? Do you do this in a formal or informal way? (In the past I've just skipped stuff that I knew she knew without actually giving a test, I would consider that informal.) Just curious to see how others do this.
  4. I gave up on finding a science camp for my kids and decided to run my own. I am doing 4 days on frogs for my younger kids and 4 days on bridges for my older. I invited a few of my kids friends and the kids from our homeschool co-op and now I have more kids than I can take. Some of the kids coming will be ps kids, and it will be interesting to see how they do compared to the hs kids. Everything available seems geared to offering daycare, it is hard to find something truely educational.
  5. I agree that drill is very important. I am finding that my 9yo is getting bogged down in a unit on fractions and decimals because her multiplication facts are not automatic. But something that we need to remember, expecially with kids whose handwriting is not at the same level as their math, is that drill does not have to be page after page of worksheets. It can be computer games, board games, flashmaster, or even just the random asking of facts throughout the day. Drill is important, but it doesn't have to look like traditional drill.
  6. I wonder if they would be helpful in making curriculum choices. It seems that they are geared more for public school students than homeschoolers. My oldest (9yo) would qualify, but I don't know if it would be helpful. The thing that stresses me out the most (right now) is finding junior high curriculum that works for a 9yo. Tracy
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