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elfinbaby

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Posts posted by elfinbaby

  1. I have to scan some spelling lists (35 pgs.) that are in a booklet printed back and front. I don't want to scan them one at a time, flip, then do the back side. My other printer/scanner let me rearrange them once scanned but I'm out of luck. Surely there's something I can do. Help! I have a ton of stuff to scan for my co-op.

     

    Thanks!

  2. We're doing Omnibus III this year. It's our first time to use Omnibus. I bought some recommended resources: Western Civ., Art, Invitation to the Classics. The last two I imagine are just good references to have but I imagined that Western Civ. would be part of the lesson plans. I have the teacher CD but it just provides a reading schedule for the Omnibus text.

     

    On the VP website it has a document that gives page numbers for the different editions of Western Civ. according to what book is being studied. That'll be helpful. I guess I just imagined there would be more to the lesson plans on the CD other than "Read the book."

     

    Anyone have experience here?

  3. If the upper-levels of Saxon work for a student -- great! But if not, there may be one of several reasons. We have 2 VERY different learners, and below are reasons upper-levels of Saxon did not work for either of them. But, again, if Saxon is working for you -- use it! The whole reason there are so many math programs out there is that there are many different types of learners with different types of needs. It's GOOD to have variety and choice! :) Warmest regards, Lori D.

     

     

    - Saxon's presentation is spiral, not mastery, doling out a "bite" of explanation in one lesson, and then another "bite" in the next lesson, or maybe not until another 3 or 4 lessons have gone by. Many students find it too difficult to connect the "bites" when so distantly presented. Does this presentation start in 5/4 or later in Algebra? I ask b/c, frankly, ds does his math on his own and I haven't noticed the order of the skills. He's in 7/6 and flying through it with ease so maybe he's one of the kids that can connect the dots??

     

    - Saxon's presentation is very abstract, non-visual. A concrete and/or visual learner would greatly struggle trying to take in the math topics the first time around in this way. I'm not sure I understand this comment. I think I'm just defining concrete and visual differently. I've always thought Saxon was straight forward with logical steps laid out.

     

    - Saxon's textbook layout is very "busy" and overwhelming for visual learners -- the eye doesn't know what to look at or how to navigate the large amount of "gray text" on the page. Again, I've only seen up to Alg. 1/2. Does the layout change after that? Like I said earlier, I've always appreciated the simple layout without tons of color, pics, and graphics and I am a visual learner.

     

    - Saxon focuses on specific wording of problems and memorization of formulas to "plug and chug", rather than teaching/encouraging actual math thinking. This I am aware of. Thanks for reminding me.

     

    I have struggled for the past couple of years with the "grass is greener" syndrome. That's why I just want to plant my feet. DS is doing well (aceing his tests anyway) with Saxon. I guess that means it works for him. It's just confusing to read different experiences of students getting to college and being ahead/behind because of Saxon or being able to apply/not apply math concepts in science. I've read too mcuh:tongue_smilie: I just want a rigorous, thorough program that will prepare him for college math. I have no idea what he wants to study so he just needs a good math education.

     

    Thanks for all the replies. If Saxon will give him a strong background in math, we'll stick with it. If he needs further explanation, I'm happy to find another text to supplement or explain a concept.

  4. I really don't have any complaints about Saxon 5/4 and above. It's been great for ds. I look at the drill and review as good discipline, whether he needs it or not. I like that the pages are in black and white text with no distractions. I didn't give photos and color much thought until I saw my nephew's math book and I couldn't imagine how kids can focus with all of that business.

     

    Ds is doing many lessons a day this summer. We have to play catch up since we took so much time off for family issues this year. I know this may go against the original intention of Saxon, but I let him do the warm up, then as many lessons and lesson practices as he chooses (usually 3-5) and then do a mixed practice. If he makes 90% on his tests, I don't interfere. So far so good. That's why I'm thinking he's not really challenged and we need to pick up the pace in general. He's working on 7/6 right now so this pace might slow greatly in pre. alg. However, with the amount of review that is in Saxon, I might just let him keep going until it's too much and he feels a need to go back to one lesson/day.

     

    I just don't want him to have a weak background in math.

  5. I've been reading past threads about Algebra I to get a gauge on what people are using and it seems that many, who have used Saxon for the early years, choose another program somewhere around pre. algebra. Why?

     

    I know that some parents get tired of drill and kill or are concerned about the idea of built in geometry in algebra 1 and 2 but what else?

     

    Ds has been using Saxon for 2 yrs. and it's doing the job. He does well on the tests and the standardized testing he's done. He's not particularly challenged and there's a possibility I should scoot him along.

     

    Is Saxon a weak math program? I've even noticed that, particularly after pre. alg., companies that endorse Saxon in elementary go with something else.

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