Menu
Jump to content

What's with the ads?

Amoret

Members
  • Content Count

    46
  • Joined

  • Last visited

Community Reputation

47 Excellent

About Amoret

  • Rank
    Hive Mind Worker Bee
  1. When I was an English professor, I spent hours and hours grading student papers -- usually marginal comments in addition to a paragraph or two at the end. It was incredibly time consuming (at least 20 minutes per paper), and often, I suspect that I spent more time commenting than students spent writing. This was in addition to comments on multiple drafts and conferences. I also used a rubric to determine the final grade, but that was only because I was a young, female professor and some students felt like they could challenge my grades. The rubric provided a structure for the conversation. I completely understand why writing instructors would give only a grade (commenting takes FOREVER when you have 60+ papers at a time, and students rarely read them), but returning papers without any real substantive feedback (either verbal or written) is kind of pointless. Numbers are useless in terms of actually helping students understand either their strengths or their weaknesses.
  2. Amazing Math Projects You Can Build is fun, as is This is Not a Maths Book: A Smart Art Activity Book (they have a second volume and a science/art book too).
  3. He has already made the call to take the arduous route in music for both piano and violin and in math, and he sees it paying dividends. DS isn't afraid of the work (the violin in particular has been a serious challenge, but once he decided to go all in, he has excelled) and I suspect he will come around on programming too. He wants to do it right, but it's hard and slow. I can't blame him for his reluctance. I always admire him when he decides to do things right, and then follows through with impressive dedication. Thank you for your insights -- I really appreciate it.
  4. Thank you -- this is exactly what I suspected. Now, I just have to convince DS to give it a try. He isn't interested in YT videos or quick start/flashy stuff. He wants the real deal, but isn't sure he wants to do the real work. We'll see how it goes.
  5. DS 10 has been dabbling in programming for a few years and has done pretty well with it. We have mostly just left him free to learn/do what he likes, and he has worked his way through quite a few tutorials on Code Academy (all of Python, Java, CSS/HTML and maybe more), he has reached the limit of what Scratch can do, and has done a lot of work in Python, creating encryption/decryption programs, a draw program, and several others. He is poking away at various things all the time and I don't know the full extent of what he has done or knows. DH knows a little programming (I know next to nothing) and has been able to offer a little guidance here and there, but it is not his area of expertise. It has become clear that DS has some real gaps in his knowledge, though, and needs to fill them in if he wants to start doing any real work. He is trying to do higher level, more complex things and tends to cobble together pieces of code in order to get his programs to do what he wants, but lacks a deep understanding of what is going on and how to do things the right way. This results in frustration and hours and hours of wasted time wading through documentation he doesn't understand fully. Are there any books/courses/other resources that anyone could recommend that would guide him through building deeper knowledge from the ground up? As far as his math ability goes, he is cruising through AOPS Pre-A and has done a fair amount of Jacobs Algebra, but went back to AOPS because he wanted the depth it offered.
  6. It's not just teachers -- it's college faculty too, especially in the humanities. I have a PhD and had a tenure-track job with a 3/3 teaching load at a wonderful school and made $44,500 in a high COL area (colleagues with tenure were making $55k). I didn't make enough to cover our rent in a small house 45 minutes out of town and daycare expenses for one baby (not to mention gas, food, bills, etc. etc. etc.). I loved the work, the colleagues, and environment, but 60+ hours per week, increasing demands/workload, and no pay increases on the horizon just weren't worth it. I had 3 job offers in different parts of the country and they all paid about the same.
  7. Miquon might be another option and the fact that they are leveled by color and not number grade could be a bonus. The whole set of workbooks is inexpensive and the foundational concepts are so well done.
  8. My DD went from Miquon to Beast Academy 3 and is cruising right along. She also did a bit of Singapore here and there and we spent time making sure her math facts (+,_, and x) were solid before starting BA. I love Miquon and wish I had used it with DS. He had a much harder time going from Singapore 4B to BA3. It sounds like you are doing more than enough.
  9. Two Faces of Tomorrow by James P. Hogan (especially if he likes computers; it does contain violence against robots, but it is not graphic) DS9 recommends the Tripod series, though it is not exactly hard SF and the first book (The White Mountains) is very slow. It's entirely age-appropriate, though, and gets quite good by the end.
  10. Has she checked out the Ottoline or Goth Girl books by Chris Riddell? They are smart and funny. My DD 7 loves them (and they are filled with obscure literary references that go over her head, but are really great). Three Tales of My Father's Dragon is another favorite, and there are a few pictures in that one too. There's also Pip Bartlett's Guide to Magical Creatures (DD liked it, but I have no idea if it's any good).
  11. We aren't that far into it, but both kids are enjoying it so far. If it gets too hard, we'll shelve it for a while and come back later.
  12. We are working through the following with DD7 and DS9 (in addition to BA4 and AOPS Pre-A) Patty Paper Geometry This is Not a Maths Book Math Projects You Can Build (not a lot of depth, but fun projects) Balance Benders Zaccaro books
  13. For her K year, DD did the following (some along with DS who is 2 years older) - Singapore (2 and parts of 3) and Miquon Math (Green, Blue, and Yellow) - BFSU science - Worked through units on the history of timekeeping, landforms, and attended a number of workshops at a local historical site - Started with Rosetta Stone French (I worked with her on it) - MCT Island books - Handwriting (HWOT) and lots of self-selected writing projects like letters, lists, stories, etc. - Logic books (lollipop, Wakeruppers, Primarily Logic) - Tons of art projects - Started piano - Read a ton -- My Father's Dragon was (and still is) a favorite - Read alouds including Mrs. Frisby, Alice in Wonderland, and the Birchbark House. Listened to audiobooks in the car - Swimming, biking, playing outside, attending local concerts, etc. It sounds like we did a ton of work, but really, our days were short and the kids spent a lot of time playing, building, and creating things.
  14. So many great ideas! I had a graduate seminar in Dickens and I love everything he wrote -- I'll see if he's up for it. I love Diana Wynn Jones -- I know he's read some, but I'll have to check which ones. He's read some Rick Riordan, but isn't a huge fan. I can see why they are so popular, though. He recently read the Taran series and liked it pretty well. He liked Fahrenheit 451, but I am not familiar with any others by Bradbury We tend toward sci/fi and fantasy around here, but also like good historical fiction or narrative history. I haven't read those other McKinley suggestions, though I just got a couple of them from the library. I was thinking of including Robin Hood in a unit on outlaws (pair it with Medieval outlaw tales and consider what she does - I agree it isn't her best, but perhaps useful in an academic sense) I'll have to check out the others. I am just looking to keep him in books, but he is picky and has high standards. I have a PhD in British lit, so I have endless lists of high quality literature that we are/will tackle together.
×
×
  • Create New...