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Found 6 results

  1. This is a new book, written by Lori Pickert. I searched the hive for info on her and I just got one thread on her. Has anyone read this book? I like following Annie's blog Bird and Little Bird and she wrote about it today on her Library Monday at http://birdandlittlebird.typepad.com/blog/ If you have read this book then what is your opinion of it? Or has anyone else explored project based learning? I am always hesitant to jump on the latest and greatest ideas because everything out there can seem interesting at first but may be just repackaged or not worthwhile. This year my son would love to do do a "unit" on World War II because he is so interested in it (the types of planes used, the submarines, etc.). He knows more about it than most high school students but I have been hesitant in putting it all together because I want it to be about HIS interest in the topic and not what I think he should get out of it. He's already approached this as a rabbit hole but he would love this to be a "subject" (above and beyond history) that he's doing in school. I think that he should do most of the planning and legwork for this subject (or "unit") but I don't know how to guide him with this process (without taking it over and doing it my way). This method seems like it might have some answers for me. . .any thoughts?
  2. She went to PS for K-4 and I cannot get her to tap into her creative/inquisitive side. She simply waits for everything to be assigned and given to her. She wouldn't know a rabbit trail if it...well bit her in the butt. Where do I start to get her to relax, be inquisitive, and get out of the mindset that she needs to be led every. step. of. the. way?
  3. I'm drawn toward relaxing the way I homeschool, both out of desire and necessity. I'm finding it impossible to fit all the teaching time in the day without feeling constantly pressured, and things will only get busier in the fall (see my signature). I understand what it looks like to be on the more relaxed side with my younger children, particularly my K'er and 2nd grader. (Someone here linked to this article, which is very good: http://sonyahaskins.com/index.php?option=com_content&view=article&id=207:relaxed-homeschooling-an-introduction&catid=82:relaxed-homeschooling&Itemid=12 ) But what does a more relaxed way of homeschooling look like for a child as they get older? Obviously my 5 year old learns lots just by being with me, cooking with me, listening to me read to her, doing some phonics and handwriting, etc., but this obviously would not cut it for my 4th grader. Right now I'm reading a (fairly short) separate history reading to each child, and spending some time each day one-on-one with 3Rs-type things for each of them. I'm thinking of making my oldest more independent by using something like Creek Edge Press' task cards for his History and/or Science. I love AAS, and I think my oldest really needs it, but it really is a chunk of time out of the day for a subject that, in reality, means nothing in eternity. I feel like I'm not having time to just "be" with my children and to focus on their spiritual training and character building. I don't want to put academics above character. I would LOVE to read-aloud to all of them for l-o-n-g stretches of time each day (I did this when they were younger), but their ages are so varied, that I feel like whatever I'm reading is irrelevant to at least 2 of them at any given time. (Well, except the Bible!) At this point, we're doing a read-aloud with everyone together for only a short time (10-15 minutes) most days. There's part of me that wants to ditch curriculum for History and Science, and just read aloud lots to them, requiring my oldest to do some written narrations, notebooking pages, and independent reading. But I'm afraid that I don't have the time/energy to pull that all together. And it seems like it might be to "loose" for a 10 year old? So, I guess here's my question: For those of you who are on the more relaxed end of things ... what does your homeschooling look like with your upper elementary children (4th-6th graders)? When I say relaxed, I don't mean unschooling. I'm very happy to have lesson requirements for my children. But I want to have time to be the Mama and not just a harried teacher. I want to have time to build my relationship with them more and more. Any thoughts for me?
  4. I'm v. interested to learn how to design theme-based studies like the ones done by Karen (8filltheheart), Jackie (corraleno), Karen Anne, etc. How do you start ? Go to amazon to find books ? How do you know the book is appropriate ? Where do you get the idea on what aspect to study ? Then how do you decide what the output will be ? Do you tell your child to read the book and then you discuss with the child ? Do you ask the child to write a report ? Or what ? How to make sure that the input/output is age-appropriate. My dd (3rd grade) wants to learn how number and letter (incl the writing) came about. And my son (4th grade) wants to learn how tv works. Thanks a bunch.
  5. of your coming homeschool year? I have begun taking my 14-year-old DD to a series of book readings and signings by popular science writers. We met Mary Roach this past week and heard her talk about her latest book, Packing For Mars. Next month's book is The Calculus Diaries; then there are several coming up on recent work in neuroscience. I'm also quite happy to have found a group that meets monthly in a bookstore to read a Shakespeare play aloud; anyone who wants to read gets a part. First meeting is in September. What sorts of things are others doing that are not "schoolish" but chosen for educational value?
  6. This may be one of those threads where there are no real answers, just dialogue. I'd love that, btw. I'm working on our schedule for next year (8th grade) and I'm having a hard time balancing the whole content and skill issue. I'm not sure that's the whole issue though. My son has very high comprehension, he has a mind like a steel trap, and can remember minute details of everything. His reading level lags behind. I have no problem reading to him. I've also picked some sources for next year, for instance history, where I can read one book to him while he reads another book, more on his level and works on skills via that book. His output also lags behind. Some of that is due to be being a delayed reader and writing skills have lagged behind. I asked him if he wanted a harder history spine for next year (Churchill) or if he wanted to do something at his reading level that he might understand better. He chose Churchill. However, he's also like a sponge, absorbing way more. I feel like I have to wring him out to receive the required output. Again, I don't require a lot of traditional output (reports, essay, written tests) yet, but we're using next year a trial run for grading (more pressure). Also this talk about keep working on the basics has my brain spinning. I know it's all good and we're working on it, but then he kind of shuts down. It's boring and repetitive to him. I feel the release to be creative in how we approach these things, but then I feel shaky wondering if we're going to reach those place by rewriting Shakespearean sonnets. We worked on adjectives by doing mad libs with Shakespearean sonnets last week, but that was a whim. *I* feel the need to plan a little more and at least have a framework. Maybe I just need to schedule *do something creative here* and see what happens at the time. In my personal writings I do better that way, but I teach in a more scheduled fashion. Maybe I just need to let go of everything conventional I think is normal and allow the wind to blow the clouds around. What do you do with these kids that really understand most of what you throw at them, but struggle to do more than simply absorb? Do I keep filling the sponge? Wow, this got long, maybe it's just a vent, maybe I need sleep.
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