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  1. Just summarizing the last few threads GRIN... I've been reading these boards for awhile, and I've listened to several of my children's friends complain about their teachers' threats and complaints at the beginning of 8th grade, and I've concluded that it is perfectly normal to spend the entire 8th grade year struggling to begin to learn how to: -Write a short well-organized expository paper -Produce work that has a heading and date, is legible, has full sentences that actually answer the questions, and isn't half question marks -Use an assignment book to keep track of one's assignmen
  2. If you have a student for whom you have to plan very carefully and realistically due to whatever (ADHD, dyslexia, low processing speed, vision problem, just being a very alternative learner, whatever), have you found it better for the high school level planning to plan 4 days a week and let the 5th help it all work out, thus keeping on track with a weekly lesson plan set-up OR write your lesson plans for 5 days a week, however many weeks in a year (36, pick your number), and just let the year get longer with what doesn't get done? I hope people understand what I'm asking. I can think up a
  3. Why you should work on TWTM skills - copywork, narration, dictation, outlining, etc. A recent thread made me realize that if I could do one thing over again homeschooling (other than sending my oldest to community college instead of public high school) it would be to do more of TWTM language arts skills - copywork, dictation, narration, outlining, grammar, spelling, vocabulary, memory work, and logic. I didn't know why these were important (guess I didn't read TWTM carefully enough - sigh) so I tended to skip the ones that were hard for us, when in fact, those were the very ones we needed to
  4. There was a recent thread on scheduling and encouraging excellence on the accelerated board where Nan in Mass wrote the following: "I should add that one of the focuses of middle school was academic and organizational skills. There comes a point (and if your children are accelerated, it will come sooner) when the child needs better writing skills, needs to know how to study, how to take notes, how to keep a calendar, how to organize his materials, how to do research, that sort of things.(continues)" As always, Nan got me thinking and wondering what you all do to systematically teach s
  5. You probably already know this, but I would have found this post helpful when I was planning, so I wanted to post this, just in case it helps someone. Here are some things to remember when you are making the decision to homeschool high school: You don't have to give grades. Yes, it might be easier for colleges to assess your child if you do, but there are ways around that. You can present a portfolio, instead of grades. Or you can assign courses a pass or fail. Or if you decide you do need grades, you can assign them any way you want; it is your school. You can make a rubric with
  6. Or is that so generalized that it is impossible to answer? Maybe the full spectrum was available 10 or 15 years ago, and the full spectrum is available now? There are so many homeschool curriculums choices now. I was wondering if, in general, they are more or less rigorous than the original ones? (Not thinking original original here. Just thinking about the choices when I started homeschooling 12 years ago.) I can see how it might go either way. There was a strong rebel-against-the-establishment feeling among some of the older homeschoolers. That might lead to less academicly rig
  7. Nan in Mass said this: I wish most that I had understood better why TWTM does some of the things it does. Some things we couldn't do and never will need to do (or can learn later) and can be skipped, but others we couldn't do and need to be able to do. For those, we should have backed way, way up and learned how to do them. If I had known the difference, my children would have gotten a much better education. -Nan I am :bigear:! I would love a more specific description of this experience! Thank you!
  8. A recent thread made me realize that if I could do one thing over again homeschooling (other than sending my oldest to community college instead of public high school) it would be to do more of TWTM language arts skills - copywork, dictation, narration, outlining, grammar, spelling, vocabulary, memory work, and logic. I didn't know why these were important (guess I didn't read TWTM carefully enough - sigh) so I tended to skip the ones that were hard for us, when in fact, those were the very ones we needed to work more on. I thought I'd just post this as a separate thread in case it helps even
  9. :tongue_smilie:I am in the middle of my annual breadth vs. depth struggle. Anyone else in there with me? I read the "What is your 5th, 6th, 7th...grader doing this year?" threads and I panic. My list is extensive (in my heart, I know it's too extensive) and yet it's considerably shorter than others. Somehow I just know I am going to miss this child's "gift" if I short-change him on music, art, a third language, logic, health, or geography in addition to his existing cores of language arts, math, science, history, Spanish, Japanese, technology, and philosophy. Oh! I forgot nature studies an
  10. I recently listened to SWB's audio lecture 'The Joy of Classical Education' in which she spoke about allowing the student to develop an area of specialty in the high school years. She said that it's a good time and opportunity to drop some things from the curriculum to allow the child time to pour some time and energy into area/s of strength as this is what then helps him or her develop as an individual. I've been thinking about this and love the idea. Has anyone here done this? Have you dropped some things in favor of a special skill or interest? If so, how did you go about it? What
  11. You might be interested in Paul Tough's new book, How Children Succeed: Grit, Curiousity and the Hidden Power of Character. NPR had an interview with the author this week. You can read more or listen to the story by going here. Among the good qualities that I believe homeschooling high school can help develop are grit and curiosity. So maybe Mr. Tough is preaching to the choir??
  12. Here's the thread it came from and below that is the post you made. http://www.welltrainedmind.com/forums/showthread.php?p=3351201&highlight=rabbit#post3351201 That post was in Nov. of this past year, and I've been wondering how the rest of the year went for you. When we met at the convention you seemed very happy about your year. Did you make a shift toward more rabbit trails or interest-driven? Did you find another way to get peace? Anything you plan to do differently for this coming year based on what you learned this year?
  13. My dd is getting close to high school, in 8th this year. She is definitely an out of the box thinker, creative child, kinesthetic, visual spatial, loves art, hates most everything else about school. A lot of high school involves the use of textbooks (which we have not used in the past). Is it possible to get through at least most of high school without using textbooks? Learning from textbooks is just not appealing to her at all. She does not mind reading chapter books or other topical nonfiction books, just has a problem with the overwhelming dense quality of material in textbooks. I think the
  14. This is sort of a spin off from this thread. http://www.welltrainedmind.com/forums/showthread.php?t=381936 Nan's post #10 has stuck with me today. I printed it off and the "teaching oneself or being taught" hit me. An article I read this morning, also in this vein, struck me too. I'm still digesting it, so I have no comments. The Unteachables. http://pjmedia.com/blog/the-unteachables-a-generation-that-cannot-learn/ So do you differentiate between the skill of being taught and teaching oneself? Do you consciously prepare your children for both of these scenarios? My son i
  15. If you had to choose a wide variety of X amount of books from the WTM ancient lit. list for your high schooler to read/study via TWEM/WTM study suggestions, which would you choose and why? - Choose eight - Choose twelve - Choose sixteen (I know, I know, this last bit is probably ambitious, but humour me so I can think things through...) Thank you.
  16. My son will be starting pre-algebra in 5th, so that means (probably) Algebra in 6th, algebra 2 in 7th, Geometry in 8th, trig in 9th, pre calc in 10th, Calc in 11th, and ?.. In 12th. While thinking this through, i began to think about what other subjects would benefit from "thinking backwards" about....ie. where do i want to end up, and work backwards from there.....science would be one, i guess, but we do a fairly rigorous science approach around here, one that i think will prepare him well for high school. History sequence would be another...i think it would depend on whether one was taking
  17. I find myself feeling a little blue reading many of the posts here, for I always feel inadequate and wonder if anyone else out there feels the same way. We have a 7th grader heading into 8th, and high school planning looms. He is bright and a capable student, if he were in public he'd be in the lower end of the top group. Not brilliant, but a hard worker, and most adults view him as quite bright. As we look toward high school planning, I find myself quite conflicted. When we first started homeschooling 2 1/2 years ago, one of our goals was to make sure our kids weren't stuck learning t
  18. Please bear with me - I'm still new here, still in the early years of homeschooling, and using the term "accelerated" instead of "gifted" for my kids because I don't know where they fit. I'm trying to decide on a long-term curriculum path for our four kids, ages 1 through 4. The older two are capable learners, and I suspect that the younger two will be, too. I'm just getting ready to order WTM. I also planned to order a couple of the What Your x-Grader Needs to Know guides. It would be nice if I could dispense with latter, if WTM covers the goals for accelerated kids better than What
  19. I've been reading Myrtle's blog for most of the afternoon, so that may give you an idea of where my thoughts are coming from. :001_smile: I have both the 1965 (1962) and 1970 (1967) Dolciani Algebra 1 texts. The 1970 text is the one written by Dolciani and Wooton, Beckenbach, Jurgensen, Donnelly. The authors of the earlier edition are Dolciani, Berman, and Freilich. I also own an 80's edition of the algebra text. (I have been searching for teacher's editions for these books, but have not been successful yet, so I'm hanging onto these copies and not selling them at this time. ;)) Af
  20. I came across this article in my travels this morning. It seems like a good topic for discussion. Random Questions, Off the Cuff: If you separate your child from this world, do you render them socially unaware? Are the teen years formative or are they merely the next step in the journey? Reading is a private experience. Can a group of teens be exposed to this world one by one as individuals and remain unaffected? Do they have the skills to ferret out their questions? Do they have the strength/confidence to judge? What kinds of truths will be embraced unconsciously? What social/e
  21. I did an outloud cheer when I read this from the thread about which sort of hs'ing families are near you: "Only one other more rigorous hsing family here, and she put her older children into middle school and high school here. The others are either "relationships over academics" Christians or hippie-esque unschoolers, with a few boxed ABeka fans. We're too busy with college classes and orchestra to do much in the way of hsing groups any more. It's rather sad, actually. I miss those lovely days of trips to the lake..." I didn't know my style of hs'ing had a title and I'm thrilled to know
  22. Has this been discussed yet? Article Edited to cut out my intro paragraph. I think it was giving everyone a false talking point. The article is long, but I think it's really worth reading and discussing!
  23. I thought of a way to summarize what I have been trying to say with all my mile-long posts: As your children get older, you try to get them to do higher level academic tasks, things like taking notes, studying, discussing something other than what happened in literature, writing longer, more complex papers about things that aren't clearcut, solving word problems, designing their own experiments, searching for information. These will be very difficult if your student isn't naturally good at academics or you haven't worked on those WTM foundational skills. Take the time now, when the student
  24. Probably I'm going to get tomatoes thrown and maybe I'm just feeling grumpy with too much paperwork....and maybe I'm misunderstanding because I don't read every word in posts dealing with this... It seems like SWB wrote her books to propose to those interested a path, for them or their children, to a "well trained mind"..... Then she opened her forums so that interested parties could have a place to discuss how to do that in practical terms and even refine her recommendations (that last is an assumption and hope on my part) and as a generous move towards people interested in her ideas
  25. I’m trying to turn upside down my previous mindset concerning school planning. Though I think I’m going to end up applying this from PreK-up, my first thoughts were about humanities in high school and particularly history and literature (English would fit here as well, but I’m outsourcing composition this year). My previous planning method was to figure out roughly what books to use and divide them up into approximate pages per week and then assign some kind of output. This year I have set out my goals in terms of skills needed and am trying to fit them into history/Lit and am p
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