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Found 23 results

  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 assignments -Make and use some sort of study guides -Show one's work in math (math becomes complicated enough that one needs to show the work now) -Type And it is normal to spend the rest of high school learning how to: -Use more adult reference material -Skim so one can sift through a greater quantity of material -Write a longer expository paper -Read at an adult level -To do research Eighth graders don't have to arrive at high school able to do the second list. It is ok to spend high school learning to do those things. High school is long - four whole years. Yes, it is nice to arrive knowing them, and lots of students do, but lots of other students' academic skills are slower to mature. They still will arrive there by college, when students do, indeed, need to have those skills in place. Lots of people say their children made huge leaps after the age of 16. So... if your 13yo isn't behaving like a 17yo, IT IS OK. DO NOT DESPAIR. They keep growing after 13 or 14. In fact, they grow tons, just like they grow tons between the ages of 2 and 6. Part of that growth is a new awareness of themselves and language and the world around them and their own reasoning powers. This awareness, unfortunately, also leads to some of the less attractive 13-15yo behavior. They are two sides of the same coin. If my own children and their friends are anything to go by, they themselves are horrified by some of their own changes and tendencies, and just as glad when they ease off later on. Growth isn't always easy, fun, and pleasant. Remember the terrible twos (or threes)? They were learning to be children then. Now they are having to start all over again and learn to be adults. Please, please give them lots of sympathy and tolerance along with bolstering their still immature self-discipline and judgement. And talk to them, lots. And listen to them, really listen, to the new person they are becoming, not just the old one they were. And mourn the child that is disappearing, because they are, too. And help them to look forward to the nice adult things, like being able to drive and being able to get together with friends more easily. And remember that they are still young. Hugs to everyone who is going through this. I'm going through it for the third time GRIN. HTH -Nan (I've left off various science goals, like learning to make observations, to draw, to design an experiment, to keep up with current discoveries in a field, and to use lab equipment because I haven't heard them discussed enough to be able to tell where the 8th grade/high school line normally lands.)
  2. I've been looking at some areas that we need to "shore up" before I have an official high schooler. Working with her today on some math things, I realized that she KNOWS mnemonics but just won't write them on her paper to help her. Why? I have no idea. She says she didn't think she was allowed to... that maybe that was cheating. Clearly, it's NOT if you write it when you are given a test. Clearly, it's not if you write it at the top of your homework paper which BY THE WAY is straight out of the book. I guess it never dawned on her that she could refer back to the lesson. It's mindboggling to me. But then I realized that she is a very different student than I am. I naturally do things that are taught to you in a Study Skills type program. She doesn't. (Look at titles, subtiles, bolded words, graphics, flip through to see how long the lesson is, etc.) So how do YOU teach this to your students? And then I realized that she knows how to write a keyword outline, but NEVER takes notes as she reads unless it is a specific outline task. And then she only knows IEW keyword outline process. So maybe I should put "Read and OUTLINE" on her assignment list. She also struggles with time management. I know a certain amount is normal. I was a procrastinator in public school too. But I would like to get her to a point that I can say "This week xyz needs done" and not spoon feed her the daily breakdown. I also need to figure out a reasonable consequence when expectations aren't met. For various reasons, our homeschooling as been a little more relaxed than I'm comfortable with and we nee to get back on track. Soooooooooo... what does this process look like in your homeschool?
  3. I'm considering doing a co-op class for middle schoolers, on study skills. I'm looking for suggestions from others who have done a class like this before, or who have taken a class that has been particularly helpful. My son actually took a study skills class last year, but I think we're of the mindset that it may take more than one round for the skills to actually "root." :)
  4. We need resources for my 8th grader who needs to learn how to study for closed book exams. Any resources that you recommend? ETA: Particularly learning to study a text book. I am going to sit with him and teach him how to take notes from a textbook, but resources would be great too.
  5. AKA Drill but hopefully without the kill? I have to admit that I was one of "those" students. The one that would quiz the egghead who had stayed up all night typing up his study guide, count this as my only "study time" and then go in and ace the test. I did not learn to study until I was in seminary studying Greek and finally met my match. I broke out in hives at my first Greek exam! My ds is a student like his old mam. And I have to admit that I've allowed him to look at the big picture, to fill in the details as he goes along, to avoid all the grunt work of drill. Because, as you know, drill always does seem to be associated with kill. But then dd came along. She's like her dad. He and she are both intelligent but need countless repetition to get it. I started to wake up to the value of drill and to see the many fun ways to do it. So here's the rub: I'm starting to wonder if I've done ds a disservice by not insisting that he do some of this too. Where I'm seeing the most for him is in Latin. He does beautifully translating Latin into English because he's smart enough to put things into the right tense etc. to make the story work, even though he's a bit hazy on the details. But when we go to translate English into Latin, he runs into problems because those details count and he can't slide by on intuition anymore. So we've started some drill amidst much protest. So - what do you think of drill, scales (in music), all that menial detail work? When do you think they are important? Right at the start? Later as needed? For only some subjects? Am I correct in wondering if my own lack of attention to detail is why I graduated from even grad school with high honors but still have a sense of not really knowing things? Of having snowed the professors but having perhaps cheated myself?
  6. 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 work on more. I thought I'd just post this as a separate thread in case it helps even one person from making the same mistake I made. Caution: This might not have been true if I had had a child with strong learning style differences or slownesses, but mine were just engineering-bright/language-arts-dim or wired just a bit differently; they were not drastically different. Aquiring academic skills so they can learn something by academic means is more difficult than for most children, but not an unreasonable goal. TWTM is the key to that for us. It specifically teaches the skills that the more academically gifted children are just naturally good at. And that means that we needed to work on the ones that my children are not good at. I wish I had known this earlier. You may need to back way, way up to work on these. Follow the progression laid out in TWTM, and work through the progression. Don't just give up on the skill because your child is so far behind. And if your child is good at a skill, good enough that you decide you don't need to practise it, it is really important to keep checking every year and make sure that your child can still do that skill at the new, higher level. That is the mistake I made with one of mine with narration. The whys of doing TWTM skills even though they are hard, boring, and miserable: I think the key to being able to write well is to read tons of well-written material (like great books), to have the physical part down so you don't have to think about it (handwriting and typing), to have something to write about (good knowledge base and good research skills), to have a system of taking the mishmash of thought and putting them together in an organized way (find a method of putting them down in an unorganized way, organize them, organize that into a linear structure (outlining), and then rewrite - a word processor is nice for this). You need to work on narration and logic for organization, vocabulary and grammar for style. Copywork and dictation deal with the mechanics of spelling and punctuation in a whole-to-parts way and spelling books and grammar books deal with it in a parts-to-whole way. You need to do the narration and the dicatation in order to put the pieces together and apply them. I think the key to being able to read well (once the phonics part is out of the way) is grammar (so you can understand non-standard word order - think Shakespeare and poetry) and vocabulary. That is the parts-to-whole part. And then I think you need to do tons of reading and narrating and discussing. That is the whole-to-parts, applying what you learned, part. I think the key to being able to learn the content subjects is study skills, and those depend on dictation (think note-taking), outlining (picking out the main points from the details), narration (summarizing), being able to read well at a variety of speeds from skimming to sentence-by-sentence reinterpreting (grammar helps with this), and being able to memorize (memory work). I think the key to being able to teach yourself things as an adult or the key to being able to survive college is reading well, writing well, test taking skills, some sort of knowledge base, good study skills, and good organizational skills - keeping an assignment book, keeping track of one's materials, efficiency (resisiting the temptation of the internet, games, cell phones, and whatever else one does for escape and socializing), prioritizing (skimp on this because that is more important), and dividing large projects into little ones. One also needs to understand the system, how to pay attention to what this particular prof wants, and how to get help if you don't understand something. That last is more important and harder than one might think so I recommend finding opportunities to practise approaching strangers and asking for help. Truly - this is one of those things that seems obvious and easy to grownups but turns out to be a practically insurmountable obsticle to young adults, one that causes them to flunk courses. Sigh. The advantage of this system is that if you get these academic skills down, high school content subjects are hard work but straight forward. (Some of the logic stage works this way also.) For any subject, you pick a spine (doesn't have to be a textbook - it can be any sort of overview), study it (read, outline, summarize it), figure out what skills are involved and learn them (laboratory skills if it is a science), figure out which bits need to be memorized and memorize them, and then pick areas that are particularly interesting to you and investigate them further by doing research - reading and writing about them and doing experiments. This is the pattern that adults follow when they learn anything using an academic way. This method encourages love of learning because the choice of what to investigate further is left to the student. Remember the old Kingfisher directions? Read a spread. Outline it. Pick a few things to put on the timeline. Pick something on the page that interested you and research it and write a short report about it. The recent threads about the tiger mom are a reminder that people often are inclined to like to do things that they are good at and that aren't too hard. If academic work is a struggle because you don't have the foundational skills, you are unlikely to enjoy learning things in an academic way. It is scary to concentrate so much on skills at the expense of content when you are homeschooling. What worked for us when the children were small was to do skills Mon-Thurs (along with reading aloud) and history and science on Friday (along with math and foreign languages, skills+content subjects that we couldn't skip or we forgot everything, and piano). It is important to apply the skills to the content areas, once you can do them a little, in order to improve and speed up, and in order to make the skills truly useful rather than just separate skills. I hope this helps someone, -Nan (My credentials GRIN: two sons in college, one 16yo still homeschooling at home and taking community college classes for two and a half more years before going (hopefully) off to 4-year college) PS - I did do some of these WTM skills. I just can see now, as I have two older children struggling their way through college, that they would have an easier time if their study skills were better, so I am trying to teach the youngest one better study skills and finding that those study skills depend on being able to narrate, outline, take dictation, etc.. Sigh. PPS - I am editing this to add that a lot of the credit for figuring this out should go to Colleen in NS. If you do a search for posts by her with the word "outline" in them, you should be able to find some more information. PPPS - Now that I see how many people have read this thread, I am having nightmares thinking that I have doomed some children to long boring days of drill. TWTM has lots of good ideas for making things less dry. TWTM says that what content you do should be allowed to go down bunny trails following your children's interests. Let the child, especially the older child and high schooler, choose what to add to the spine, which things to investigate further, what to write about. TWTM recommends heavily illustrated spines, ones that my family, at least, found interesting even when we thought we weren't interested in the material. All the reading-to-oneself is a pleasant chore once one has learned to escape into a book, and TWTM has lots of reading time built into it, both reading aloud and reading silently and listening to audio books. Reading is still one of those foundation skills. Those fairy tales and folk tales and myths lighten the load. The grammar and logic stage science recs are hands-on and active. Your day should have lots of nice parts, too. TWTM says the skills should be attacked in a "nibbled to death by ducks" manner, a little bit consistently over time. If you do something like Kalmia suggested and establish some sort of routine for working on the skills, then you can just plug through your routine and everyone will know that it isn't forever until a nicer part of the day comes, and nobody will have to think about it except when they are actually doing it. School is hard work, but it doesn't have all have to be hour upon hour of unpleasant drudgery at one thing. Think nibble nibble nibble, once the initial explanation is gone through. Cut the task down until it is not taking too long. Yllek says not more, but more consistently. That is a good thing to keep in mind. And Lisa (swimmermom) says to emphasize working hard, not being good at something. That is a good thing to keep in mind, too, if you want children who can rise to a challenge instead of being afraid to fail. : ) See PPPPS LLLLOL below.
  7. 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 study skills, note taking, researching and the other skills that Nan mentions above to your logic/dialectic stage student. If you have favorite resources, please share those as well.
  8. My apologies, my search efforts are not producing productive results! :glare: Any reviews or suggestions for either a Career Survey-type course or a Study Skills-type course for an elective? TIA! ETA: this is for a HS student with ADD.
  9. I always see references made to studying smarter, not harder or longer. Can someone please flesh this out for me --- tell me what this would look like? I never really learned proper note taking skills. I really struggle with taking notes from a book, because I feel like I am wasting paper. It isn't a waste, but it will eventually be thrown out because there is no way I will keep all of the notes for future years in school. There would be so many, it would be too overwhelming, so it would be pointless anyways. Digressing from my actual question, but a mindset I have that I am trying to break. I appreciate any input.
  10. and as a BIG thank you to all you kind ladies who helped with the Study Skills ideas, I thought I'd post the proposal; it's sort of a mission statement, scope, and preliminary topic list, which, if approved, will turn into a sequence by May. Here it is, with big kuddos to all who shared: Scope The purposes of this class are: 1) to help students grow in academic independence and take greater initiative for their own learning, by equipping them with a variety of practical academic skills. 2) to teach them specific skills for studying, organizing, researching, and accessing resources available to them. 3) to create awareness that there are many ways to approach studies, and to instill in them a problem-solving mentality to help them overcome challenges they’ll face. 4) to challenge them to envision great things for themselves and learn habits for effectiveness that will help them be all that God created them to be. Methods This class will have a moderate amount of its own homework, mostly reading, directed journaling, and small assignments to allow students to apply and practice skills they have recently learned. The majority of the work for this class will be applying what they’ve learned to their other schoolwork, then reporting back to the class on the success or struggles that they are having. There may be periodic, small oral reports on assigned topics, giving students opportunities to research, synthesize and teach material to the class. I’d really like to have “guest speakers” frequently, adults and college students who will share their own tips, tricks and lessons learned with students. Required Books Do Hard Things ($14) 7 Habits of Highly Effective Teens, text and workbook ($ 15 - 20 for both) A simple assignment planner of each family’s own choosing and a composition book or journal There is a slim chance we’ll use a study skills book. We may do this with selected readings from books I own. Possible Topics (we’ll try to arrange these to maximize their benefit to students through out the co-op school year) Reading different kinds of material Using the formatting of a textbook to help you learn Skimming Outlining Note-taking : Carnegie system, key concepts, 3-word Note-taking on lectures: discerning what’s important, what’s not How to summarize How to précis Grappling with relationships in material (outlines, notecards, webs, diagramming) Different ways to organize material (outlines, notecards, graphic organizers, lists, sticky note folders, etc.) Understanding how professors think and working to meet their requirements Understanding a syllabus Assignment books: not just another item to lose Eating an elephant a bite at a time, or how tackle large projects Organizing your study materials Filing and recording your graded papers Memorization strategies and timing: flashcards, walking about, writing something over and over, saying it aloud, writing questions, mnemonics, review rotation, etc. How to use the library for research How to tell a reliable internet source from an unreliable one Documenting as you research: sticky notes, index cards, and bookmarking Plagiarism, and how not to plagiarize: rewriting from notes vs. restating Quoting and referencing (we may get into basic MLA style) Different ways of referencing (footnotes, endnotes, others) Basic word processing "tricks": pagination, headers, versions, saving and naming Short answers: "complete sentences" and restating the question within the answer Speed outlining essay questions on exams SAT/ACT essay strategies Showing your work step by step Drawing labeled sketches when solving math and science problems Factor labeling, or letting units guide you in solving the problem Properly labeling axes on graphs, charts Referencing figures within reports Using the solutions manual to solve your problem sets (otherwise known as “how to shoot yourself in the foot”) Active reading, i.e. reading with a pencil and workbook in hand Using reference materials How to get help: study groups, tutoring, library resources, resource labs How to balance different subjects and figure out when you need to skimp on one in order to work heavily on another Self-quizzing Outlining as review; cram guides and study sheets Studying for essay exams Studying for semester exams Taking class exams: strategies ________ So, did you see your suggestion in there? I'll bet it was there! Thanks, also, to those who offered up their perspectives and experience to help me understand what they've learned! Sending you each a virtual bouquet! Valerie
  11. 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 one person from making the same mistake I made. Caution: This might not have been true if I had had a child with strong learning style differences or slownesses, but mine were just engineering-bright/language-arts-dim or wired just a bit differently, not drastically different. Aquiring academic skills so they can learn something by academic means is more difficult than for most children, but not an unreasonable goal. TWTM is the key to that for us. It specifically teaches the skills that the more academically gifted children are just naturally good at. And that means that we needed to work on the ones that my children are not good at. I wish I had known this earlier. You may need to back way, way up to work on these. Follow the progression laid out in TWTM, and work through the progression. Don't just give up on the skill because your child is so far behind. And if your child is good at a skill, good enough that you decide you don't need to practise it, it is really important to keep checking every year and make sure that your child can still do that skill at the new, higher level. That is the mistake I made with one of mine with narration. The whys of doing TWTM skills even though they are hard, boring, and miserable: I think the key to being able to write well is to read tons of well-written material (like great books), to have the physical part down so you don't have to think about it (handwriting and typing), to have something to write about (good knowledge base and good research skills), to have a system of taking the mishmash of thought and putting them together in an organized way (find a method of putting them down in an unorganized way, organize them into a linear structure (outlining), and then rewrite - word processor is nice for this). You need to work on narration and logic for organization, vocabulary and grammar for style. Copywork and dictation deal with the mechanics of spelling and punctuation in a whole-to-parts way and spelling books and grammar books deal with it in a parts-to-whole way. You need to do the narration and the dicatation in order to put the pieces together and apply them. I think the key to being able to read well (once the phonics part is out of the way) is grammar (so you can understand non-standard word order - think Shakespeare and poetry) and vocabulary. That is the parts-to-whole part. And then I think you need to do tons of reading and narrating and discussing. That is the whole-to-parts, applying what you learned, part. I think the key to being able to learn the content subjects is study skills, and those depend on dictation (think note-taking), outlining (picking out the main points from the details), narration (summarizing), being able to read well at a variety of speeds from skimming to sentence-by-sentence reinterpreting, and being able to memorize (memory work). I think the key to being able to teach yourself things as an adult or the key to being able to survive college is reading well, writing well, test taking skills, some sort of knowledge base, good study skills, and good organizational skills - keeping an assignment book, keeping track of one's materials, efficiency (resisiting the temptation of the internet, games, cell phones, and whatever else one does for escape and socializing), prioritizing (skimp on this because that is more important), and dividing large projects into little ones. One also needs to understand the system, how to pay attention to what this particular prof wants, and how to get help if you don't understand something. That last is more important and harder than one might think so I recommend finding opportunities to practise approaching strangers and asking for help. Truly - this is one of those things that seem obvious and easy to grownups but turns out to be a practically insurmountable obsticle to young adults, one that causes them to flunk courses. Sigh. The advantage of this system is that if you get these academic skills down, high school content subjects are hard work but straight forward. For any subject, you pick a spine (doesn't have to be a textbook - it can be any sort of overview), study it (read, outline, summarize it), figure out what skills are involved and learn them (laboratory skills if it is a science), figure out which bits need to be memorized and memorize them, and then pick areas that are particularly interesting to you and investigate them further by doing research - reading and writing about them about them, and doing experiments. This is the pattern that adults follow when they learn anything using an academic way. It is scary to concentrate so much on skills at the expense of content when you are homeschooling. What worked for us when the children were small was to do skills Mon-Thurs (along with reading aloud) and history and science on Friday (along with math and foreign languages, skills+content subjects that we couldn't skip or we forgot everything, and piano). It is important to apply the skills to the content areas, once you can do them a little, in order to improve and speed up, and in order to make the skills truly useful rather than just separate skills. I hope this helps someone, -Nan (My credentials GRIN: two sons in college, one 16yo still homeschooling at home and taking community college classes for two and a half more years before going (hopefully) off to 4-year college) PS - I did do some of these WTM skills. I just can see now, as I have two older children struggling their way through college, that they would have an easier time if their study skills were better, so I am trying to teach the youngest one better study skills and finding that those study skills depend on being able to narrate, outline, take dictation, etc.. Sigh. PPS - I am editing this to add that a lot of the credit for figuring this out should go to Colleen in NS. If you do a search for posts by her with the word "outline" in them, you should be able to find some more information. PPPS - Now that I see how many people have read this thread, I am having nightmares thinking that I have doomed some children to long boring days of drill. TWTM has lots of good ideas for making things less dry. TWTM says that what content you do should be allowed to go down bunny trails following your children's interests. TWTM recommends heavily illustrated spines, ones that my family, at least, found interesting even when we thought we weren't interested in the material. All the reading-to-oneself is a pleasant chore once one has learned to escape into a book, and TWTM has lots of reading time built into it, both reading aloud and reading silently and listening to audio books. Reading is still one of those foundation skills. Those fairy tales and folk tales and myths lighten the load. The grammar and logic stage science recs are hands-on and active. Your day should have lots of nice parts, too. TWTM says the skills should be attacked in a "nibbled to death by ducks" manner, a little bit consistently over time. If you do something like Kalmia suggested and establish some sort of routine for working on the skills, then you can just plug through your routine and everyone will know that it isn't forever until a nicer part of the day comes, and nobody has to think about it except when they are actually doing it. School is hard work, but it doesn't have all have to be hour upon hour of unpleasant drudgery at one thing. Think nibble nibble nibble, once the initial explanation is gone through. Cut the task down until it is taking too long. Yllek says not more, but more consistently. That is a good thing to keep in mind. And Lisa (swimmermom) says to emphasize working hard, not being good at something. That is a good thing to keep in mind, too. : )
  12. I just discovered a wonderful series of free, in-depth study skills lectures on YouTube by Professor Scott Brueckner of Long Beach City College that I wanted to pass along. While they are geared toward college students, much of the info is applicable to high schoolers as well. There are about a dozen lectures, each about 45-50 minutes, that cover the following topics: Active Listening, Taking Better Lecture Notes, Great Ways to Study, Organizing Your Study Time, Parts 1 & 2, How to Predict Test Questions, Preparing for Tests, Test-Taking Skills, More Test-Taking Skills, How to Remember For Tests, Memory Tricks, More Memory Tricks, Habits of Successful College Students. The first in the lecture series is , and then you can easily find the next ones in the series. This is the only one I've watched all the way through so far (I watched it with my 7th & 10th graders yesterday), and it was appropriate for both of them. I only caught snippets of the other lectures, but they all looked good, too. We plan to watch them over the next few weeks. I'll preview them first to make sure they're appropriate/relevant, but if they're all like the first lecture, then I expect great content and very practical tips for students.
  13. Now that I officially have an 8th grader, I guess it is time to think about high school! I am trying to keep our 5 doing history/social studies together as best we can, and plan to use Walch's Power Basics as a framework with its lower language level and supplement with Great Courses for high school. Beginning HSing mid stream as we did, we were never able to do the history rotation, and we have never started it from beginning to end, so I thought Power Basics might help as it will be quick for us to go through together as a group to get the big picture without being too detailed, then bring the details in with the Great Courses lectures and other readings. I wondered how others are using the Great Courses. I am familiar with them having listened to a couple myself in the past, and think they are a terrific resource. Have you just had your child listen/watch them? Have you assigned essays with them? Have you created tests? I guess I need ideas for how others are working with them to flesh out subjects. :bigear::bigear: Thanks, Cindy
  14. I am looking for books or a course on How to Study. We have already watched TTC Super Star Student, but my son still needs help in this area. Thanks!
  15. Hi, I am wondering what all of you experienced high school homeschool parents would have approached 7th and 8th grade looking back on it now? What would your ideal approach? What would have been your focus? What would you have let go? What resources would you have definitely used, what would you have passed on? Just any thoughts in general you could share. I am going to have a 7th grader next year and would love to get the insights of folks who have BTDT! Thanks! :)
  16. Hi, all! DD has never before had the type of class where note taking was needed. She is concerned about the note taking aspect in some of her classes next year, and has asked for some direction. Is there a concise resource available that would help her? After my own years of note taking in school, I seem to think it is as simple as, "Write quickly, abbreviate, and notate main points, names, and dates. Be sure to write down homework and test dates." For dd never having taken notes before, I think that there is a fear that note taking is something that she needs to learn how to do before being thrown into the situation. I think that if she has a little more direction, she will be much more at ease. Thanks so much for any advice given and resources recommended! I appreciate it! BTW - We do have TTC's "Superstar Student" with Tim McGee, and I ordered the new edition of the same course with Michael Geisen.
  17. My DS 14 has been working at the high school level for a few years, and while his ability to grasp higher level topics is strong, his ability to study for a test or take notes is, well, not so swift. He is dysgraphic and has ADHD, so I know these are playing a role in the development of these skills, but he needs to develop these before moving on to classroom experiences in the next few years. For note taking, he'll try taking notes to the Teaching Company course he's selected, Meteorology. He'll also be taking notes from his reading, likely guided by a set of questions at first (working on creating that). The piece I'm missing is assessment. Last year, he took Chemistry tests I wrote for him and a buddy. For some of the tests, he did beautifully. For others, he really crashed. For ALL the tests, he was sure he knew all the material, even AFTER taking the test. He seems to have no insight into his handle on the material. I really can't fathom that, but it's true. I could certainly predict which tests he'd do well on, given HOW he studied, but he couldn't see the difference until I pointed it out. And still he'd bomb. Any ideas for test preparation are welcome (Except for standardized tests -- he's amazingly good at those. But then there's no studying required.) Thanks!
  18. I've been reading the thread about requiring WTM skills (narration, outlining, etc.) for our logic kids. -It evolved into a thread about all the things we often neglect to teach our homeschooled kids (tying shoes, names on papers, etc.). :001_huh: I started wondering just how many skills I've forgotten to teach.... Anyone want to start a list? __________________ Mary DS 11, DD 9, DS 7, DD 5
  19. About 20 weeks into school, and really, I'm totally lost when it comes to History and Literature. I really, really, really wanted to do Literature with History. Because last year in PS I did U.S. I, I needed to do U.S. II this year. So, I was going to do 20th century American Literature this year, but it just never got done. I didn't have the money to buy a History/Lit. program for 11th grade, and I just figured I could throw it together myself. I stumbled upon Ambleside, and I thought it would be great to use. They went by time period though, so I would have had to use a bit of 19th century (Year 10) and a bit of 20th century (Year 11) and threw a list together from their suggested readings for History and Lit. Once again, it just never got done. I threw together a few lists, but they were never followed. I'm just going nuts trying to figure this out. I've looked through a few U.S. History books, but none seem to fit the bill for what I need. Right now, I am reading Frankenstein. This is seriously the first book I've read for Literature. I read half of The Great Gatsby and half of A Death in the Family. For History, I started Chapter 19 at this site today but idk if it will get continued. I know, it has to do with a lack of self-discipline, but I'm just so frustrated. I really don't want to do U.S. II. I think it is dumb that they split up U.S. History into 2 years in my school. I wouldn't be having this issue if they hadn't split it up. Every curriculum I have found was for U.S. History in 1 year. All the ones split in two years are for middle/elementary ages. I am just at a loss. At this point, Lit. and History don't match, I have no clue how to catch up or where to go from here. I really like Ambleside, but because of U.S. II and Ambleside only have a few things for U.S. II, I can't really use it. I would love to do Year 7 or 8 with Ambleside, but because I need to finish U.S. History, I don't really have that option. I'm just confused, at a loss, frustrated, disappointed and have no clue what to do from here. I hate how the U.S. History is set up that I'm doing now, but I guess I have no other options. I guess this was more of a vent than anything. My mother doesn't know how to help me. Getting mad at her isn't helping anything. Suggestions, advice, anything appreciated. Thanks. ETA: I understand there will be things I don't enjoy, but I just don't learn from textbooks. I retain nothing. That is why I like the living books approach, but I'm just so confused. How am I supposed to fit 100 years of History into a few books, you know? I don't know how to get the most from those books because I was always just taught to learn to take a test. That is no way to learn, and I know that, but really, what other options do I have so late in the game??
  20. This thread on the Cornell Method of Note Taking has some links which may be of use. I have noticed a number of new people testing the waters over here on the high school board. It might be nice if we were to tag some of our favorite older posts to share with them. Be well, Jane
  21. Hi ladies, I have until Thursday to come up with a proposal for a Jr. High/early High School Study Skill class for our co-op. We have a huge number of Jr High/9th grade kids in our co-op. Hearing the tutors/teachers talk, it is clear that a class like this would be very beneficial. (Kids not being held accountable, not getting the oversite needed from their parents, therefore not understanding the fundamentals of studying, of organizing, of some of the classroom skills they should have, all the way down to being clueless about leaving margins on paper!) So, if you were to put together a class like this, what would you include? I've always been a "semi-draconian" homeschooler, so some of this is really hard for me to fathom that kids might need to be taught explicitly! :001_huh: I know that my kids have needed to be shown and to practice: how to summarize and how to precis outlining notetaking skimming reviewing (notecards, review sheets, diagramming concepts; what else?) What would you include for study skills/student success strategies?? Would you do it within/as a part of a "carrier" course? (Our co-op has all the basics of english/comp/lit, science, math, history, and foreign lang covered, and gov't, art appreciation and geography are also being offered. The "carrier" topic could not be any of those. I'd love to do an art history course, but that's too close. I'll have 30 weeks, with a 55 minutes class once a week. I could probably assign a couple hours weekly homework, but no more. (I'd prefer, mostly, to have them apply the skills to their other classes and report back.) Thanks for your input!! P.S. If you have used resources that have been a tremndous help for your kids, would you share those titles as well? TIA
  22. Who's used this? Did you take the whole 10-12 wks to do this, or did you kinda cram at all? I'm thinking of purchasing this for our homeschool group to view before we start classes. Has anyone used it in a group setting? Hints?? Would you say it's ok for junior high? Carrie:-)
  23. The Cornell Method of Note Taking isn't new, but I just "discovered" it yesterday and it looks great -- making the notes useful without having to re-do them. Anyone else using it? Pros? Cons? Better systems? Layout Example More Info Even More Info
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