Susan Wise Bauer Posted March 24, 2011 Share Posted March 24, 2011 The following change probably won't make it onto the convention program, so I'm putting it out there now FYI. Current schedule: Saturday 8:30 AM Homeschooling the Second Time Saturday 1 PM Homeschooling the Real Child Saturday 4 PM Writing Well: A Plan for K-12 New schedule: Saturday 8:30 AM A Plan for Teaching Writing: Focus on Grades K-6 Saturday 1 PM Homeschooling the Real Child Saturday 4 PM A Plan for Teaching Writing: Focus on the Middle Grades and High School Years Descriptions of writing seminars: A Plan for Teaching Writing: Focus on Grades K-6 A plan for producing good writers at home. This workshop explains how to guide your student through a simple progression (copying, dictation, narration, summarizing, outlining) that will develop both writing and thinking skills in a systematic, stepwise manner. Includes suggestions on how to use these writing and thinking skills in every area of the curriculum, as well as strategies for remedial work. Recommended for those teaching all K-6 students, as well as for those teaching older students who are reluctant writers. A Plan for Teaching Writing: Focus on the Middle Grades and High School Years Expanding on the principles presented in “A Plan for Teaching Writing,†this workshop offers very specific guidance in how to teach middle grade (logic-stage) and high school students the skills of constructing an argument, outlining and writing from an outline. Includes training in outlining, writing from an outline, basic Socratic dialogue, and evaluation and grading. This seminar covers all of the types of writing that high school students should learn before entering the freshmen year of college: response papers, summaries, and critical essays across the curriculum. Quote Link to comment Share on other sites More sharing options...
Sebastian (a lady) Posted March 24, 2011 Share Posted March 24, 2011 A Plan for Teaching Writing: Focus on the Middle Grades and High School Years Expanding on the principles presented in “A Plan for Teaching Writing,†this workshop offers very specific guidance in how to teach middle grade (logic-stage) and high school students the skills of constructing an argument, outlining and writing from an outline. Includes training in outlining, writing from an outline, basic Socratic dialogue, and evaluation and grading. This seminar covers all of the types of writing that high school students should learn before entering the freshmen year of college: response papers, summaries, and critical essays across the curriculum. I know it's late to be adding anything to a presentation, but I'm going in circles trying to think through how to teach my kids to write lab reports. Any pointers you could give on this style of writing would be great, even if it is just suggestions of where to look for good guidelines and samples. I think the year you bring the first copies of Writing With Skill to a conference will be like the Beattles coming to America. Quote Link to comment Share on other sites More sharing options...
Susan Wise Bauer Posted March 24, 2011 Author Share Posted March 24, 2011 Great suggestion. Thank you!! Quote Link to comment Share on other sites More sharing options...
lauracolumbus Posted March 24, 2011 Share Posted March 24, 2011 I'm grateful for the switch. Thanks for adding the middle and high school writing program. I was going to head out early on Sat., but now will stick around. Laura Quote Link to comment Share on other sites More sharing options...
C_l_e_0..Q_c Posted March 24, 2011 Share Posted March 24, 2011 I noticed you're speaking on Saturday. Is it the same for Pennsylvania? Do you know already ? I'm going to the PA one, but will not be able to stick around on Sat. Quote Link to comment Share on other sites More sharing options...
Susan Wise Bauer Posted March 24, 2011 Author Share Posted March 24, 2011 No idea about PA! I'll let you know when I know something. SWB Quote Link to comment Share on other sites More sharing options...
PeterPan Posted March 24, 2011 Share Posted March 24, 2011 You might also like to have suggestions for reluctant writers and people whose kids need things a bit more out of the box or creative to keep their souls from squelching. Same skills, more creative or out-of-the-box output for kids who need it. :) Quote Link to comment Share on other sites More sharing options...
LarlaB Posted March 24, 2011 Share Posted March 24, 2011 (edited) Thanks for the updates! :) ETA: Wanted you to know that you have been, and will continue to be in my prayers for your work & efforts this weekend. Edited March 24, 2011 by LarlaB Quote Link to comment Share on other sites More sharing options...
Mom2boys Posted March 24, 2011 Share Posted March 24, 2011 Thank you for offering two sessions on writing. I look forward to attending both. And I am praying for a quick recovery for your dad. :grouphug: Quote Link to comment Share on other sites More sharing options...
Nan in Mass Posted March 24, 2011 Share Posted March 24, 2011 If you are going to do lab reports, you might point out that lab notebooks where you design your experiment and keep track of your data, lab reports where you write up your experiment for other people to see, and scientific papers where you present your findings (possibly without a lot of the details from your lab notebook) are THREE DIFFERENT THINGS. Ug. It took me a few months to untangle that simple fact. There is a conventional format for all three. Writing Strands tells you how to do the last but not the first or the second. Another thing I found confusing is the difference between an activity designed to demonstrate a principal and a real experiment, when you don't know the outcome beforehand. Creepy Crawlers pointed that out and it was enlightening. As a non-scientist, I had to figure out that science experiments often build on each other. I found the hypothesis/purpose part of a lab report very confusing, until I talked to my husband, who does this all the time. Some experiments don't have a hypothesis. They just have a purpose, which might be something like, "To explore what happens when blank". Then an experiment might grow out of that. I'm sure all that seems super obvious to someone who is a scientist, but I had to extract the information and disentangle it. Probably if it weren't so obvious, I wouldn't have had such a hard time finding the information. Abstracts aren't a bad thing to mention, either. You might also mention that my husband, who does lots of writing for his engineering job, thinks that the 5 paragraph essay format is the best thing he was ever taught, writing-wise. He uses it daily. That format is excellent for technical writing that just needs to present facts clearly in a non-entertaining way. Anyway, I thought that if you were going to talk about scientific writing, you might want to talk about those things, things which took me forever to figure out. : ) -Nan PS - Could you include them in the next TWTM? Quote Link to comment Share on other sites More sharing options...
Colleen in NS Posted March 24, 2011 Share Posted March 24, 2011 Expanding on the principles presented in “A Plan for Teaching Writing,†So, are you including even *more* specific helps (like rewriting from outlines) than you had in your WTM 2009 conf. sessions?? Wow! If so, I hope that PHP can get the recordings and sell them! :D I could use more help on teaching rewritings, that's for sure. There's a spark missing, and I'm not sure why. Any pointers you could give on this style of writing would be great, even if it is just suggestions of where to look for good guidelines and samples. :iagree: No idea about PA! I'll let you know when I know something. SWB :bigear: because I'm half thinking of going.....but couldn't find any workshop info. on the site yet. I could use another shot in the arm by being around some other classical educators again!!!! Esp. as we inch towards the latter halves of my childrens' educations. If you are going to do lab reports, you might point out that lab notebooks where you design your experiment and keep track of your data, lab reports where you write up your experiment for other people to see, and scientific papers where you present your findings (possibly without a lot of the details from your lab notebook) are THREE DIFFERENT THINGS. Ug. It took me a few months to untangle that simple fact. There is a conventional format for all three. Writing Strands tells you how to do the last but not the first or the second. Another thing I found confusing is the difference between an activity designed to demonstrate a principal and a real experiment, when you don't know the outcome beforehand. Creepy Crawlers pointed that out and it was enlightening. As a non-scientist, I had to figure out that science experiments often build on each other. I found the hypothesis/purpose part of a lab report very confusing, until I talked to my husband, who does this all the time. Some experiments don't have a hypothesis. They just have a purpose, which might be something like, "To explore what happens when blank". Then an experiment might grow out of that. I'm sure all that seems super obvious to someone who is a scientist, but I had to extract the information and disentangle it. Probably if it weren't so obvious, I wouldn't have had such a hard time finding the information. Abstracts aren't a bad thing to mention, either. You might also mention that my husband, who does lots of writing for his engineering job, thinks that the 5 paragraph essay format is the best thing he was ever taught, writing-wise. He uses it daily. That format is excellent for technical writing that just needs to present facts clearly in a non-entertaining way. Anyway, I thought that if you were going to talk about scientific writing, you might want to talk about those things, things which took me forever to figure out.: ) -Nan PS - Could you include them in the next TWTM? Nan, I always learn something new from you. Thanks for explaining that. And :iagree: - could you (Susan) put something like this in the next WTM? Quote Link to comment Share on other sites More sharing options...
cin Posted March 24, 2011 Share Posted March 24, 2011 Someone please tell me that this stuff is in TWTM. I am SO not a morning person, and being downtown by 8:30... I'd probably get a DWI while blowing a '0' :eek: Quote Link to comment Share on other sites More sharing options...
kchara Posted March 24, 2011 Share Posted March 24, 2011 Thanks for the heads up! Quote Link to comment Share on other sites More sharing options...
angela in ohio Posted March 24, 2011 Share Posted March 24, 2011 You're still talking on Friday, right? I want to see the talk on getting ready for college. :001_smile: That last talk on middle/high school writing sounds wonderful! I can't wait! Quote Link to comment Share on other sites More sharing options...
MtnTeaching Posted March 25, 2011 Share Posted March 25, 2011 Thank you for the update! My schedule is all marked and I will see you at both of the writing sessions. The art of paraphrasing a quote, my 8th grade son, and myself were not a good combination this morning. Thank you - we can certainly use your help! Quote Link to comment Share on other sites More sharing options...
Capt_Uhura Posted March 25, 2011 Share Posted March 25, 2011 A Plan for Teaching Writing: Focus on the Middle Grades and High School Years Expanding on the principles presented in “A Plan for Teaching Writing,†this workshop offers very specific guidance in how to teach middle grade (logic-stage) and high school students the skills of constructing an argument, outlining and writing from an outline. Includes training in outlining, writing from an outline, basic Socratic dialogue, and evaluation and grading. This seminar covers all of the types of writing that high school students should learn before entering the freshmen year of college: response papers, summaries, and critical essays across the curriculum. OH PLEASE PLEASE PLEASE give this talk in PA!!!!! OH My .... jumping for joy!!!! Quote Link to comment Share on other sites More sharing options...
Happy2BaMom Posted March 26, 2011 Share Posted March 26, 2011 Sorry to go off-topic here, but.... can you please, oh please, come to the West Coast next year? Anywhere within PST time zone & I'll be there..... ...you many now resume your normally scheduled broadcast..... Quote Link to comment Share on other sites More sharing options...
PeterPan Posted March 26, 2011 Share Posted March 26, 2011 I thought I just saw an ad in the HSLDA magazine that the state orgs for the west coast are banding together and putting on their own regional convention. Quote Link to comment Share on other sites More sharing options...
tjarnold Posted March 26, 2011 Share Posted March 26, 2011 The following change probably won't make it onto the convention program, so I'm putting it out there now FYI. Current schedule: Saturday 8:30 AM Homeschooling the Second Time Saturday 1 PM Homeschooling the Real Child Saturday 4 PM Writing Well: A Plan for K-12 New schedule: Saturday 8:30 AM A Plan for Teaching Writing: Focus on Grades K-6 Saturday 1 PM Homeschooling the Real Child Saturday 4 PM A Plan for Teaching Writing: Focus on the Middle Grades and High School Years Thank you SO much for the update. So will the Bauer Family Homeschool talk appear at a different time? Tiffany Quote Link to comment Share on other sites More sharing options...
Holly IN Posted March 26, 2011 Share Posted March 26, 2011 Thank you SO much for the update. So will the Bauer Family Homeschool talk appear at a different time? Tiffany No. She is not doing it at Cincy. Her husband is staying home with her mom and dad due to her dad being ill. Quote Link to comment Share on other sites More sharing options...
tjarnold Posted March 27, 2011 Share Posted March 27, 2011 No. She is not doing it at Cincy. Her husband is staying home with her mom and dad due to her dad being ill. Thanks. So sorry to hear that about her dad. Quote Link to comment Share on other sites More sharing options...
Susan Wise Bauer Posted March 30, 2011 Author Share Posted March 30, 2011 Full workshop schedule plus descriptions: FRIDAY 10-11 AM DUKE Junior Ballroom Educating Our Own Minds: How to Teach Ourselves as We Teach Our Kids Educating our children involves educating ourselves. And that means gaining confidence in our own intellectual abilities—rather than relying solely on “experts.†Come discover a plan for self-education in the classical tradition, including scheduling for busy adults; setting up a reading plan that involves understanding, analyzing, and discussing literature; and mastering the skills needed for reading classic fiction and nonfiction. FRIDAY 1-2 PM DUKE Junior Ballroom The Well-Prepared Student (High School): How to Get Ready for College In this session, learn what and how to teach your child in grades 9-12–before they fill out those applications and head off for the freshman year. What expections should you have for high school? How can you teach those subjects that stump you? How should you personalize the high school curriculum for your student, while still making sure that the basics are covered? What skills will your student need to develop in order to thrive in college? As a college instructor, Susan Wise Bauer has taught scores of college freshmen and knows what they should have learned before the freshman year; as a home educating parent, she has graduated one high school student (now at UVA) and is in the thicket of high school with two more. FRIDAY 4-5 PM DUKE Junior Ballroom The Joy of Classical Education: An Introduction to Classical Education at Home An overview of the philosophy of classical education and the ways in which home schoolers can pursue classical learning at home. Covers the distinctives of classical education, the benefits to the student, the three stages of classical learning (grades 1-4, 5- 8, and 9-12), the subjects taught in each stage, and the overall goals of classical education. Also offers ways in which every home schooler can borrow from the classical tradition. SATURDAY 8:30–9:30 AM HILTON Pavilion Caprice A Plan for Teaching Writing: Focus on Grades K-6 A plan for producing good writers at home. This workshop explains how to guide your student through a simple progression (copying, dictation, narration, summarizing, outlining) that will develop both writing and thinking skills in a systematic, stepwise manner. Includes suggestions on how to use these writing and thinking skills in every area of the curriculum, as well as strategies for remedial work. Recommended for those teaching all K-6 students, as well as for those teaching older students who are reluctant writers. SATURDAY 1-2 PM DUKE Junior Ballroom Homeschooling the Real (Distractible, Impatient, Argumentative, Unenthusiastic, Non-Book-Loving, Inattentive, Poky, Vague) Child High academic achievement (and particular the book-centered kind of achievement recommended by classical educators) often seems designed for one kind of student: the mature, self-directed, disciplined child who loves to read. In this workshop, learn how to deal with the other 90% of students. Includes practical strategies for dealing with roadblocks in the way of academic achievement, as well as time-tested advice for teaching to your child’s strengths while still addressing weaknesses. Susan Wise Bauer, classical educator, college instructor, and author, was home schooled herself and has homeschooled her own four real children, now aged 10-19 (the oldest is now at university). SATURDAY 4–5 PM DUKE Junior Ballroom A Plan for Teaching Writing: Focus on the Middle Grades and High School Years This workshop offers very specific guidance in how to teach middle grade (logic-stage) and high school students the skills of constructing an argument, outlining and writing from an outline. Includes training in outlining, writing from an outline, basic Socratic dialogue, and evaluation and grading. This seminar covers all of the types of writing that high school students should learn before entering the freshmen year of college: response papers, research papers, summaries, and critical essays across the curriculum. Quote Link to comment Share on other sites More sharing options...
TN Mama Posted March 30, 2011 Share Posted March 30, 2011 Full workshop schedule plus descriptions: SATURDAY 1-2 PM DUKE Junior Ballroom Homeschooling the Real (Distractible, Impatient, Argumentative, Unenthusiastic, Non-Book-Loving, Inattentive, Poky, Vague) Child High academic achievement (and particular the book-centered kind of achievement recommended by classical educators) often seems designed for one kind of student: the mature, self-directed, disciplined child who loves to read. In this workshop, learn how to deal with the other 90% of students. Includes practical strategies for dealing with roadblocks in the way of academic achievement, as well as time-tested advice for teaching to your child’s strengths while still addressing weaknesses. Susan Wise Bauer, classical educator, college instructor, and author, was home schooled herself and has homeschooled her own four real children, now aged 10-19 (the oldest is now at university). SATURDAY 4–5 PM DUKE Junior Ballroom A Plan for Teaching Writing: Focus on the Middle Grades and High School Years This workshop offers very specific guidance in how to teach middle grade (logic-stage) and high school students the skills of constructing an argument, outlining and writing from an outline. Includes training in outlining, writing from an outline, basic Socratic dialogue, and evaluation and grading. This seminar covers all of the types of writing that high school students should learn before entering the freshmen year of college: response papers, research papers, summaries, and critical essays across the curriculum. I so cannot wait. Especially for these two. :hurray: Quote Link to comment Share on other sites More sharing options...
gardening momma Posted March 30, 2011 Share Posted March 30, 2011 FRIDAY 10-11 AMDUKE Junior Ballroom Educating Our Own Minds: How to Teach Ourselves as We Teach Our Kids SATURDAY 8:30–9:30 AM HILTON Pavilion Caprice A Plan for Teaching Writing: Focus on Grades K-6 SATURDAY 1-2 PM DUKE Junior Ballroom Homeschooling the Real (Distractible, Impatient, Argumentative, Unenthusiastic, Non-Book-Loving, Inattentive, Poky, Vague) Child I will be attending these. Quote Link to comment Share on other sites More sharing options...
Nan in Mass Posted March 30, 2011 Share Posted March 30, 2011 I wish I were. Quote Link to comment Share on other sites More sharing options...
Colleen in NS Posted March 30, 2011 Share Posted March 30, 2011 I wish I were. Nan, what about the one in Philly??? I'm considering going! And you are closer to Philly than to this one! Quote Link to comment Share on other sites More sharing options...
C_l_e_0..Q_c Posted March 30, 2011 Share Posted March 30, 2011 I wish I were. Nan! Please come to Philly!!!! I'd love meeting you after all those years! And you could sneak in a bit of French practice with me ;) Quote Link to comment Share on other sites More sharing options...
lauracolumbus Posted March 30, 2011 Share Posted March 30, 2011 Susan, Just in case you have a moment to reply before you jet off to Cincy, could you let me know if the 4 pm Sat. session is similar to your PHP mp3 talk. I only ask because I really wanted to go to this session, but it means keeping our dogs in the kennel another day and a half. Thanks, Laura Quote Link to comment Share on other sites More sharing options...
Susan Wise Bauer Posted March 30, 2011 Author Share Posted March 30, 2011 Um...yes,similar. There are some additions. But I'm not sure I'd keep the dogs in the kennel an additional day and half for that. If you get both the middle school and HS writing MP3s from PHP, you'll have most of it. SWB Quote Link to comment Share on other sites More sharing options...
lauracolumbus Posted March 30, 2011 Share Posted March 30, 2011 Thanks so much for taking the time to answer my question. I do have both mp3s. My kids and dogs will be happy. Laura Quote Link to comment Share on other sites More sharing options...
Susan C. Posted March 31, 2011 Share Posted March 31, 2011 Full workshop schedule plus descriptions: FRIDAY 10-11 AM DUKE Junior Ballroom Educating Our Own Minds: How to Teach Ourselves as We Teach Our Kids Educating our children involves educating ourselves. And that means gaining confidence in our own intellectual abilities—rather than relying solely on “experts.†Come discover a plan for self-education in the classical tradition, including scheduling for busy adults; setting up a reading plan that involves understanding, analyzing, and discussing literature; and mastering the skills needed for reading classic fiction and nonfiction. FRIDAY 1-2 PM DUKE Junior Ballroom The Well-Prepared Student (High School): How to Get Ready for College In this session, learn what and how to teach your child in grades 9-12–before they fill out those applications and head off for the freshman year. What expections should you have for high school? How can you teach those subjects that stump you? How should you personalize the high school curriculum for your student, while still making sure that the basics are covered? What skills will your student need to develop in order to thrive in college? As a college instructor, Susan Wise Bauer has taught scores of college freshmen and knows what they should have learned before the freshman year; as a home educating parent, she has graduated one high school student (now at UVA) and is in the thicket of high school with two more. FRIDAY 4-5 PM DUKE Junior Ballroom The Joy of Classical Education: An Introduction to Classical Education at Home An overview of the philosophy of classical education and the ways in which home schoolers can pursue classical learning at home. Covers the distinctives of classical education, the benefits to the student, the three stages of classical learning (grades 1-4, 5- 8, and 9-12), the subjects taught in each stage, and the overall goals of classical education. Also offers ways in which every home schooler can borrow from the classical tradition. SATURDAY 1-2 PM DUKE Junior Ballroom Homeschooling the Real (Distractible, Impatient, Argumentative, Unenthusiastic, Non-Book-Loving, Inattentive, Poky, Vague) Child High academic achievement (and particular the book-centered kind of achievement recommended by classical educators) often seems designed for one kind of student: the mature, self-directed, disciplined child who loves to read. In this workshop, learn how to deal with the other 90% of students. Includes practical strategies for dealing with roadblocks in the way of academic achievement, as well as time-tested advice for teaching to your child’s strengths while still addressing weaknesses. Susan Wise Bauer, classical educator, college instructor, and author, was home schooled herself and has homeschooled her own four real children, now aged 10-19 (the oldest is now at university). SATURDAY 4–5 PM DUKE Junior Ballroom A Plan for Teaching Writing: Focus on the Middle Grades and High School Years This workshop offers very specific guidance in how to teach middle grade (logic-stage) and high school students the skills of constructing an argument, outlining and writing from an outline. Includes training in outlining, writing from an outline, basic Socratic dialogue, and evaluation and grading. This seminar covers all of the types of writing that high school students should learn before entering the freshmen year of college: response papers, research papers, summaries, and critical essays across the curriculum. Please tell me there will be recordings of the above, especially the distractable etc. one at the high school level!!! Or if there are, which ones match from your PHP site. Thanks! Quote Link to comment Share on other sites More sharing options...
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