Science & History for your VSL

[ChicoryChick]

My 12yo dd is a VS learner. Right now for science we are using Apologia/CKE and MOH for history. While she does very well while doing it, She.remembers.absolutely nothing. when we go back and review (and I am talking about the next day or week). I have her coloring and labeling pictures, making a timeline, memory cards etc. but that doesn't seem to help her remember. Short of finding and watching DVDs (which would be time consuming and expensive since we don't have internet other than my phone) for every topic what can I do to help her remember. I must admit she does better with science than history but I think that it is more colorful with pics and interesting to her (she loves animals).

 

She prefers listening to history on audio but since she is VSL that is obviously not the best way for her to learn. She doesn't seem to have much interest in doing any of the activities unless it involves sugar. She does the bare minimum required and not much more. I don't really wish to switch curriculum unless I have to as MOH and Apologia are a general fit for our family. I just would like to know how to supplement in order to help her remember better. i am willing to try a new curricula if it will help her learn better.

[thundersweet]

Listening in! My 11yo dd sounds exactly like yours. She doesn't like history at all. She doesn't mind listening to it on audio though. I think that's because she doesn't have to read it. lol I believe her to be a VSL as well. I was thinking of downloading Hakims History of Us audio cd's and listening as a family. I can also supplement with fun books I already own. For science, she is doing Bob Jones 6th grade science using the online option. Surprisingly, she told me she loves science. She said Mrs Vick (online teacher) makes it interesting. I was shocked.

 

ETA... I have the BJU ancient history (online version) to use with her in May when she's done with what she is doing now. I'm hoping she'll be as pleased with it as she is with the science.

 

Sandy

[almondbutterandjelly]

My VSL loves Story of the World. She is in 6th grade, and we are doing Ancient Times, with her coloring a picture from the Activity Guide. Interestingly, this is the recommended method for non-VSLs to do SOTW in early elementary, but back then it didn't work. VSLs love stories, pictures, and color, generally speaking. They are also big picture thinkers, so they may not remember the detail questions you ask them and then when they don't know, you think "Eek! They're not learning!" Not true. Remember that VSLs take it all in, and create a big picture framework in their head before they are able to absorb details. No, my VSL maybe could not answer your non-VSL questions you just asked, but she can provide commentary while she is coloring and listening and she does make connections to other things from what is being read. I can't tell you how many times I have heard, "That reminds me of ..." Connections! Even if it's connections with a Garfield comic (at least 50% of the time), it's meaningful connections in her brain.

 

For your own situation, I guess I would latch onto what she likes. That's your clue to how her brain works. Maybe she likes the audio (even though she's a VSL) because that helps her take it all in. If she learns through video, either get Netflix or library videos. If MOH is interesting in a story-like way (I have no idea. I have never used it), then continue to do what you are doing and just expect less in terms of providing non-VSL answers to your non-VSL questions. She's not going to answer little piddly questions because she's still creating the big picture framework. That may come on your next history cycle through this era. And that's okay.

 

For an additional thing, you might consider supplementing with fun history books like You Wouldn't Want to Be series or the Horrible History magazines. If your VSL is hands on, you might also look at Toobs which they have on Jamestown settlers and Ancient Egyptians and all kinds of things. HTH!

[ChicoryChick]

Thank you. Your answers are confirming some of the things I was thinking and given me so e more ideas. I was talking to her today and she said, "They do not ask the questions of what I know." I was thinking rather than just having her answer the question just have her do a written narration instead, following the suggestions in the WTM. I like the idea of adding in SOTW and the Activity book, I think she would like that. She does like to color and I prefer the maps in SOTW to MOH.

 

She is doing WWS which she is not thrilled with (bit I personally love). I was also thinking instead of doing the passages in the WWS book to have her read the instructions and apply them to her history and science "readings". It would make writing more applicable and solve the problem with answering the questions for science and history.

 

I probably should look at BJU also, but the online classes are out of the question.

 

Will look into the two book series mentioned at the library to and see if she will like them.

 

I also realized that the Drive Thru History might be a good supplement as well. I have one of the and my sister has a couple more which I could borrow.

 

thanks for your suggestions. I am open to more, but feell like I have some good ideas to try out. :)

[PeterPan]

I wouldn't change the sources for the WWS writing. It's just going to make a pain for you. As far as MOH and the science, you may need to give her the questions ahead of time. It's cool that she's taking from it things that are interesting to her, but sometimes, from this age on, the stuff that's important ISN'T the stuff that caught their eye. So you give her a study guide or outline and she makes notes and she listens/reads.

 

BTW, she might also benefit from double exposure. She could read the MOH ahead of time with your study guide, fill in the answers, then listen and discuss with you AGAIN as a family. Also you could get that MOH on audio and require her to listen to it x number of times before she comes to the group discussion. People should come prepared to a discussion time. She's too old to be spoonfed. If she's not attending while she reads or listens, her mind may be off in lala land or caught on one particular aspect. Study guides can help them focus, because it gives them something to DO with the material to connect to it. Can be as simple as a blank outline, or it could be those end of section questions she doesn't know the answer to. Sometimes they have to read it through several times.

 

Don't skirt around it. The issue will only get more serious in the next year or two, as you get into harder texts that you aren't necessarily planning on reading aloud to her and where narrations AREN'T enough, where the specifics of what they took from it matter.

[TarynB]

I wouldn't change the sources for the WWS writing. It's just going to make a pain for you. As far as MOH and the science, you may need to give her the questions ahead of time. It's cool that she's taking from it things that are interesting to her, but sometimes, from this age on, the stuff that's important ISN'T the stuff that caught their eye. So you give her a study guide or outline and she makes notes and she listens/reads.

 

BTW, she might also benefit from double exposure. She could read the MOH ahead of time with your study guide, fill in the answers, then listen and discuss with you AGAIN as a family. Also you could get that MOH on audio and require her to listen to it x number of times before she comes to the group discussion. People should come prepared to a discussion time. She's too old to be spoonfed. If she's not attending while she reads or listens, her mind may be off in lala land or caught on one particular aspect. Study guides can help them focus, because it gives them something to DO with the material to connect to it. Can be as simple as a blank outline, or it could be those end of section questions she doesn't know the answer to. Sometimes they have to read it through several times.

 

Don't skirt around it. The issue will only get more serious in the next year or two, as you get into harder texts that you aren't necessarily planning on reading aloud to her and where narrations AREN'T enough, where the specifics of what they took from it matter.

 

 

Thank you for taking the time to post this. It really spoke to me, as I'm deliberating what direction to aim for with my DS next year. I appreciate hearing relevant advice from those who have been there and done that.

[ChicoryChick]

I wouldn't change the sources for the WWS writing. It's just going to make a pain for you. As far as MOH and the science, you may need to give her the questions ahead of time. It's cool that she's taking from it things that are interesting to her, but sometimes, from this age on, the stuff that's important ISN'T the stuff that caught their eye. So you give her a study guide or outline and she makes notes and she listens/reads.

 

BTW, she might also benefit from double exposure. She could read the MOH ahead of time with your study guide, fill in the answers, then listen and discuss with you AGAIN as a family. Also you could get that MOH on audio and require her to listen to it x number of times before she comes to the group discussion. People should come prepared to a discussion time. She's too old to be spoonfed. If she's not attending while she reads or listens, her mind may be off in lala land or caught on one particular aspect. Study guides can help them focus, because it gives them something to DO with the material to connect to it. Can be as simple as a blank outline, or it could be those end of section questions she doesn't know the answer to. Sometimes they have to read it through several times.

 

Don't skirt around it. The issue will only get more serious in the next year or two, as you get into harder texts that you aren't necessarily planning on reading aloud to her and where narrations AREN'T enough, where the specifics of what they took from it matter.

 

 

Sorry about the delayed response, I wanted to take some time to think about what you have said.

 

I agree with you about the spoonfeeding and I have done that in years past but not this year. Independence is something I have been striving for with her. She does listen to MOH audios and has the option of reading it and she reads science on her own., I do not read it aloud to her. All the questions are printed out for her beforehand so she has every opportunity to read it ahead of time and I have even encouraged her to do so.

 

I know doing it this way with WWS will be more trouble for me but in a way it is not. I will only be battling her with 2 subjects instead of 3 and this will give me a chance to see what she knows about the subject while teaching her to look for the important parts. It will be killing two birds with one stone. (hopefully)

 

Thank you.

[lovemykids]

One of my solutions with my VSL learner has been almost total independence. She is also allowed to choose her own curriculum (within reason). I think these two things are somewhat advantageous ...but the best thing we have found that is helpful is to do away with a typical schedule. Instead, she does (basically) one subject per day. So a whole day on science, a whole day on math, Latin, LA and so forth… This has greatly improved her concentration, memory, and organizational skills.

 

Good luck- I hope you find what works for your VSL.