Would anyone like to define "scripted"?

[Classical Katharine]

. . . or comment on pros and cons of a scripted method?

[angela&4boys]

I'll give it a whirl.

 

Scripted, to me, is verbatim what the parent/teacher should or could say. I think it's good for those who lack confidence in certain subject area(s) or prefer not to reinvent the wheel. One advantage, imho, is when you are teaching upper level maths, the language is consistent and a dc may become easily confused if the terms are varied.

 

We used Saxon Math in the past for lower elementary years and I found it somewhat helpful, but it grew to annoy me. We use FLL now, and I don't read it word-for-word, but when I do, it sounds natural.

 

My 2 cents, :)

Edited April 4, 2009 by angela&4boys

[chiguirre]

In the case of Saxon and FLL, it's literally a script. The teacher reads her part and waits for the child to respond. I can't stand this format. I'd much rather have bullets of material to cover or a paragraph describing how I should present material, but this is strictly a personal preference.

[dragons in the flower bed]

Pros--

You can teach before the coffee hits your brain in the morning.

If you're in experienced in a subject, it doesn't negatively impact your teaching.

A script can teach how to teach if a parent prefers to learn by example.

 

Cons--

It's hard to extract the goals and meaning of each learning activity so that you can make decisions on the spot.

It can confine teachers and students, or, worse, box out the actually learning.

[laylamcb]

To my mind there are varying degrees of scripting, with FLL being the full-on deal and something like Right Start, which is very directive but not literally scripted, falling a little farther down on the scale.

 

At least in terms of math, the pro for me of the "scripted" approach is that by reading this script myself I have begun to wrap my mind around an entirely new and different understanding of math. In fact, the RS script has made it possible for me to understand Singapore, which previously just looked like some pretty pictures to me. Not only is this NOT the way I was taught math, this is not the way I naturally THINK. But I like it! New worlds are opening themselves to me! :001_smile:

 

NB: If you're like me, to benefit from this pro of scripting requires a lot of prep time on the part of the teacher. Otherwise, you really are just going to be reading a script.

[siloam]

. . . or comment on pros and cons of a scripted method?

 

I don't see a lot of down side, other than scripted programs tend to be more expensive because it is a lot of work to create the scripting.

 

There are days when I use it, and many that I do not.

 

FLL-I rarely use it. Instead I pay attention to the topic listed for the day (right at the top), and teach that in my own way. There are usage sections (like when to use me or I) for which I do follow the script word for word.

 

RS-This isn't as heavily scripted, and the most important parts are bolded (love this), because I usually get the concepts this allows me to work quickly through the lesson, as long as the child is understanding it.

 

AAS-I love the way they demonstrate and script teaching new rules. Again this isn't as heavily scripted as FLL, but what they do have serves the purpose well.

 

The big difference between the two types of scripting is that FLL really could be done by ANYONE. It assumes nothing. Both AAS and RS will at some point assume you have been paying attention to what is going on and drop things that should be familiar. For example in RS it will start out covering multiplication facts by writing them out for you, then after a while it just tells you to practice the facts for 3's (or whatever number it happens to be). WWE will also tell you to have the child write their name and date for every lesson. Those sort of little things AAS or RS won't do, they again assume it is obvious, or that you as the teacher already have a certain level of understanding.

 

Programs that aren't scripted, you have to understand the material to teach it.

 

Heather

 

[Classical Katharine]

Thanks, everyone--I appreciate the comments!

[ElizabethB]

I personally don't like reading a script and do not feel natural or happy reading a script. However, a script is very helpful for many people, and I've bought and liked scripted products--I just don't ever read the script, I adapt it. (I adapt everything I use, even my own phonics lessons which I wrote and like! Personally, extreme scripting and scheduling makes me uncomfortable, I like flexibility--I'm an INTP.)

 

For my current class of 11 remedial students, I am making a script to be used with Blend Phonics that also incorporates syllables so they can transfer directly to Webster's Speller after completing Blend Phonics. I'm making the script so that my church and other groups will be able to use it to teach groups of remedial students to read in the future without me being there!

 

I don't even like reading my own script, I make a shorter version that I work from, but days when I've not had enough time enough to make both versions, I've had to read from my own script. You'd think since I wrote it, I'd be OK with it, but I'm not! I still resent someone telling me exactly what to say, even if it's me! (Does that sound Sybil-ish to anyone but me?)

[joannqn]

The problem I had with scripted curriculum (Saxon) is that my kids never gave the expected answer. Their answer was still correct but not what the script was looking for so I'd have to tell them the correct answer per the script or the next part of the script didn't make sense.

[ElizabethB]

The problem I had with scripted curriculum (Saxon) is that my kids never gave the expected answer. Their answer was still correct but not what the script was looking for so I'd have to tell them the correct answer per the script or the next part of the script didn't make sense.

 

I've had that happen, too!

 

We always have interesting discussions after that happens.

 

"Yes, your answer was right, but they were looking for X, which is right, too."

 

"How do you know?"

 

"I can just tell by the next question they're asking."

 

"But I like my answer."

 

"Your answer was right, we're putting your answer, but now we can't do the second part, that's OK, we'll just skip it."

 

"But I want to do the 2nd part."

 

"OK, to do the 2nd part, we have to use X."

 

"But I like my answer"

 

"We're keeping your answer, we are just using the answer they wanted for the 2nd part."

 

"Why?"

 

etc.

[WTMCassandra]

I have found a scripted curriculum to be a total LIFESAVER in my area of horrendous weakness--math. SuperUgh. But Professor B Math has ensured that my children have not inherited/acquired my math phobia. Hooray for Professor B!

 

Now, for Language Arts, I want to do my own thing, be my own boss! That's a totally different kettle of fish.

 

But I try not to say ANYTHING outside my math script. Love it, love it!

[Sebastian (a lady)]

. . . or comment on pros and cons of a scripted method?

 

For me a script is like a schedule, it is a plan of action that I can deviate from or cling to. When my oldest was not quite five, I had a panic attack that there was no way that I was going to be able to teach him math when I had no idea at all how to explain things like addition and multiplication, let along fractions and square roots. My dear friend and homeschool mentor explained that you just started counting things, cars, cows, oranges, whatever. Then you gradually got more detailed. For those early days, a script was something that was empowering because it allowed me to take charge of teaching my kids, something that not even my masters in education made me very confident of not messing up. Saxon math, FLL and 100 EZ Lessons scripts gave me training wheels for those early days of homeschooling.

 

Over the years, I've strayed away from the script. Sometimes I'll just glance at it at the beginning or end of the lesson to make sure that I hit the high points. Sometimes I gloss over it or go in much more depth because that's what the kid of the moment needs right them. Sometimes I'm right back on script because I'm tired from teaching both upper and lower elementary and I don't want to short change my little guy just because I'm tired of the material.

 

And there are subjects that I don't look at scripts or notes for at all. But I think that they do have their place. And not surprisingly, they seem more prevalent in lower grade texts, where presumably the teacher is as new and potentially bewildered as the student.

[Lovedtodeath]

 

I personally don't like reading a script and do not feel natural or happy reading a script. However, a script is very helpful for many people, and I've bought and liked scripted products--I just don't ever read the script, I adapt it. (I adapt everything I use, even my own phonics lessons which I wrote and like! Personally, extreme scripting and scheduling makes me uncomfortable, I like flexibility--I'm an INTP.

:iagree:

[christine in al]

Right Start is considered scripted , but it works for us.

The problem I had with Writing Strands is when my childnre gave different, but correct anwers.

 

I really like the thought that scripted might be good when you are not experienced ina subject, but cumbersome if you are confident. I think that's where I am with Right Start and WS.

 

~Christine in AL