There are so many options out there for online classes. We have loved doing high school foreign language online, because it allows my student the opportunity to interact and speak with other students learning the same language. There are things I look for in an online program--is it a real time class? Is there a teacher available to ask questions and grade? What level of work is required and how is that work evaluated?
The 2 programs we have used are Memoria Press Online Academy for Latin and The Potter's School for French. Memoria Press is a very straightforward, easy to use online class. The student attends a real time class taught by a live teacher. She will lecture, and the students participate via a headset. They can see her, her board, and notes she pins to the screen, and they speak and interact by typing and voice. They occasionally have individual and group work during class time as well. If your student is very independent, Memoria Press is great. Homework is assigned but not graded. Quizzes are graded weekly relating to the work you complete. Teachers are readily available to answer questions.
The Potter's School was a wonderful experience this year. I was blown away by the wide range in variety and level classes they offer. They have a lot of AP-approved level classes. My oldest took French through the Potter's School this year, and it was similar to Memoria Press in that it was a live class, interactive, and used text and headset. The major difference I saw was that homework was turned in and graded weekly for The Potter's School. The teacher gave feedback on all work, not just quizzes. He was also required to turn in monthly project. I loved the thoroughness and feedback of the program. He also took the optional conversation class that went along with French, and I was super impressed by how much his skills progressed in the combination of the two classes--writing, speaking, reading, etc. We were very pleased with our experience.
Other online, live class programs I know of include Landry Academy and Currclick.com. Landry also offers science lab intensives that will travel to your area for a day or 2 of hands-on labs, which are a great supplement to science programs. Math-U-See also offers a co-op program with live classes through their website. Online classes tend to be pricey, but are a great option especially with foreign language classes or classes that are harder to find resources and support for such as calculus. If you know of other programs, please feel free to tell me about them in the comments.
Showing posts with label planning. Show all posts
Showing posts with label planning. Show all posts
Monday, June 24, 2013
Sunday, June 23, 2013
Why not a boxed curriculum?
There are really great curriculum out there that are boxed, all-in-one curriculum. Some even would work with my Classical inclinations. Then why not just used one of those?? The short answer is I'm stubborn, and I don't like to make things easy on myself. I love the flexibility of putting my own things together. And I love the ability to change course and follow the interests of my kids.
That said, even though a boxed curriculum isn't for me, there are some really great ones out there for those that do want the structure and the direction. Having everything in one is a good way to alleviate that fear of missing something. I'm not the only one that feels that way right??
For people that ask me about curriculum that are just getting started, that see the appeal of the classical style, but are overwhelmed by the planning, I tend to point them toward My Father's World. This curriculum uses some of my favorite resources, such as Story of the World, but lays everything out for the user in clear cut lesson plans. It is integrative and chronological, both important things I look for in a curriculum. It also allows for some flexibility to teach multiple ages at a time. That is something you just have to have if you have a ton of kids. No one has time to teach 6 different histories...or sciences...I'm overwhelmed just thinking about it.
For those that aren't necessarily needing the logical, chronological flow of the Classical style, but are interested in real books, and their kids are strong readers and oral listeners, I point them to Sonlight. I love Sonlight. I would love to use Sonlight. But it's not chronological, and I need that. However, what Sonlight does really well is allow kids to learn through reading. The curriculum is based off of the literature you read, and it is good lit. I actually use this site and use a lot of their book suggestions, but in a WTM cycle. Sonlight also allows for multi-age teaching and gives you step by step directions and lesson plans.
For those that tend toward unit studies, you might want to explore a curriculum like Konos, or even the newer, but very promising Trail Guide to Learning series.
There are so many choices out there that aren't just your typical school-at-home set, but that still give you step by step support if you are looking for it. If you know of others, please feel free to comment and let me know about them. I know there are many more. Some I know about and some I don't. I am always looking to learn about new resources.
That said, even though a boxed curriculum isn't for me, there are some really great ones out there for those that do want the structure and the direction. Having everything in one is a good way to alleviate that fear of missing something. I'm not the only one that feels that way right??
For people that ask me about curriculum that are just getting started, that see the appeal of the classical style, but are overwhelmed by the planning, I tend to point them toward My Father's World. This curriculum uses some of my favorite resources, such as Story of the World, but lays everything out for the user in clear cut lesson plans. It is integrative and chronological, both important things I look for in a curriculum. It also allows for some flexibility to teach multiple ages at a time. That is something you just have to have if you have a ton of kids. No one has time to teach 6 different histories...or sciences...I'm overwhelmed just thinking about it.
For those that aren't necessarily needing the logical, chronological flow of the Classical style, but are interested in real books, and their kids are strong readers and oral listeners, I point them to Sonlight. I love Sonlight. I would love to use Sonlight. But it's not chronological, and I need that. However, what Sonlight does really well is allow kids to learn through reading. The curriculum is based off of the literature you read, and it is good lit. I actually use this site and use a lot of their book suggestions, but in a WTM cycle. Sonlight also allows for multi-age teaching and gives you step by step directions and lesson plans.
For those that tend toward unit studies, you might want to explore a curriculum like Konos, or even the newer, but very promising Trail Guide to Learning series.
There are so many choices out there that aren't just your typical school-at-home set, but that still give you step by step support if you are looking for it. If you know of others, please feel free to comment and let me know about them. I know there are many more. Some I know about and some I don't. I am always looking to learn about new resources.
Thursday, June 20, 2013
Planning--how do I keep up with all this?
So many people, especially those just starting out, struggle with how to organize and plan. What does that physically look like? My system is just that--my system. It works for me. You will have other needs and preferences, but maybe this will give you a good starting off point or some ideas you can pick and choose from. You are welcome to use all of these ideas, none of these ideas, or pick and choose as it works for your family.
To begin with, I separate by grade level and by year of the WTM cycle. I have a folder for each grade level and a binder for each WTM year. In each grade folder, I break my plans for the year into 36 individual weeks--math, language, foreign language, logic, art, anything else that is grade specific. I don't put a lot of detail here. I just divide out the curriculum or resources into an even flow over the course of the year. I build in lighter weeks around holidays and toward the end of the year as I can.
In each binder, I lay out my rough plans for grammar stage, logic stage, and rhetoric stage history/literature and science. Typically, this is a chart with a range of weeks (say week 1-4), a topic we will study during those weeks, Kingfisher pages related to that topic, SOTW chapters related to that topic, and additional resources I might have collected related to that topic. See my post on teaching history for more detail. I do not break these plans into what I plan to cover each week in particular. It is a rough guide. I tend to make these plans at Christmas the school year before, but normal people could do this planning over the summer-ha! I keep these binders and grade folder intact and on my shelves so that when the next child comes to that grade, I can just pull out the folder and tweak for his/her specific needs.
Storing curriculum--I have shelves where I keep grade-specific curriculum in order. At the beginning of each set, I put the grade level folder so that it is easy for me to distinguish. I also have a shelf (or 2) for each year cycle of WTM with history, literature, art, music, and science resources related to that specific year.
Throughout the year then, we do 4 weeks of school and take a week off. We complete 32 weeks between the middle of August and the middle of May. I spread the remaining 4 weeks out over the summer as we have time, to complete a full 36 weeks.
I use those break weeks to do my specific planning for each child. I take their folders and write out a workplan (see my post on workplans) for each of the next 4 weeks with what I expect each child to complete in each subject over the week. I can go through each subject quickly because I have a list of each one in the folder with my year-overview plans. I can also evaluate if a child is struggling somewhere or if something isn't working. During those break weeks, I also decide how to divide up the history/lit/science plans I have over the 4 weeks and write out those plans. This break week is great for gathering any supplies we might need for history or science, going to the library or ordering books to read, field trips, appointments, educational movies, or any other ways to solidify the learning we have just completed. It gives my kids a chance to re-charge and process the previous 4 weeks, and it gives me a chance to get caught up on everything in my world. This is by far one of my favorite homeschooling decisions. Some people take a break after 5 or 6 weeks, but work it out over a real calendar. With Christmas break in the middle, you finish about the same time regardless. 4 weeks is about what it takes my kids to start acting like they need a break. I want them excited a learning at their peak.
I often use free resources like the ones you can find free on the Donna Young Printable website to create my lesson plans. I love paperwork and organizing though. You might not. You might just want to create a simple word or excel document to lay out your plans.
I don't keep grades until my kids enter high school, so I don't do a lot of record keeping for the younger grades, but I do keep their workplans and each month evaluate their progress. See my post on high school to learn more about how I record keep for those years.
This system works for me and makes my life easier with lots of kids and repeating grades every other year with a new kid. I do not want to re-create the wheel. In a couple of years, I will be to the point that I have grade level folders for all grades and I only have to re-evaluate for specific kids each year. Almost there!
To begin with, I separate by grade level and by year of the WTM cycle. I have a folder for each grade level and a binder for each WTM year. In each grade folder, I break my plans for the year into 36 individual weeks--math, language, foreign language, logic, art, anything else that is grade specific. I don't put a lot of detail here. I just divide out the curriculum or resources into an even flow over the course of the year. I build in lighter weeks around holidays and toward the end of the year as I can.
In each binder, I lay out my rough plans for grammar stage, logic stage, and rhetoric stage history/literature and science. Typically, this is a chart with a range of weeks (say week 1-4), a topic we will study during those weeks, Kingfisher pages related to that topic, SOTW chapters related to that topic, and additional resources I might have collected related to that topic. See my post on teaching history for more detail. I do not break these plans into what I plan to cover each week in particular. It is a rough guide. I tend to make these plans at Christmas the school year before, but normal people could do this planning over the summer-ha! I keep these binders and grade folder intact and on my shelves so that when the next child comes to that grade, I can just pull out the folder and tweak for his/her specific needs.
Storing curriculum--I have shelves where I keep grade-specific curriculum in order. At the beginning of each set, I put the grade level folder so that it is easy for me to distinguish. I also have a shelf (or 2) for each year cycle of WTM with history, literature, art, music, and science resources related to that specific year.
Throughout the year then, we do 4 weeks of school and take a week off. We complete 32 weeks between the middle of August and the middle of May. I spread the remaining 4 weeks out over the summer as we have time, to complete a full 36 weeks.
I use those break weeks to do my specific planning for each child. I take their folders and write out a workplan (see my post on workplans) for each of the next 4 weeks with what I expect each child to complete in each subject over the week. I can go through each subject quickly because I have a list of each one in the folder with my year-overview plans. I can also evaluate if a child is struggling somewhere or if something isn't working. During those break weeks, I also decide how to divide up the history/lit/science plans I have over the 4 weeks and write out those plans. This break week is great for gathering any supplies we might need for history or science, going to the library or ordering books to read, field trips, appointments, educational movies, or any other ways to solidify the learning we have just completed. It gives my kids a chance to re-charge and process the previous 4 weeks, and it gives me a chance to get caught up on everything in my world. This is by far one of my favorite homeschooling decisions. Some people take a break after 5 or 6 weeks, but work it out over a real calendar. With Christmas break in the middle, you finish about the same time regardless. 4 weeks is about what it takes my kids to start acting like they need a break. I want them excited a learning at their peak.
I often use free resources like the ones you can find free on the Donna Young Printable website to create my lesson plans. I love paperwork and organizing though. You might not. You might just want to create a simple word or excel document to lay out your plans.
I don't keep grades until my kids enter high school, so I don't do a lot of record keeping for the younger grades, but I do keep their workplans and each month evaluate their progress. See my post on high school to learn more about how I record keep for those years.
This system works for me and makes my life easier with lots of kids and repeating grades every other year with a new kid. I do not want to re-create the wheel. In a couple of years, I will be to the point that I have grade level folders for all grades and I only have to re-evaluate for specific kids each year. Almost there!
What does a day look like? Workplans and Independence
I get asked all the time what a typical day looks like at my house. The short answer is that changes from year to year. I have never homeschooled without a toddler and or infant underfoot or on my hip...or both. Year to year, we might start earlier in the day or later, read aloud during naptime or over lunch, or even take turns with a little one, if they are a particularly difficult or distracting little one. More on all of that in the next few posts.
So, it changes, but the routine is basically this. We get up at a set time. My kids do their best work in the mornings, and we typically start at 8. Last year, we started at 7:30 because my then 2 year old was a late sleeper, and we could get a lot done before he woke up for the day. We school during the morning for a few hours. The preschool/kindy kids do Montessori during that time, and the older kids do language, math, and other work on their own. I might stop at their table to do language with them or to answer a question, or they might get up to watch a math DVD. I might stop in with a little to introduce a new lesson or to some group work, but each day looks a little different, with the same kind of flow. We all work together in the same classroom space from high school down to the toddler on the floor playing. Life isn't quiet and uninterrupted and their school environment isn't either-ha!
We usually wrap up around 10-11 and then will head upstairs to eat lunch and play. My high schooler is probably still working at this point or has found somewhere to read quietly or is signed into the computer for an online class. After lunch, my youngest kiddos nap and I do history or science with older kids. My high schooler is on his own. I will have discussions with him as needed, or in the evening, but he rarely needs my assistance. We do have a designated time each week to discuss his history/literature and science work. After naps, we typically head out the door to an activity or the park.
This is our typical Monday-Thursday. Friday is reserved for art and music--mess and play, history projects that are more involved and we didn't get to, science projects that are more involved, or if we are in a unit study, we dig in more with that on Fridays. And my high schooler attends debate and speech on Fridays. With my English as a second first language learners, Fridays usually involves listening exercises and fine motor skill building.
The key to making our school work like this is independence. I know, I know. I can hear you now. Not all kids are independent. My oldest was not at all. And it took years, but that was still our goal with him. He has it now. More on how we got there soon.
I start them early with independence. Montessori is naturally conducive to independent work. In 1st grade, as we transition to more traditional schooling we start workplans. Each week, each child gets a new workplan in his binder with all the copies he might need that week. Each child has his own shelf with all the resources he will need for the year. That child is responsible for going through the workplan and completing that work by the end of the week and placing finished work in the back of the binder. I can not always stop working with one kid to run check and see if another kid has finished his work. If the child has no questions, the work goes in the back when it is finished, and I can check as I come around. This cuts out the multiple kids screaming, "look! I finished it!! Mom!! Look!" that tends to happen otherwise, and which interupts everyone else that is working.
The workplans I write are basically checklists of the work they should complete. I use a form that is basically a series of boxes, and I put one subject in each box with the work to be complete, the book to be read, the memorization work to focus on, etc. If a task should be done each day over the week, I label 1 2 3 4 next to the assignment, and the child can check a number each day. Workplans give them control over which tasks they do when. And it also helps them take ownership of their own work. They are responsible for making decisions about what subjects to do which day. If a child wants to finish the week early, they can. If they want to do all of a subject on Monday, they can. They are learning time management and decision making skills. My 1st graders get a workplan, and I guide them through these skills over the course of the year. By 2nd grade, they are able to get right to work on their own each day.
For those kids that are not as self-motivated and independent, it might be a longer process, but it is a worthy goal. Stick with it.
So, it changes, but the routine is basically this. We get up at a set time. My kids do their best work in the mornings, and we typically start at 8. Last year, we started at 7:30 because my then 2 year old was a late sleeper, and we could get a lot done before he woke up for the day. We school during the morning for a few hours. The preschool/kindy kids do Montessori during that time, and the older kids do language, math, and other work on their own. I might stop at their table to do language with them or to answer a question, or they might get up to watch a math DVD. I might stop in with a little to introduce a new lesson or to some group work, but each day looks a little different, with the same kind of flow. We all work together in the same classroom space from high school down to the toddler on the floor playing. Life isn't quiet and uninterrupted and their school environment isn't either-ha!
We usually wrap up around 10-11 and then will head upstairs to eat lunch and play. My high schooler is probably still working at this point or has found somewhere to read quietly or is signed into the computer for an online class. After lunch, my youngest kiddos nap and I do history or science with older kids. My high schooler is on his own. I will have discussions with him as needed, or in the evening, but he rarely needs my assistance. We do have a designated time each week to discuss his history/literature and science work. After naps, we typically head out the door to an activity or the park.
This is our typical Monday-Thursday. Friday is reserved for art and music--mess and play, history projects that are more involved and we didn't get to, science projects that are more involved, or if we are in a unit study, we dig in more with that on Fridays. And my high schooler attends debate and speech on Fridays. With my English as a second first language learners, Fridays usually involves listening exercises and fine motor skill building.
The key to making our school work like this is independence. I know, I know. I can hear you now. Not all kids are independent. My oldest was not at all. And it took years, but that was still our goal with him. He has it now. More on how we got there soon.
I start them early with independence. Montessori is naturally conducive to independent work. In 1st grade, as we transition to more traditional schooling we start workplans. Each week, each child gets a new workplan in his binder with all the copies he might need that week. Each child has his own shelf with all the resources he will need for the year. That child is responsible for going through the workplan and completing that work by the end of the week and placing finished work in the back of the binder. I can not always stop working with one kid to run check and see if another kid has finished his work. If the child has no questions, the work goes in the back when it is finished, and I can check as I come around. This cuts out the multiple kids screaming, "look! I finished it!! Mom!! Look!" that tends to happen otherwise, and which interupts everyone else that is working.
The workplans I write are basically checklists of the work they should complete. I use a form that is basically a series of boxes, and I put one subject in each box with the work to be complete, the book to be read, the memorization work to focus on, etc. If a task should be done each day over the week, I label 1 2 3 4 next to the assignment, and the child can check a number each day. Workplans give them control over which tasks they do when. And it also helps them take ownership of their own work. They are responsible for making decisions about what subjects to do which day. If a child wants to finish the week early, they can. If they want to do all of a subject on Monday, they can. They are learning time management and decision making skills. My 1st graders get a workplan, and I guide them through these skills over the course of the year. By 2nd grade, they are able to get right to work on their own each day.
For those kids that are not as self-motivated and independent, it might be a longer process, but it is a worthy goal. Stick with it.
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