We haven’t had many triumphant writing moments here lately. You know the sort of moments I’m talking about, where your kids write something so beautiful and lovely that your heart goes pitter patter. Sometimes it’s not even that well-written, it’s just that they wrote it, they wrote that poem, that paper, that one sentence, that letter to grandma, that thing you thought they couldn’t write.
Well, it’s all been a little perfunctory here lately with writing. The kids write. They don’t complain. BalletBoy is writing a fanfic mashup of Korra and Star Wars. Mushroom is working through Wordsmith because he needed to do some workbook based writing for a little while. They do an okay job of it, though sometimes I feel like we’re running in place. That’s okay.
However, I’ve been so appreciating lately that we stuck it out with dictation over the years. We’re in such a perfectly good place with dictation right now. I see how it has actually helped my kids get better at paying attention to mechanics. I see them getting faster and more fluent with getting the dictation down. I see them using dictation as a model. I feel like they’re learning from it.
I started out as a dictation non-believer. I wasn’t convinced that copywork and dictation would very good tools for teaching writing, but when nothing else was working, we started using them. Then I found Brave Writer and started to get convinced. There’s something beautiful about working on holding the passage in your head, about using good models of writing for learning, about streamlining together literature and writing by using dictation as a bridge, by taking the time to really focus on a shorter passage out of a book.
I choose our dictation passages and we do what’s sometimes called studied dictation. The kids read the passage ahead of time. I go over the vocabulary in the passage, the mechanics, the grammar. We talk about what’s going on in the passage as well as metaphors or other literary devices. Once the kids are done with the dictation, they now check their own work and make corrections, which is also a good exercise in editing. Finally, I check over it one final time. Sometimes we use a sentence or two as a model and the kids write their own sentences using the same structure. This is an exercise that is found in the Killgallon Sentence Composing series. It’s a useful one to be able to transfer to our dictation habits.
In the last year, we’ve moved to using Notability on the iPad for dictations. I record the dictation by reading it aloud. I put any questions or tricky words for spelling cues on the screen as well as any special mechanics reminders and whether or not they need to use it as a sentence model. I introduce the passage with them then let them use the recording and notes for actually doing the dictation when they’re ready. They can use headphones and put the recording on a slowed play or pause exactly when they’re ready. It has made it a lot easier for all of us. And while I like the idea of reading the passage in chunks only once, I have seen their memories improve more when they have control over the recording.
Like anything else, dictation probably isn’t perfect for all kids, but I’m glad I became a believer.
I just want to sing BalletBoy’s praises for a little bit. A couple of weeks ago, I talked about how Mushroom’s anxiety is tricky for all of us. He’s smart and insightful and intellectually curious, but he gets in his own way so often that it’s hard to see the forest for the trees and there are things I wish I could have him really working on that he can’t and amazing projects he’d like to do that he stops himself from finishing because of his perfectionism.
On the other hand, BalletBoy has really been blooming academically and it’s really exciting to be on the cusp of seeing him head into seventh grade next year and knowing that I get to plan for this kid who is suddenly, miraculously ready for a challenge.
We’ve really taken a pretty relaxed path for BalletBoy’s schooling overall. He’s on grade level for math. We don’t have a long list of required books. He does just a few serious pieces of writing every school year.
However, in the last several months, I’ve been so impressed by how he can suddenly sit down and work independently on schoolwork happily and competently. He doesn’t need me sitting there at his side any more. His reading has taken off. A couple of years ago, I dismayed about getting both my boys to read higher level nonfiction, but we worked on it and last week, I was able to hand BalletBoy a copy of Collapse by Jared Diamond (of Guns, Germs, and Steel fame) and have him read a lengthy section on his own. He used sticky notes to write notes all over the margins that included good summary notes, insightful questions, and connections to other readings he had done on the topic. He will read nearly anything I put before him (if it’s for school – he’s a picky reader in his own time). When I give him an open-ended assignment, like to write about an historical character, he takes the initiative to do some research on his own then cheerfully writes something pretty decent, typed, of course. He has deep questions about philosophy and history and science.
When I taught middle school, there was often a miraculous jump that kids experienced from sixth to seventh grade. They left for the summer looking and acting like little kids and suddenly came back ready to be so grown-up and insightful. BalletBoy is still so little in so many ways. He and Mushroom and their friends still enjoy imaginary games and cartoons and middle grade novels instead of more grown up YA books. However, in other ways, I see that he has suddenly grown up a little academically and is ready for more.
Sometimes Mushroom sucks all the air out of the room, which means that, when given the same assignment, BalletBoy finishes it fast and reasonably well while Mushroom demands that he keep working until it’s downright amazing. I’m trying to start calling BalletBoy on his “good enough” work a little more and push him a little more, give him a little of the oxygen in the room, so to speak. We’re slowly dividing up everything the boys do so that within the next few months, they probably won’t be studying any of the same things with any of the same materials. I think it’s going to benefit BalletBoy greatly.
For one thing, I’m looking forward to really making him dive in with more reading, at a higher level. I’m looking forward to seeing him define his own path for study and seeing where it goes. I’m especially excited to have a student who’s just ready for more. He still can get frustrated or stuck or try to get away with doing only a little. However, he’s ready for more.
He’s also ready for more ballet. He moves to four days a week next year and will probably add an extra fifth class as well. BalletBoy’s determination and dedication, both to ballet and to other projects he starts up, take me by surprise routinely. He’ll find a contest he wants to enter and suddenly he’ll set aside any his free time and screens to work on it for days until he reaches some sense of satisfaction. Ballet is a project that never reaches completion. He’s honest with himself about his failings (he’d never say he was the best in his level) and his successes. While I don’t think of him as a serious kid, people at ballet often tell me they think of him as such a “serious young man” which is amusing but also, when I think about it, so true.
Basically, right now, it’s a delight to see BalletBoy growing up, turning into the person he’s going to be.
When I first got into homeschooling, it was with the assumption that homeschooling regulation was generally bad and that homeschoolers, with the exception of a few bad apples, were good people.
Unfortunately, having been around the block a few times, I’m not quite so idealistic anymore. For one thing, I think all homeschool parents should spend a little time reading the stories on Homeschoolers Anonymous if you haven’t already. They range from just disappointing to terrifying, but none of them are good. And there’s typically a slow but steady stream of stories in the media about families who either use homeschooling as a cover to mask abuse or who purposefully practice educational neglect. Just last week, the story of a Texas family who allegedly refused to teach their children because they believed the rapture was coming hit the news again when the Texas Supreme Court remanded the decision to lower courts to decide on different issues than those brought up there, effectively saying it was okay for them to have done that.
It continually frustrates me that homeschoolers tend to close ranks and defend fellow homeschoolers who claim the government is meddling in their affairs, even when evidence comes to light that they indicate are guilty of real neglect. Just look at the case of the Naugler family last year. They raised an inordinate amount of money online from fellow homeschoolers and homesteading families after the state removed the children from the home. However, even images and statements by the mother herself made it clear the children were living in squalor and not receiving any educational efforts.
I want to be clear that I’m not against unschooling or delayed schooling or slower timetables. I’m not talking about when you have a rough few months and less gets done or when you have to take a month or two off for an illness or the birth of a baby. Not having a formal time to “do school” doesn’t indicate educational neglect. Not having textbooks or tests isn’t the same thing as educational neglect. And it’s hard to know from offhanded statements from kids or even parents that they’re not “doing much school” whether that’s true or not. Kids can see the world differently, parents can be humble or just not want to talk about how they’re not fully living up to their own vision and standards. There’s no reason to step in and judge based on that. And no reason for anyone, homeschooler or neighbor or well-meaning family member, to put a child on the spot and quiz them because they’re homeschooled. You’re not doing anyone any favors and asking a bewildered 9 year-old to recite his times tables apropos of nothing is just rude. And sometimes the government does step in and make life a nightmare for a good family based on nothing but a nosy neighbor’s misconception.
However, when a family actively prevents a child from accessing education, that’s not unschooling or any legitimate philosophy of education or childrearing, that’s neglect. It happens. I’m talking about families that refuse to allow their children to go to the library or refuse to teach older children to read or do basic arithmetic, even when the children ask or beg for lessons or materials. These are families where kids ask to attend school, not for social reasons, but because they see that their peers know vastly more about the world than they do. While most homeschoolers are good people who love their kids and do their best, there is a strain of people in homeschooling who are keeping their children home for reasons of control, who are purposefully not equipping them with basic skills. And it doesn’t matter if there’s a religious reason for it. There’s no religion that commands that children be denied basic skills to succeed in their world.
I don’t know exactly what would prevent educational neglect for homeschooled kids. Many of the regulations on the books now are either silly hoops that abusers can easily fake like attendance records or measures that leave too much open to interpretation by the state. In my own jurisdiction, the law asks us to keep “a portfolio of materials” but doesn’t really define what that means. Overly vague statues don’t serve anyone because they give the state power to be capricious in enforcement. Too often, in states with reviews or where plans must be approved, the reviewers know next to nothing about what homeschooling looks like and the guidelines are vague.
On the other hand, I refuse to believe that means that nothing can be done to protect innocent kids from educational neglect. For one thing, families that refuse to jump through those silly hoops like having a child take a test that doesn’t even require sending in results or drawing up some attendance records, seem to be doing their kids a disservice in one way by not following a law that’s easy to follow, so perhaps there’s a correlation that they’re not serving their kids in other ways. A group made up mostly of former homeschooled students, the Coalition for Responsible Home Education, has some recommendations, most of which are reasonable and worth consideration.
As homeschoolers, we shouldn’t just throw up our hands and say, oh well, a few bad apples are going to neglect their children’s education. Often, homeschoolers place their own rights to direct their children’s education above the rights of children to receive an education in the first place. In other words, if there’s a conflict between the state interfering in a homeschool versus trying to protect children, then homeschool families tend to say that the parents’ rights not to have the state interfere should always win. However, I cannot accept that. My right to do less paperwork or be hassled a little less can’t trump a child’s right to a basic education. I just don’t buy that.
Educational neglect is real neglect. Every time these cases surface, it depresses me to see how homeschoolers excuse, dismiss, and defend parents who simply aren’t doing their job to see that their kids get an education. Basically, this is my plea to you not to defend families who seem to be practicing educational neglect. If you see these stories in the media, don’t give them money, don’t talk about how they were probably doing fine, don’t assume every homeschooler you meet is as good as you. Don’t get stuck in suspicion either, but resist the urge to close ranks when there may be a real problem.
I didn’t mean to take a several months long blog break. Sorry, y’all.
Did anyone else read about this study? Articles about it ran everywhere over the last few months, though that Wall Street Journal one is one of the more in depth takes. The gist is that parents of middle schoolers are the most depressed, unsure, and stressed. To those of you out there with middle schoolers, it probably comes as no surprise. I used to teach middle school and it makes perfect sense to me, but it still surprised me a little how hard this year has hit me.
Several of the news summaries of the study pointed out that even the most confident parents tend to second guess themselves in the middle school years. Isn’t it a little disconcerting when you fit a profile to such a tee? I don’t always think I’m doing thing right or perfect, but I am usually beyond confident that I’m doing okay and that it’ll all work out. That feeling went out the window over the last few months.
The main source of our struggles have been Mushroom’s anxiety. I’ve written about it before and there’s not some grand new insight I can share. However, it has forced us to change school dramatically and forced me to feel downtrodden and despondent on several occasions as I see him cry and struggle, both emotionally and, as a result, academically as well. When things are going well, he can solve any math problem, spell well enough to not look illiterate, read longer articles and discuss them with intelligence. That mostly went out the window over the last few months.
We’ve switched over to focusing on workbooks for Mushroom, which was painful to me in some ways to hand a child a pile of Evan-Moor and Critical Thinking workbooks and call it proper school, but I think it’s helping to have work that’s beyond straightforward and simple instead of complex projects and open ended discovery based math. Sometimes the biggest challenge is to teach the child you have and not the child you want.
And some things are going really well. BalletBoy is writing up a storm of bizarre crossover fanfiction. They’ve both been flying through a pile of reading about the Mayans and having fun learning about what made the Mayan civilization fall. Mushroom built a cool robot at his makerspace. BalletBoy advanced his level in ballet. They both read and enjoyed The Giver for school and had a bunch of cool conversations about it. Both of them immediately saw the parallels to Plato’s allegory of the cave, which made me feel like they got something out of our fall philosophy study.
And now it’s summer. We keep doing school in summer and Mushroom has maybe maybe turned a corner for now. So while I’m sure that I’ll keep second guessing myself more than ever, things keep moving on with highlights and lowlights. I just have to remember to focus on the positives. I love middle schoolers, really. The fact that it’s a tough time is part of the magic of the age.
You may know that some homeschoolers have a bit of a mania for old books. In a lot of circles, older = better. I’m not of that mindset entirely. For one thing, a lot of old books are riddled with racism, sexism, and incorrect or outdated information. Others just aren’t that great and never really were. But every once in awhile, we find a gem.
The Complete Book of Marvels by Richard Halliburton is such a gem. I picked it up to possibly read bits of as part of our geography unit this spring and I have fallen in love with it a little bit. Halliburton was a well known name back in the 1930’s when he was writing and traveling constantly. However, he disappeared (and almost certainly died) in an accident in the Pacific Ocean just before the US entered World War II and his name was mostly forgotten. Now, this book, a compendium of his greatest two-volume work, is tragically out of print.
The book covers several dozen “wonders” all over the world. Halliburton gives background or history about the place and then launches into a sort of second person plural voice, guiding “us” by saying where we step, what we see, what smells waft past us, and how we got there. He has based his telling on his own experiences, of course. The wonders themselves range from places of great natural beauty like Victoria Falls to modern cities like New York to ancient ruins like the Great Wall of China and famous castles like Carcassone. Many of Halliburton’s choices are unexpected. I have to admit that even as a pretty well-versed traveler, a few were basically unknown to me.
It’s a snapshot of the world between the wars. He visits the Soviet Union, colonial Indochina, and even meets Ibn Saud on the outskirts of Mecca. We liked looking at the chapter about our own city, seeing the Mall with just a few scant museums, the patches of trees that are long gone in aerial photos, and the general sense of the city of eighty years ago.
It’s important to note that Halliburton was a man of his time. He assumes a white, Christian, American audience. Multiple echoes of subtle racism pop up throughout. For example, the Europeans of Pompeii are “just like us” but the daily life of the Aztecs was “savage.” Non-white groups often get labeled with wilder adjectives in Halliburton’s writing. It’s something to discuss if you’re attempting to be a culturally sensitive reader but except in a few places, it was manageable as long as we could discuss it and the quality of the book overall offset my problems with it. However, there’s one chapter where I nearly lost my taste for his work. Don’t read the chapter on Timbuctoo. I pre-read it aghast twice. It’s a pretty bizarre tale that involves him alternately trying to indulge and beat (yes, hit) two children who are supposedly slaves (I say supposedly because while I’m sure slavery continued in Timbuktu even after the French outlawed it, I’m not sure if these children were really slaves or not given the story). It’s a pretty ghastly tale, not so much because anything extraordinarily bad happens (beyond the extraordinary evil of slavery in the first place) but because of the complete offhandedness and supposed humor with which he tells it. While he meets with Ibn Saud and marvels at the wonders of India or Japan or other non-white cultures, Halliburton comes off as open-minded and trying his (somewhat limited old time southern American) best to understand and respect the cultures he encounters. But when he goes to the heart of Africa, it all goes out the window and he’s baldly racist.
Luckily, the focus is mostly on the wonders themselves and, in the case of the architectural wonders, the civilizations that built them long ago. What does it feel like to climb Mt. Vesuvius or fly over Mt. Everest or emerge through the doors into Reims Cathedral? What does Angkor Wat really look like? What gives the spray from Iguazu Falls feel like? These are the sorts of questions that dominate the book and are definitely without issue. In those places, the text doesn’t feel old or stilted or out of date at all. I can’t tell you how many times we’ve read a chapter only to have the kids say with wonder, “Can we go there?” It’s because he makes the reader really want to see these places. The language has made wonderful dictation and copywork passages as well. He is a great writer with such vivid descriptions. I can easily see why he became a celebrity at one time.
I know that as classics go, Around the World in 80 Days is a common one to tackle with a geography study. We did read that as well recently. However, this book has been more fun in many ways. It covers more places. And because it’s mostly episodic, we have skipped our way through it a little bit, not reading absolutely everything. Since the book is out of print, if you’re in search, I would say $40 is a steal (that’s about what I paid), but it routinely costs more than double that so check your library. It joins the ranks of other great vintage books we’ve discovered through homeschooling like Grammarland and Builders of the Old World.
These days, I feel like I see people embarking with homeschooling in a few different ways. First of all, some people want to learn without formal materials at all and to see where the unschooling life leads them. A second sort wants everything planned out for them and end up with a box program or enrolling in an online school. A third group treats curricula like a checklist, beginning with a list of subjects and filling in the blanks with various programs.
However, we’re increasingly choosing the fourth way, which is to make the curriculum ourselves.
I don’t see a ton of people doing it this way, but I wanted to tout the benefits of stepping away from the prefabricated options while still “doing school.” It’s my understanding that in the early days of homeschooling, before there were legions of companies eager for homeschool dollars and it was difficult to find a packaged curriculum of any sort, this was much more common.
I’ve written a couple of posts about what this looks like in practice at the rowhouse. (See Anatomy of a Project: Houses and Anatomy of a Project: Dinosaurs as well as Science Without a Net) I tend to begin by compiling a stack of books and other resources and making a loose list of writing assignments, art projects, field trips, experiments, and other things that might take up our time. Other people plan it out with specific readings and timetables. Either way, I think it’s a way of doing school that can work for more people than are doing it at the moment.
For one thing, when you’re the one who did the research and came up with the plan, you’re inevitably more invested in what you’re doing. You know more than when the plan is laid out for you by someone else and are more prepared to respond to rabbit trails and a child’s questions. You also know why each resource was chosen and what its merits are. You believe in the things you’ve chosen and want to use them, unlike when you have a preset list of books and readings, some of which you may actively dislike.
It also allows you to respond to your child’s needs directly. There’s no rereading things the student has already done. All the resources are right for the child’s level. The assignments are made to engage or challenge or remediate your child’s specific needs. You can make a subject that’s dull to your child more interesting by tweaking the focus such as by making history about the history of science or art or making it focused on reading fiction or on not reading at all. You can take a subject that your child is passionate about and make other subjects get covered that way. If a child is passionate about bugs, you read fiction books about bugs, write stories and reports about bugs, draw bugs, eat bugs (the UN says we should try it?), and watch documentaries about bugs. If a child is passionate about Pokemon, you read and write fanfiction and make fan art, you come up with a project like researching which real animals are like which Pokemon or studying biology vocabulary like anatomy terms by looking at Pokemon or studying geography by learning geography terms by looking at Pokemon maps.
Finally, it lets you stay flexible and responsive. Even if planning everything out helps you, when it’s your plan, you know where things can be added or dropped if need be. Not only that, but you’re more likely to stick to it when you can and more likely not to beat yourself up about it when you can’t. After all, you were the one who made it, not some outside entity.
Being willing to take on planning for yourself is intimidating for some people. There’s definitely a learning curve involved. I find the most important thing is figuring out how much can realistically get done. We’re doing a philosophy unit now using several resources and I’m already feeling unsure about whether my original expectations and goals for the unit can be met. Figuring out if you have too many or too few books, the right number of projects or assignments, and the right number of resources for your time can be tricky. It can be tricky both ways. For everyone who ends up with too high expectations and a pile of untouched books, I’m sure there’s someone who thought the project or unit would take much longer or hoped to follow some rabbit trails that never quite emerged or didn’t turn out to have enough appropriate resources to follow.
When you’re planning for yourself, you have to be willing to roll with the punches and make changes. I think the most important thing is to be willing to make mistakes. You have to be willing to ditch a book that isn’t working to look for a better resource. You even have to be willing to ditch an entire topic or plan sometimes. You have to trust that all the reasons you chose to plan for yourself were worth it. You have to trust the process.
On the other side, you also have to be willing to hold yourself accountable. For many people, the appeal of a boxed curriculum is in the preset schedule that tells you, if you haven’t done this, you’re behind and you’d better catch up. Different people have different needs in terms of what makes them accountable. I admit that I find this easier than most people. But if you don’t it doesn’t have to be onerous to make yourself a plan or a checklist. For many people, making a strong routine is good enough. If you need a schedule, make a schedule. It doesn’t even have to list specific resources. It can have a checklist that says, simply, watch a documentary this week. Did you do it? If not, you can’t check it off. Of course, maybe you’ve decided it’s not the right week for one, which is fine, but remember that there was a reason you originally planned it that way. You have to be willing to change your plans, but you also have to be willing to ask yourself if you’re doing it because it’s what’s best for the kids and the unit you’re doing together or if you’re doing it because it’s just easier for you to let go. And if you are letting it go, are you happy with that? It can be a tricky balance. I find I often need to let go of things, but I also often need to push on and make us continue so we can feel satisfied with the work we did.
Just like homeschooling isn’t for everyone, DIYing your curricula isn’t for everyone either. However, I think more people should give it a try these days. Be willing to go without a preset program and see where it takes you.
A year ago, I got the kids the Horrible Geography box set from a used bookseller. These are some of the least known of the “Horrible” books and have a different author from any of them, but they’re in the same vein. Chapter books with wacky facts and silly titles that are meant to appeal to kids who like a good offbeat story.
I asked Mushroom and BalletBoy to read one for school and it was a huge bust. They hated it. They hated it because they were really struggling with reading nonfiction. I was seeing it across the board as I tried to get them to read things like The Scientist in the Field series or other longer nonfiction books. They simply couldn’t keep focused on most of them.
This came as a big surprise to me. Neither of my boys are precocious or voracious readers, but they were able to tackle meatier fiction books on their level. And we had been reading aloud piles of nonfiction for years. They always seemed to retain something from it, interrupting to discuss and ask questions that indicated they understood it. This was not to say they’re perfect listeners or anything, but I didn’t realize we’d have so many problems with nonfiction.
It was very frustrating. However, I decided to dial us back and focus on that skill. How could I help them get better at independently reading nonfiction and showing that they had grasped what they read? I ended up trying a variety of things and it meant taking them backward to simpler materials.
A few weeks ago, as we started a unit on geography, I asked the kids again to pull one of those unread Horrible Geography books off the shelf. This time, each kid took the book and flew through them in just a few assigned reading sittings then gave me a quick oral narration that showed they had understood what they read. That’s when I realized we had really come a long way on this issue and I’m pleased with what we did.
Here are some of the strategies I’ve been using to help them get better at reading nonfiction:
We backed up to much, much easier nonfiction.
While reading aloud more complex works was an exciting element of hitting the middle school years, I realized they just weren’t ready for reading the same things on their own. Thus, we went backward to reading things like the Who Was biographies, the Adler Picture Book Biography series, and other such simpler fare. I had to recognize that while these seemed too easy for them, a lot of the books I wanted them to read actually had higher reading levels, more like 7th and 8th grade. Plus, when you need to back up, it’s good to find your footing at a level where you can get really comfortable.
We focused on shorter readings.
Most of the read alouds we were up to were things we read over at least a day or two, but I realized for nonfiction practice, the shorter, the better. So while things like the Who Was books were good, they were actually too long in some ways. We needed things that were just a couple of pages. One great source for super short nonfiction pieces are some of the Cricket magazines, such as Muse and Dig.
I resorted to workbooks.
When it became clear that to BalletBoy, the “main idea” was whatever he took from the reading, however obscure the detail, I decided it was time to do some really basic work and bought a Main Ideas and Summarizing workbook during Scholastic Dollar Days. We didn’t even get halfway through with it before he had dramatically improved. Sometimes, it just takes a worksheet.
We used narration.
I started requiring more narration, both written and oral about everything they read. I also insisted that narrations contain the main ideas of what they read. Previously, I had been okay with more meandering narrations or narrations that focused more on their own reactions or on details they found interesting. I pushed them to do narrations that contained more summary and had them redo a lot of narrations for awhile.
We did more buddy reading.
While using worksheets was useful for BalletBoy, Mushroom needed a lot more of this technique. He’s not quite as strong a reader and tends to skip words when he’s flustered so making him slow down and read aloud was good, as was reading alongside him to help him when he got stuck.
We moved into articles for adults.
As they got a little better at reading, instead of moving to longer and more complex children’s books, we moved into reading news articles, typically about science or culture. While written for a general adult audience, these pieces were shorter and that was the key. They couldn’t read a long National Geographic article, but they could tackle a three or four page article from National Geographic’s History magazine, which turned out to be a good resource. Sources that have “Article of the Week” links were also good since they were specially chosen news articles for the classroom. Keeping things short meant they could read and not get lost in what they were reading about, even if the language and topic got a little more complex.
I let them pick their reading.
Practicing this skill was more important than me assigning specific readings and having some level of control can go a long way, so I usually gave them some level of choice about what to read. Even when I wanted them to read about a specific subject, such as last semester’s dinosaurs unit, I would spread out an array of different books for them to choose from. That’s one of the benefits of a decent library.
I rarely recommend products here (and I’m not getting anything out of it this time), but I want to tout the awesomeness of our mini trampoline.
It’s a Jumpsport. We bought it a few years ago when we decided we needed more of an indoor energy outlet and I wish I had bought it years before. However, my experience with mini trampolines had been pretty negative. They creak noisily and don’t have a ton of fun bounce.
Someone recommended that I look at a Bellicon mini trampoline because the design is completely different. Most mini trampolines use metal springs. The springs are what creak and you can even get caught on them. The design for this other type of trampoline involved large bungee cords instead, so no creak and a higher bounce. To help with the bounce, the trampoline is also up on taller legs. At time, the cheapest Bellicons I could find were more than $600, which I wasn’t willing to pay. I was sold that a bungee trampoline was the way to go, so in looking around, I found the Jumpsport, which was a cheaper option. I decided to risk buying it. It was still a lot more than a traditional mini-trampoline, even if it was a deal next to the Bellicon. Now there are others that use the same bungee design, so there are even more options now, but we’ve been really happy with the Jumpsport.
We adore this trampoline. I can’t even begin to say how much use it has gotten over the years. In fact, it got so much use that when I looked at the cords not long ago, I realized that several of them had worn out so I ordered a new set from the company and restrung the whole thing. Now it has brand new bounce, which is pretty exciting.
Every time someone is freaking out, or upset, or fidgeting, or has energy to burn, they just go to the trampoline and jump. Sometimes, the kids jump on the trampoline off and on for hours. Sometimes, they sit on it to do math or other work, even though they can’t bounce. It’s just such a beloved spot. It is the best tool for cheering up and focusing that I know of. Basically, if you don’t have a mini trampoline in your house, you’re missing out. It’s one of the most important school tools I know of.
90 Second Newbery is a film festival for kids to make very short movies telling the story of Newbery or Newbery honor winning books. The deadline for films is next week and the screenings start soon. You can find a list of them on the website. I already shared ours a few places because I was so excited by it and meant to blog about it earlier, but life interfered, so I’m sharing it here now.
We chose this as one of our big fall projects and it has been really cool to see the result. One of the most rewarding aspects was that after we sent in the link for the film, James Kennedy, who runs the festival, sent back really specific and positive feedback, which was very cool. Even if you don’t have time to participate this year, I would really encourage everyone to think about this as a project for the future. It involved so much good, positive, creative work and so many good discussions of literature.
This is the film Mushroom and BalletBoy made:
I’m still surprised at how much work went into this project. They’ve made little stop motion movies before as well as some little kid live action movies. Both the boys have a facility with iPad movie editing apps. However, they had never seriously attempted a project this ambitious. And everything, from the choice of the book, to the script, to the music and shots had to be agreed upon and it wasn’t always easy with two directors who had different visions.
The script was especially tricky. In the end, we used the script that Mushroom wrote. He had all these great phrases and moments in it, like a vision of Ivan saying, “Mack didn’t call the vet,” followed by silence to indicate how Stella died and the idea of using a news report to explain how Ivan ends up at the zoo.
Building the set for the stop motion of Ivan was even harder. We started with thin plexiglass walls for the stuffed gorilla playing Ivan, but the glare was terrible no matter how we set up the lighting and we finally had to lose it. We also tried using a green screen and even borrowed a real green screen from a friend, but again the lighting was never quite good enough to make the green screen look good and it refused to pan properly. In the end, the kids just printed out the image of the mall circus store they’d chosen to be Ivan’s dismal backdrop. The green screen was also supposed to be used for the news report, but all the takes didn’t work and we had to wrangle our friends from co-op into doing the report instead.
Filming the crayon drawings also was tricky at times. The Stop Motion app cut off the edges of drawings, which was okay for some scenes, but meant we filmed the final credits (no joke) more than half a dozen times trying to make them readable and not cut off.
Not long ago, I posted about how I think parents should help their children with their projects sometimes. This is a great example of that for us. I did almost none of the work for this movie. Probably the biggest thing I did was make a couple of the protest signs when BalletBoy was sick and they needed to be done so Mushroom could film with their friends the next day. But every other bit of work was completely the kids. Every photo, every bit of filming, every drawing, every idea for the movie.
Mostly what I did do was a huge amount of organization for them. I kept them on schedule. I typed up the handwritten script and helped them edit and revise. I encouraged them to pay attention to the details and redo things when they didn’t work or to let things go when they weren’t happy with the best result we could get. I mediated and suggested compromises between their different ideas. I highlighted the parts of the script that had been filmed to help them keep track. I set aside time for them to work. I played cheerleader and said how great the project would be in the end. And it is great.
I think kids need all kinds of projects. They need things where it’s really completely on them from start to finish. They need things where they have to follow someone else’s rules. They need things where someone shows them how much they can do with a little support. This was a project with a little support and I feel really positive about it and so do the kids.
At the end of the summer, I asked the kids what they wanted to study in the fall and “dinosaurs” and “extinct stuff” were two of the proposals. Now we’re toward the end of this project and I thought I’d do another Anatomy of a Project entry. I think a lot of people are intimidated by going DIY with a large portion of schooling or cobbling a subject together using different resources, but it can be really rewarding and positive.
I usually embark on these sorts of things by gathering stacks of resources, some of which I buy, some of which I check out from the library, some of which I just make note of in case we want to use them later on. I don’t always have a specific plan for this stuff. Usually I’m just getting stuff to get us excited as much as anything.
The biggest thing I did was talk to the kids about trying their first MOOC. MOOC’s are Massive Open Online Courses offered for free by colleges. I heard great things about Dino 101 from the University of Alberta, which is offered through Coursera. I enrolled myself (after a lot of debate about how to deal with users under 13) and planned to have us all do the course together.
I looked at various curricula. Build Your Library has a unit study on evolution that I flirted with getting but decided against, in part because we had already read the fiction book they use, The Education of Calpurnia Tate. I found a couple of other unit study type things, but they were mostly for younger kids so I decided not to get anything, at least for the moment. The one curriculum book I purchased was Life Through Time, which is a GEMS guide. We’ve used some other GEMS books in the past with success. I got this one and it looked pretty exciting.
Then I dove into the books. I bought and checked out a huge number of books. I didn’t really do a lot of searching. Instead, I found the nonfiction section about evolution and fossils and took out everything in the right reading level. We’re lucky enough to have such a good library that I can do that.
We started our school year with a lot of field trips and excursions. We went to sketch and explore the fossil collection at Q?rius, the older kid discovery room at the Smithsonian National History Museum. We looked at a number of different things, but one of the coolest things we got to handle was large agatized dinosaur bone. It was polished and beautiful to see the inside of the bone. I also let the kids spend a couple dollars to buy polished fossils from the shop, which was quite a treat. We added these to other fossils we’ve collected over the years, like shark teeth and ammonites, and put them in a case together with labels.
Not purposefully, but we started with a lot of films. We had a chance to see two IMAX films – one about dinosaurs and another about mammoths. We also immediately turned to NOVA as one of our favorite shows and watched an episode about Spinosaurus, an unusual dinosaur that preyed on fish. Because we had just seen the film about mammoths, we also read the related book Mammoths and Mastodons by Cheryl Bardoe, which was an excellent read.
We began to read more books. We began with Billions of Years, Amazing Changes: The Story of Evolution by Laurence Pringle. This book was at the right level for the kids to read independently. We used it as a good book for practicing written narrations and summaries. I had them read a few chapters (they’re quite short) and write a summary. We also dove into dinosaur books. I let the boys pick what they wanted to read. BalletBoy chose to read a Scientists in the Field book called Digging for Bird Dinosaurs. Mushroom read Sue: The Story of a Colossal Fossil. Each of those books were longer and more in depth. Again, we used the books as a jumping off point for practicing writing skills.
The Dino 101 MOOC turned out to be just as good as people promised. There are interactive questions in the middle of the lessons. While parts of the course have been heavy on vocabulary, for the most part it has been both in depth but accessible to the boys. Many of the topics have allowed the kids to delve into other issues such as basic animal anatomy, Latin word roots (did I mention the vocabulary?), geology, and evolution. It has been a really far reaching course and we’ve all really enjoyed it. The quizzes are pretty easy for me. I cut and paste them into a document and let the kids take them too, though they’re more challenging for the kids. Each quiz is just five multiple choice questions. The kids have mostly done pretty well on them, but I’ve helped them study.
We also took a field trip to Dinosaur Park. We’re really lucky to have a small regional park nearby where outcroppings are from the late Cretaceous period and have included dinosaur bones. Of course, we didn’t manage to find anything interesting, but it was neat to see so many impressions of bark and other plants from the time of the dinosaurs and to learn how to look.
As topics arose in Dino 101, we used it as a chance to explore other topics. When evolution was explored, we took another look at it, reading the excellent graphic novel The Sandwalk Adventures by Jay Hossler and practicing written narrations by writing about how evolution works. We watched episodes of Nature and discussed concepts like adaptation and natural selection. When geologic time came up, we explored it by looking at other time periods and trying to tie together our fossil collection and other topics we had explored, like mammoths earlier in the fall. We especially liked the series A Cartoon Prehistory of Life Before the Dinosaurs by Hannah Bonner. The book When Bugs Were Big, Plants Were Strange, and Tetrapods Stalked the Earth was our favorite. This series was more in depth than I expected. We made geologic timelines to try to tie everything together.
Mushroom spotted in a catalog that a new Cardline game was about to come out – Cardline: Dinosaurs. If you’ve never seen the game, there are lots of different versions. In this one, each card features a prehistoric creature and facts about it. Players only have access to what the creature is with a drawing. You try to place the creatures in order of a chosen attribute such as how much they weighed. It can be much more challenging than you expect. We immediately bought the game and played it. We also used the cards to practice organizing dinosaur types, distinguishing which ones were dinosaurs and which weren’t, looking at different geologic eras. This was just a great addition to our studies.
We also enhanced our study with drawing a little bit. We found a library book about how to draw different dinosaurs. We added some dinosaur poems to our poetry teas. We had some by Jack Prelutsky and another book by William Wise. They were light children’s poems, but I like the way we can find these connections across the different things we study.
Since we were also using Faltering Ownership from Brave Writer, the next writing project was supposed to be a mini-report about a natural disaster. I wanted to combine this with our current project so I asked the kids to choose a dinosaur to write about instead. It was a big undertaking to learn to write down sources, use notecards for organization, and then write their first real report, but both Mushroom and BalletBoy did a great job. Partway through, Mushroom asked if he could change his to becoming the text of a picture book about Argentinosaurus, which he did.
After the reports, both the boys said they were feeling basically done with dinosaurs and evolution. We still have to finish up the MOOC and we have an upcoming workshop to look at fossils to understand climate during the time of the dinosaurs, but other than wrapping up loose ends, we agreed that the project had wound to a natural end.
One of the hardest things about wrapping up a project is all the roads not taken. We read The Sandwalk Adventures but we didn’t get around to Hossler’s equally good Evolution, another graphic novel explaining the concepts of evolution. I had hoped we would go back to Dinosaur Park more often, but weekend commitments made it hard. I had hoped we would do more fossil sketching, but we only did a little bit because the kids weren’t that into it. There are a pile of books on the shelf that we never got to, such as books about pterosaurs and books about the links between dinosaurs and birds. As I’m writing this, I’m looking at Feathered Dinosaurs by Christopher Sloan and thinking, huh, maybe we can squeeze in one ore? I’m especially sad we weren’t able to adapt the activities in the GEMS Guide Life Through Time, but many of the activities didn’t end up making sense in a homeschool context and others were edged out by other things we decided to do.
While I could easily think of a whole other semester of stuff we could do about dinosaurs, evolution, extinction and other related topics, the kids are ready to move on to the next thing and pushing it too far would likely just make them dislike the good work we already did. We’re going to start a unit on philosophy and I’ve asked them for ideas about what they’d like to do next, so I guess we’ll see where we end up after the holidays.