Wednesday, February 20, 2013

Thinking about the Well Trained Mind Part 1: Why Classical Education, Why the Well Trained Mind

The Well-Trained Mind: A Good Place to Start (Part 1)

Our family is moving along with our plan to homeschool next year, and I have to admit that I am eager to begin.  The temptation to pull my child out of school so we can homeschool the entire first grade year instead of just the second semester is strong.  As our thoughts about homeschool begin to coalesce the shape of the proposed education is shifting a bit.  We are leaning more toward a by-the-book approach to begin with, following the instructions in The Well-Trained Mind: A Guide to Classical Education at Home.  

I Digress: An Origin Story

Without realizing it, I have long been an adherent of the Classical Education model.  I began by picking up a tattered copy of Cultural Literacy: What Every American Needs to Know in the bargain bin at a used bookstore shortly after college (if you don't include the fact that I was a member of the Honors College at Baylor University, the most largest and most prestigious university that has a Classical Education model (if only in the Honors College).  The book sat forlornly on my bookshelf for years until I finally got around to delving into it when I was stuck nursing with nothing to do for hours after the birth of our Lu.  I still don't know what led me to pick it up - I didn't often hang out in that section of the bookstore - I was a history and historical biography junkie.  Nevertheless, the book struck me powerfully and spoke to me as an inner voice that had been freed - the book was expressing truths I accepted without weighing before.  I started pestering friends and relatives to pick up the book and check it out, quoting passages at my poor husband, but most folks just can't get too excited about a sturdy beige book with a title like "Cultural Literacy."  

Still nursing, I was browsing the book selection at Target when I saw a book that seemed to intrigue my history-loving sensibilities: A Thomas Jefferson Education: Teaching a Generation of Leaders for the Twenty-First Century.  Once again, the material of this method of teaching had a deep resonance with me.  It is hard to argue with hundreds of years of academic success using this model, and the timeless appeal of familiarity with the Great Books of Western Civilization seems to be a prescription for the kind of intellectual savvy that will secure any student against arguments not grounded in logic or reason.  While E.D. Hirsch, Jr. seems to be persuaded that this mode of education will be most effective in preparing students for political or civic leadership, Baylor University's Honors College claims that more than 40% of their Honors Residential College members are "pursuing studies in pre-health/science fields," a strong argument for a classical education as the foundation for a career in the sciences (as Pythagoras and Archimedes and Eratosthenes and countless others would roll their eyes and say, "duh").  I used my own self-sought classical education (though I didn't recognize it as such at the time) to prepare for law school and eventually a career in education.  Although degrees in english and history don't immediately shout, "hire me!" to employers in the corporate sphere (where I worked as a corporate trainer), they allow for the development of communication and reasoning abilities that shout, "hire me!" in an interview - if you can get one.  

I didn't purchase The Well Trained Mind until August of 2012 - less than a year ago, and I can't say with certainty why I purchased it, except that I read a preponderance of books about education and educational policy and Amazon recommended this book as a good match for my interests.  It echoes the same principles extolled in the other texts I had accumulated over the years (to be fair, I should point out that as an educational theory hobbyist of sorts I have read many educational theories that disagree or directly conflict with the methods used in The Well-Trained Mind.  I mean to say that The Well-Trained Mind echoed the principles that most resonated with me -those of classical education- in my studies). 

So, Why'd You Choose The Well-Trained Mind Instead Of All Of Those Other Books?

It was the clearest, the best organized, the most detailed, and the most comprehensive of the various applications.  Although we are a Christian family, I am not looking for a "Christian Education" per se.  That idea creeps me out - probably because I am the Christian product of a secular education.  Having an education that aligns itself too closely to any doctrine makes me feel as though an instructor might feel tempted to change the course material or select course material to make it conform to that doctrinal philosophy.  I get that it works for a lot of other people, but it's not for me.  You're welcome to come learn with us regardless of what church you go to (or don't go to).

What your ... Needs to Know from the Core Knowledge program developed by E.D. Hirsch, Jr. and endorsed by Michael Gove, the UK Secretary of Education, has many strengths, but I found it a little bit disconnected for my tastes.  I wanted a plan for education that unified all the subjects and facts and areas of learning to allow for a more interdisciplinary approach and that structured the information into a framework that would make it easier to store and recall.  I do own the Core Knowledge books and we read the information in them along with our other books just for fun, but I don't feel the material is organized as well at the plan presented in The Well-Trained Mind.  

I really liked A Thomas Jefferson Education, but I couldn't get over the fact that they appeared to have about a dozen kids who spent their time knitting and chopping firewood.  The idea felt more like role-playing at a Renaissance Fair than actual modern-day childrearing.  We have two kids, widely spaced.  Someday we may have three - but the third will likely be even wider-spaced.  We have a TV.  We use the microwave and the vacuum cleaner.  I don't feel that homeschooling necessarily has to equal Amish.  Bully to those of you it is working for, however.  I know that this sounds harsh and hyperbolic, and it really is.  I don't have a way to express that although I found the educational principles of A Thomas Jefferson Education inspiring, the neophobic/technophobic/??? vibe of the family just didn't click with me and I felt it off-putting.  I wouldn't feel comfortable recommending the book to friends because of this holistic application of their perspective.

The Well-Trained Mind clearly laid out the benefits of classical education, then set forth a plan for learning and teaching that was accessible and feasible in a clear grade-by-grade format.  It also has a large following, tons of integrated support materials, and a thriving web community that can offer support.  I also really loved the idea of integrating the four historical periods with other areas of learning such as reading/literature* and science.  It makes so much sense to me that I can't imagine why all schools everywhere don't do this!  

*Caveat - I plan to further discuss how The Well-Trained Mind could do this even better in an upcoming blog post.  Stay tuned.

Although The Well-Trained Mind has some aspects that aren't a perfect fit for us, no educational program designed by someone else is likely to exactly match your concept of an ideal education.  That's the beauty of homeschool.  Take the closest match (The Well-Trained Mind is ours) and tweak it to fit better.  I strongly feel that this program is the best fit for our family's needs, and am really excited about taking it for a test-drive this summer with some other families (some are already homeschooling, some are considering homeschooling, some are looking for a summer supplement to public school).  I'll continue to post as we go through this journey.  Don't look for too many posts in the near future about the application of The Well-Trained Mind.  We might do a brief stint for Spring Break, but I don't want to step on this summer's toes too much, so the next few months will primarily consist of planning and reflection.  I am continuing to study the material and the suggested resources in preparation and will share any discoveries with you (provided I get around to it, ha ha.)  Ta Ta for now!


Saturday, January 5, 2013

Egyptmania!

A Day Late But We Did a Lot!


Today is Sunday, and in case you are wondering, it is not the day after the last post.  I need to work on diligence and punctuality!  


History

Lu finished listening to Chapter 2 in The Story of the World on Friday.  Chapter 2 covers the beginning of Ancient Egyptian society starting with an explanation of significant geographical and ecological factors and moving through Narmer's unification of Upper and Lower Egypt.  The second part of chapter 2 introduced some of Egypt's mythology, discussed the Pharaoh's role in government and religion, and introduced the concept of mummification through an entertaining myth about Osiris being tricked by Set and ultimately rescued by his devoted wife Isis.  Lu enjoyed learning about Egypt that the topic has taken over the weekend as well, with every book and video dealing with Egypt that we can find getting pulled off the shelves (and the internet).  Lu was even motivated to pull out her modern-day atlases of Egypt and learn more about how Egypt is connected to other modern-day countries in Africa.  


History Resources used since Friday

Here is a list (not comprehensive) of resources we have used in our exploration of Egypt, Ancient and Modern:


TV

CyberChase Episode: Clock Like And Egyptian
Reading Rainbow Season 4 Episode 7: Mummies Made in Egypt
Digging for the Truth Season 1 Episode 1: Who Built Egypt's Pyramids - note: I would not recommend this one for young students after viewing.  The subject matter discussed the possibility that the pyramids were engineered by refugees from Atlantis, which is so far from the scientific pale that I felt insulted the entire time, but I was concerned that impressionable children might be deceived into giving credence to these wild theories and led from the safe ground of solid facts.  To be fair, the show (although giving the Atlantis theory undue consideration) did conclude by affirming the Egyptian origin of the pyramids.
Digging for the Truth Season 1 Episode 2: Nefertiti: The Mummy Returns - this one is better, with the premises reasonable and less insulting.  It was a bit boring for my 5 year old, however.


Movies

Mummies:  Secrets of the Pharaohs
Bud Abbot and Lou Costello Meet the Mummy - watched this one Sunday night on the last day of winter vacation.  Although I had to talk her through the plot, Lu thought all the slapstick hijinks were hilarious, especially the part where multiple "mummies" are wandering around bumping in to each other and no one knows which mummy is the real one.  A surprise favorite was the admittedly gratuitous inclusion of Peggy King singing You Came a Long Way from St Louis.  Lu turned to me and said with wide eyes and awe in her voice, "WOW.  That is a GREAT song."  When the movie was over she asked if we could replay two parts:  The mummy mix-up chase scene and the song.  


Apps

Time Builders - Pyramid Rising HD (game)
Mummy's Treasure (game)
Moses - Kids Learn the Biblical Story in an Interactive Adventure (story)  note: This one was a real winner!  Lu loved it and completed it but kept coming back for all the fun mini-games and activities embedded in the story.  There are lots of interesting details about Egyptian society and architecture and great illustrations (and action!) throughout.  And it was free!


Books:

e-book: DK Multi-Touch Pocket Genius Ancient Egypt  note: Another real winner for Lu.  She loved the brilliant photographs and brief, easy-to-understand descriptions.  This is a book she goes back to again and again, just soaking up the information and pictures.

Magic Tree House #3: Mummies in the Morning
Magic Tree House Fact Tracker: Mummies and Pyramids  note: these books are designed to complement each other but can be too challenging for a five year old to engage independently.  We are slowly moving through them together.  I will let you know how it goes!

Visiting the Art Museum:  This well-worn book was used when we bought it years ago and has now been read almost into oblivion.  It is an entertaining story told with cartoon bubble dialogue and somewhat grumpy kids that takes a delightful trip through history in the guise of a Museum of Art.  We paid extra attention to the Ancient Egyptian exhibit, but enjoyed bouncing through this familiar world again well after we had passed the Egyptian pages.  This one made another appearance on Sunday night as a bedtime read-aloud.

Africa is Not a Country: A terrific resource on modern-day countries in Africa, but the information on Egypt is pretty sparse.  Lu especially likes the detailed map at the beginning of the book.

DK First Atlas:  I was really disappointed in the level of information provided on Africa in general in this Atlas (we sponsor a child in West Africa and are always looking for good books that describe the culture there) but the coverage of Egypt and the Nile was pretty good.  There is a two-page spread on pages 42 and 43 with detailed photographs of several sites around Egypt that Lu examined carefully.  There is also a helpful map of the entire continent that shows (unlike some of our other maps) how Africa and Egypt are situated in relation to Europe and the Near East.  This is especially helpful for us as we were trying to talk about how trade routes had a significant role in why so many advanced civilizations sprung up around the Mediterranean.

We also pulled maps and images from the internet (using google) and used a globe to help us understand how all these locations related to other places of interest.


Puzzle

Melissa and Doug Tomb of Kings 100 Piece Floor Puzzle - Fun for the whole family!  


Reading

Read by Lu

A Dollar for Penny
Assorted baby Books for Magpie
A very long grocery list (and all the labels at the grocery store) - Lu is my grocery helper.


Read Aloud

The Very Lonely Firefly
King Midas and the Golden Touch


Math

On Friday, Lu did nearly 3 hours of math!  She completed the skills labeled A.6 - Counting by tens - up to 100 and A.7 Counting tens and ones - up to 99 and mastered both skills with a perfect score of 100 after answering 103 questions.  

On Saturday, Lu spent 48 minutes mastering two skills in the First grade category.  She achieved a perfect score of 100 in both skills after answering only 66 questions total!  The two skills mastered were: B.1 - Addition with pictures - sums to 10 and B.2 - Addition sentences - sums to 10.


Adieu for Now?

Lu returns to the regular public school year tomorrow and our schedule will change dramatically.  I will miss this fun experiment in homeschooling and look forward to resuming in earnest during the school break this summer and again when we start up "for real" in one year.  I will try to check in with any homeschool projects we do during the regular school year, but Lu is often very busy with school, Mexican Dance classes, Tae Kwon Do, and violin practice, so I am not really sure how aggressively we will be able to pursue a homeschool schedule when she has so much on her plate.  Only time will tell!

Thursday, January 3, 2013

What we learned 1.3.13

The Snow Crazies and the Slow Day


Today we didn't accomplish as much as I hoped we would.  Both the kids are getting stir-crazy from being snowed in and preferred rolling around on the rug growling like tigers to doing school.  Sometimes you gotta let the crazy win a little, so I may have done some rug-rolling too.  Today Lu did one lesson from IXL, but it was a first grade lesson and pretty challenging so I was more than satisfied with that.  She did Counting up to 100, and she practiced her new skills in using the tens place and the ones place to do it.  We reinforced tens and ones places with writing the groups down on paper as we counted, and with counting chocolate chips into baggies (10 per bag).  The built-in reward was waiting - when we were done with the lesson we got to eat the chocolate!  This kept everyone motivated and happy as we trudged through a lesson with A LOT of counting.  The biggest meltdowns happened when a hastily counted number resulted in a temporary lower smartscore.  That is devastating for a little girl who knows that 100 means a chocolate chip feast!

Lu read One Hundred Shoes, a book that reinforced the math concepts we had been working on in the morning, as her level 2 reader.

Her bible verse today was Philippians 4:12-13, and she copied the entire verse from the bible into a notebook as neatly as she could.  I did have to restrain her a few times from getting so excited about her "a" looking "like a cursive a."  That would be great if we were learning cursive, but we are working on neat printing so I want her to focus on precision right now.

Unfortunately, that's pretty much all the "school" we accomplished for today - no history at all!  Lu did spend the evening doing math challenges on the iPad while I made dinner.  That child loves her arithmetic.  I'll try to check in and report that we accomplished more tomorrow.  We do plan on reading another chapter of Harry Potter and the Chamber of Secrets tonight.

Cheers,
FauxProfessor T

What to Learn and How to Learn It

What are We Doing?

We are dabbling in homeschool here at T-haus.  Lu is still enrolled in the public school system, but we anticipate moving her to homeschool next winter when my husband will move from his job here in Korea to a short-term assignment in an area with a failing school system.  I have always wanted to homeschool so I am thrilled to finally have a chance to try it out.  

One of the first things I wanted to do was get a feel for a few different types of curriculum before I commit to a system.  Since our Lu was on a long break from school during the winter holidays it felt like the perfect time to try it out.  We will delve into homeschool again briefly during spring break and seriously during the summer.  So far we have focused on mathematics, reading, writing, and history, with a smattering of science and whatever else comes along in the day.  


Curriculum

Math

Here are some of the curriculums we are testing out this holiday break:
I know there are many formal mathematics curriculum packages such as Saxon Math, but so far we have been thrilled with IXL, a math learning website that adjusts to the student as he or she grows (offering them more questions in one subject area until they achieve mastery, for example) and has the parent-friendly addition of very specific reporting and tracking.  Parents can see how much time their child has spent on each type of problem, where trouble spots requiring more instruction may be, and even compare their child's progress to state standards for each grade.  I also really love that IXL is flexible, allowing a child who is progressing quickly to move into the next grade's content without having to pay for (and wait for shipping of) a new year's curriculum.  After less than four months of IXL (and no formal prior instruction), Lu has progressed to the next grade level in math with just the click of a button.  It doesn't hurt that the IXL system of tiered problems and frequent rewards has her begging to "please do just a little more math today."  I love it!  


History

The other curriculum we are using right now is The Story of the World, which comes from the Well Trained Mind publishers.  This group of curriculum elements deeply appeals to me because I feel a strong connection to Antiquity and I feel that that continuity has guided world leaders and policy makers for thousands of years, and I would like my children to have a part in the world of knowledge that understands Shakespeare and Milton and their references to Greek Mythology as well as whatever is going on in music and literature and art at present.  My husband, whose degree was in Business, doesn't always share my enthusiasm for "culture," but so far he seems pleased with the combination of sensible, grounded math and reading and my love of geography, social studies, art, and music.  The Story of The World takes dry historic information about the Ancient World (in the first volume) and tries to personalize it for students by breaking historic events and movements down into short narratives, sometimes creating fictional characters to live in a historic period to explain how people lived at that time.  To be fair, we did not purchase the textbook (which we will definitely purchase if we choose to pursue this curriculum for the school year), but we listen to the audiobook chapters and then answer comprehension questions and review and do enrichment activities (such as building a scale model of the wall of Jericho - yay math! at the end of the Hunter-to-Farmer transition in Chapter 1.)  This subject does engender more frustration and work for the parents than many others we do, but I think this may be in large part due to the fact that we did not choose to shell out the extra money for the activity book and the text book and instead do careful lesson planning and research ahead of each lesson to have support and enrichment materials available (all found on the internet for free).  I suspect that even if we did buy the activity book it probably wouldn't be quite as much fun as making our own shaduf from things around the house to learn how early farmers watered their crops (and also a little bit about physics and simple machines!).


Reading, Writing, and Literature

To reinforce writing we practice, practice, practice.  Lu has a bible memory verse each week, so she copies the verse (writing as neatly as possible) in a notebook, and then re-writes any portion that is sloppy or illegible.  For reading, she only has to read one Level 2 reader each day, although she is encouraged to read as many "baby books" to her little sister as she can.  We also read from a chapter book together - her reading until she gets tired or frustrated, and then I read the rest.  


Extra-Curricular

Charlotte is involved in Tae Kwon Do for one hour three times a week and violin lessons for 30 minutes once a week, so we maintain those lessons and practice at home for about 30 minutes every day for violin, only on non-lesson days for Tae Kwon Do.  The kids always have access to crayons, stamps, markers, and other art supplies, but have no formal art instruction (other than art history).  Many of our reinforcement activities for history, however, involve applied arts such as pottery or painting.

Well, that's pretty much what we are doing right now.  I hope that by the end of summer we will have had enough experience to make a choice for a curriculum system for the winter.  Have any of you tried some of the other curriculum programs?  Have you used Saxon Math (one I've heard is good)?  What about the Well-Trained Mind system - I think I'd lean towards it if I heard good things about it.  Let me know what you think, and I'll try to keep you updated (although I am simply awful about doing things regularly so I might not stay on top of the blog - we'll see).