Yesterday one of my listserve's pointed me to a new concept for me- the lapbook. Basically these are folders that students create (with visuals, small books, drawings, etc.) that demonstrate what they have learned about a topic. I found another site that calls this Scrapbooking for school - which is really what it is. I even found a place that talked about creating digital lapbooks. I really like the concept because it develops a record of what the child has learned and what they got from it and pieces can be put together over time and then organized for a"final product". I think the digital one is probably a good idea for older students (plus it teaches them useful computer skills). I am resising the urge to join the listseve about lapbooks - I already spend enough time reading listserve messages. If I end up homeschooling - I definitely think this is one "product" we will develop. If you think books just have to be square - think again! The Big Book of Books has all types of different shapes, sizes and ideas about making books interesting.
Also, I found an idea called the "mini office". I am not totally sure why they call it that but it's a good idea. As one site says it is an extension of the lapbook and is basically a reference for students. So students or teachers can develop a folder that keeps the most important information about a topic handy - whether math or blends in English or whatever else. This is just an easy way to organize them. Instead of always looking for that one sheet of paper - this puts it in an easy place to access and keep it looking nice.
Tuesday, February 12, 2008
How is 3rd grade language arts like 6th grade math?
Answer: In 3rd grade you move from learning to read to reading to learn. In 6th grade you move from learning math basics to using and applying math at higher levels. It is important that students have the basics of language or math down before they move on to these next levels. Unfortunately, many students aren't getting the basics and they can never successfully move on to the next level. I have heard this about language before - but never about the switch necessary in math. Often so many other things are happening in middle school that they never really "get" math. Later I'll talk more about approaches to teaching math.
Saturday, February 09, 2008
Reading hiSTORY
Well, I have spent more time on the Charlotte Mason Ambleside (here is another overview) website recently. Wow - they have a LOT of information there for people interested in this approach. I am really enjoying reading through the booklists - they actually have a 36 week curriculum for books you should read to your first, second, third grader, etc. The nice thing about the books she chooses is that they teach history (one of my favorite subjects) through short stories that show the drama and excitement of the subject. Many of the books she recommends can be found at Yesterday's Classics. The reviews for these books are EXCELLENT on Amazon. So, even if you are doing something like Hirsch's Core Curriculum you could easily incorporate some of these stories into your approach. One of the primary texts that they use is apparently online - Fifty Famous Stories Retold. One of the points that the CM approach highlights is storytelling - not just book reading - so that you encourage children to create their own images in their head. This might also be a good reason to get books on tape - then everyone can enjoy the listening experience. She also emphasizes reading poetry - which is not my strength - but it seems like a good idea. Viking Tales is also a work that is listed - so my husband will certainly approve of this approach. He might even be willing to read that one to the kiddos! Here is another link to learn more about living books - so much information out there!
Quite a few years ago they were selling the 6 book series of the Charlotte Mason approach at a local used bookstore. I got the series for a STEAL of a deal. I think I might actually try reading the first book in the series. The online forums at ambleside have a "book group" that reads a chunk of it a week and then talks about it. They also have much of the text and some overviews online.
My poor child may end up very confused as his mom tries to patchwork together a curriculum. I would think, if nothing else you could easily incorporate the readings suggested on the Ambleside website to add depth to your child's reading repretoire - regardless of where they are getting most of their schooling.
Quite a few years ago they were selling the 6 book series of the Charlotte Mason approach at a local used bookstore. I got the series for a STEAL of a deal. I think I might actually try reading the first book in the series. The online forums at ambleside have a "book group" that reads a chunk of it a week and then talks about it. They also have much of the text and some overviews online.
My poor child may end up very confused as his mom tries to patchwork together a curriculum. I would think, if nothing else you could easily incorporate the readings suggested on the Ambleside website to add depth to your child's reading repretoire - regardless of where they are getting most of their schooling.
Thursday, February 07, 2008
Fantasy vs. Imagination
I am a part of a montessori yahoo group (okay 3 groups). Anyway, one of them recently has been talking about Montessori's approach to children's literature. It has been VERY interesting. I have not read about this myself but apparently she discourages any type of fantasy literature before a child is 6 years old. This is because young children cannot tell the difference between real and make believe. So she discourages any books where animals where clothes and speak, where mythical creatures are involved and similar types of things.
Along the same lines she makes an interesting distinction between fantasy and imagination. She talks about fantasy play not being helpful to kids, while imagination should be encouraged. Fantasy play is when kids pretend to be a pretend character (like Batman, Arial, etc.). Imagination is when they pretend to be something that is real (a pilot, a teacher, a bus driver - whatever). The idea is that in fantasy play they are not really being imaginative they are fulfilling someone else's script (even if the words/ actions are there own). In imaginative play they truly are using their imaginations.
I am still learning more about this topic and I might have to hunt down some original sources. It did make me pause and think. I have known some 4 year olds that can only think about being one character - it becomes and obsession.
On a related note I started looking at the Charlotte Mason approach again. They basically have her whole curriculum laid out online. This includes a great reference list for books (scroll down the page to find it) worth reading. There is also an interesting conversation about how to choose books worth reading. Both approaches focus on helping the child learn for themselves - but they have MANY differences. Good thing I have another couple years to figure out which way we might lean.
Along the same lines she makes an interesting distinction between fantasy and imagination. She talks about fantasy play not being helpful to kids, while imagination should be encouraged. Fantasy play is when kids pretend to be a pretend character (like Batman, Arial, etc.). Imagination is when they pretend to be something that is real (a pilot, a teacher, a bus driver - whatever). The idea is that in fantasy play they are not really being imaginative they are fulfilling someone else's script (even if the words/ actions are there own). In imaginative play they truly are using their imaginations.
I am still learning more about this topic and I might have to hunt down some original sources. It did make me pause and think. I have known some 4 year olds that can only think about being one character - it becomes and obsession.
On a related note I started looking at the Charlotte Mason approach again. They basically have her whole curriculum laid out online. This includes a great reference list for books (scroll down the page to find it) worth reading. There is also an interesting conversation about how to choose books worth reading. Both approaches focus on helping the child learn for themselves - but they have MANY differences. Good thing I have another couple years to figure out which way we might lean.
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