Problems

1) If there are 201 days in the school year and the math book has 136 pages less 2 pages of review per each of 4 ends of term, and only 24 pages of addition and subtraction problems scattered throughout a Grade 2 level book, when the power goes out, what is the probability Billy will still be counting on his fingers making change at the gas station 10 years later?

2) In Grade 7 Susie is learning organizational skills like keeping her desk neat, beginning 'connected writing,' working on group science projects where cooperation rather than accurate results is the goal, practicing for a school drama performance, discovering her multiple intelligences, attending student council events, planting, weeding, and mulching the new 'learning garden,' completing complicated home learning grids and corresponding evaluative matrices, focusing on good behavior, and setting learning and personal goals, and the school day is only 6 hours long, how much farther behind will Susie be academically at the end of the year than when she started?

ILL #2

CURRENT EVENTS

Watched the last four episodes of Uncle Jay Explains the News.

ILL

Incidental Learning Log (ILL) entry as requested by government homeschool coordinator:

MEMORY WORK

Practiced recitation of "Moonage Daydream" (from Ziggy Stardust):

I'm an alligator, I'm a mama-papa comin' for you
I'm the space invader, I'll be a rock'n'rollin' bitch for you
Keep your mouth shut, you're squawking like a pink monkey bird
And I'm busting up my brains for the words

Keep your 'lectric eye on me babe
Put your ray gun to my head
Press your space face close to mine, love
Freak out in a moonage daydream oh! yeah!

(David Bowie)

Classic

Sarabelle was appalled. She checked Barbara Leonie Picard's retelling of The Iliad of Homer out from her school library and discovered the last time anyone had bothered to take the book from the library was FEB 1993, and prior to that JUN 1978.

I'm wondering what caused the flurry of activity in 1973 and 1978.

Application Response Finale (?)

Received this morning after addressing her last two issues. An excerpt:


Thanks L, that is great, I have included all of that with your application and have passed it on for approval. Don’t forget to keep occasional dated notes and records (as you have done with your email) (and my blog)
that detail the incidental/conversational learning that happens. Again, when you see that learning applied or demonstrated in another context, make a note of it as well.

Back to work!

Application Response Redux

This email was received the day after sending my obnoxiously lengthy reply to her initial correspondence (in the previous post)...

Hi L, thank you for your detailed and comprehensive response - it is
exactly what I was after! I knew it: Quantity. While I am now far more confident and clear
about your ability and intentions for Elle's education, there are still
two issues I need to clear up before putting the application through for
approval and I appreciate your time in attending to them. ::Groan::

By its very nature, home education is not confined to 'formal studies'.
The whole range of the child's life constitutes the 'education'. While
the 'miscellaneous topics' you refer to may not figure as explicit
teaching, they need to be recorded in at least some detail. Foot in Mouth Moment: These miscellaneous topics, Health and Safety, Current Events, Environmental Studies, Multiculturalism, etc. were facetiously included as a poke at the system. I stated that these "are incorporated into our everyday lives and therefore unnecessary as separate, formal studies." I should have known better; these bureaucrats have no sense of humor. Good thing I didn't include Sex Ed and Driver's Ed. This is because we cannot see what you are doing in your everyday lives and we need to know these areas are being catered for in whatever capacity you
deem appropriate. Why? What if I hadn't mentioned them at all? I was able to extrapolate various gems from your
narrative regarding science experiments around the house and in the
activity book, art in the classical music, tennis for sport etc.
Perhaps you could detail a unit of work you have already done (with
Elle or the older girls) that demonstrates how these subjects are
covered and explored? Perhaps what you goals are in these areas? Have
you heard about the technology units that are provided by the QSA? The
subject Technology is new to the school system in Queensland. And apparently to the government as well when its largely subsidized phone service offers broadband as speedy as dial-up.This key learning area emphasises 'thinking skills' and 'problem solving' and is
valued for its practical approach (this could integrate well in your
Classical philosophy). It makes important links between student learning
and the many ways in which people, as part of their daily lives design
and develop ways to access and use technology. The subject focuses on
the creating of ideas and design challenges and the testing of their
effects. To help you begin to use Technology as a subject the QSA
website has excellent topics and units ready to go. You can have a look
at them all here
http://www.qsa.qld.edu.au/yrs1to10/kla/technology/modules.html and I
would encourage you to incorporate some of these into your program.
This subject like all subjects has a component of computer use but only
as a tool to explore and support the learning. I would also encourage
you to look at the Scouting movement. Their Scouts handbook is a wealth
of cross curricular activity that makes a fantastic educational program. And will you then require me to rewrite my plan?

Saxon
You have indicated that you are intending to use Saxon Maths eventually. While this program does have some merit, as you use it you will need to
ensure that you are teaching the Australian standards and conventions
and in particular the metric system. This material has the potential to
be highly confusing for a young child living in Australia. But not for a young child living in both Australia and America, especially not when the metric is the easier of the two. Oh, and decem? Centum? Mille? Sound familiar? If you are
intent on purchasing resources in the future, I would like to suggest
that you also explore the use of some Australian based resources to
support the development of Elle's program. I can provide information
about some of the options available to you. Sticking with Saxon and immersion, thank you. Additionally, I could find no reference to the Silver Burdett Ginn resource you mentioned. When I
looked at their website, it only seemed to contain fundamentalist faith
and evangelical products. Perhaps I have missed something? Hmmm. Either way,
it too is an American resource, so the same comments as for Saxon would
apply. The Queensland Maths Book you mentioned is Grade 3. I
understood Elle to be in Grade 2. Was that a typo perhaps? Laughing from outside the box, "Just customising the curriculum as instructed, ma'am." And could
you give me some more information on the book itself? I don't have any
resources with that exact title.

L, you have really built a solid and educationally sound program for
the vast majority and I appreciate your efforts enormously. I look
forward to clearing up these last few things and letting you get back to
focussing on Elle's education. ::Sigh:: Me too.

Application Response

Following is the rather lengthy reply I received via email yesterday. The names have been changed to protect the innocent.

Good afternoon L and thank you for your application to home educate
your child. There are some questions that I would like to ask you as I
process your application further so that I can get a deeper
understanding of the educational plans you have for Elle. I note your
desire to follow the classical philosophy and am encouraged that you
have started your research on providing a high quality education to
Elle.

STARTED? Excuse me while my head explodes...

There are several areas I am concerned about in the program as it
stands:

* Lack of detail about the tailoring of the program: how is it
adapted to Elle's specific needs Aside from the fact that it was created for her?
* The generalised nature of your submission and lack of specific
details in the program I fulfilled my legal obligation.
* A lack of short and long term goals for Elle's education Again, only what I was required by law to provide.
* A total lack of information about assessment methodology: how
you will know Elle is learning and is able to use that knowledge Don't make me repeat myself...
* The learning environment Okay, lady, you're getting on my nerves.

It may seem overwhelming at first, but I would rather you have a
thorough grasp on what I am trying to explain :-). Yep, that's an emoticon there. Should have been a winker though, because all her explaining is not helping one single bit. Have a read through,
make some notes and give me a call or email when you are ready. Oh, I will. Just you wait.Let's
start from the top: Yes, let's.

Tailoring
One of the benefits of home education is the ability to 'cherry pick'
the best of education from around the world for your children. However,
one needs to be particularly mindful of and sensitive to local content (Local content? What? Nowhere does the law specify any particular course of study)
and context. It is in this area that the work of the teacher or
facilitator is amplified: changing and adapting curricula to match local
conditions (Local conditions? I'm thinking she means we need to go skiing) and the child's needs prior to it being taught or explored. Oh, it's eduspeak.
Similarly, while the appeal of a 'pre-packaged' curriculum is obvious (To whom? Is she speaking directly to me or just blathering on in a general sort of way?),
the best interests of the children's education must outweigh this.
There are many rich and varied curriculum choices at very little or no
cost available to you L and I encourage you to explore them all. Gee! Thanks!

Level of Detail/Quantity
We are often asked 'How detailed do you want the program?' What we look
for in terms of detail and quantity is this:
* We look at your program as a whole and consider such things as:
Is there a wide range of subjects? Um, like driver's and sex ed, and indigenous and environmental studies? No doubt the concept of quality vs. quantity is lost on her. Is there a variety of learning
opportunities? Is knowledge and understanding being developed in a
variety of ways and not only through 'book work'? Is the work chosen
appropriate for the child? All of our considerations focus around the
features of a 'high quality' education. Yeah, mine too.
* We require a program for a whole year that gives us in depth
details about the learning goals and learning opportunities you will
create for your child.
* The more information you provide us means that we can understand
your intent more easily. Some parents are able to express the essence
of a program in 3-5 pages while others take a more wordy approach. Brevity is the soul of wit, but if you want quantity, I'll give you quantity.
* There is not a great deal of value in photocopying reams of
pages out of the textbooks you intend to use because we are usually
aware of these resources if you just mention the title. Except for mistaking The Story of the World for a packaged curriculum. Not to mention
that it is an expensive exercise for you to post this to us.
* We look for evidence that you have a wide variety of both text
and other resources available to you. Access to a variety of resources
can allow children to 'engage' with a topic. Not everyone likes paper
and pen or 'wordy' ways of learning. But let's not forget some do. And enough with the quotation marks already. Don't forget to incorporate some
of the different learning styles in your choices of resources - visual,
movement, music, verbal, auditory, nature, logical, interpersonal, and
intrapersonal. Please ask if you would like further details on these. Not asking.
* If you are using a packaged curriculum, we need to see that you
have tailored the program to your child's needs. There is no 'one size
fits all' in education and you need to show us how you are using and
adding to that shrink wrapped program to make it your own.
* Lastly, we look to see that there is a progression of work:
something to go on with. Saying that they will 'move on to higher
level' books is a good start but you need to outline what these are, how
you will know if the child is ready, how you will ensure they have fully
engaged with the original material through deep as opposed to just
surface, exploration. Mastery, period.

Learning Goals
Writing learning goals is an important starting component of your
program writing and we encourage you to include your child in the
development of these goals. You know your child well enough to know
their strengths areas and areas where they need further work. If you
can make the goals explicit then when it comes time to report on their
progress, you will know exactly how far they have come and what still
needs to be addressed in the future. If you are having trouble getting
started, begin with a 'brainstorm' of everything you would like your
child to achieve (or become) long term or big picture. Then break these
down one at a time and work backwards till you have some smaller steps
and strategies. At the end of the study period, you will be then able to
relate your achievements back to the original goal. What we look for
are specific goals for example: 'xxx will finish his language arts text
book during this year and be able to write a two page short story on a
topic of his choice using appropriate punctuation''; 'After studying
'Current Affairs' xxx will be able to hold a conversation on a topic of
interest including background/history of the issue'. This way, if you
get to the end of the year and xxx hasn't finished the book or can't
hold the conversation, you will know you need to focus on something
specific for the following year (identifying learning gaps). I'm surprised she admits learning gaps exist. Goal
setting will help you with your forward planning too in that your report
on the year will identify strengths and weaknesses which will then allow
you to identify focussed learning areas for the following period. Each
child's learning goals are fluid to a certain extent and this can be
reflected in the annual report. Goals and learning journeys are never
used for comparison with others. If you would like more specific
examples or assistance, please ask. Still not asking.

Assessment / reporting / record keeping
How are you planning to assess whether your child is progressing in her
program? You will need to report back to us in the tenth month of
registration with an assessment of overall learning progress. Tests,
quizzes, assignments, portfolios, work samples, reading logs, learning
journal and diaries are all ways to see tangible progress of learning (I
am sending an excellent list of assessment gathering ideas that may suit
the learning activities you have planned). We highly recommend keeping
occasional samples of their work (from the beginning, middle and end of
the learning period), (that's what refrigerators are for) learning diaries/journals, annotated reading logs
(a learner could be responsible for this by making a few notes about
each book - why or why it wasn't enjoyable, whether the level was too
easy, hard or just right, would they recommend it to another child and
why? Sorry, none of this happy, crappy, feel-good, self-centered nonsense for me; a list of books on my Excel spreadsheet works just fine. Just a few words is a good way to 'reflect' on the reading that
has happened and gives you something to reflect back on when you are
writing your report. This will also help you to monitor if there are
gaps in the learning and help to write the next program. Gaps! Gaps, again.

We are recommending to parents that we are not so much interested in the
'content' (except in the case of local content) of their children's learning as this will vary for every
family. We are saying to parents that we are more interested in their
reflections and self evaluations on the learning. This is why we are
asking them to establish vital learning goals. I imagine parents would
find it very difficult to reflect on how everything went if they had no
idea where they were heading. Hindsight is 20/20. We are recommending that parents (in
conjunction with their children) set their explicit learning goals (and
these are fluid of course over the year). Then it is a matter of
keeping records (the learning diary, reading log etc) and work samples
(from the beginning, middle and end of the period to demonstrate
progress) and compiling these into a report.

Learning Environment
Could you please provide some information on the place in which Elle
will do her 'work'? Does she have a quiet, dedicated learning space
where current projects can be left undisturbed? Does she have access to
the computer for learning? She probably wouldn't appreciate hearing the world is our oyster.

L, I hope this helps you get a grasp on what it is we are trying to
help you achieve with your programming. Don't think of it as work for
us but rather as work for you that will build a strong basis from which
you can work. I have plenty of resources and planning tools that can
assist you and all you need to do is ask. ::Sound of crickets chirping:: I will be in the office for
the rest of the week and look forward to hearing from you.

Jorge suspects this was a form letter somewhat tailored to my initial application. She clearly has no idea what a classical education is about, in spite of the twenty-two professional letters following her name. Hear from me she did. Twenty pages worth. (Including eleven scope and sequence pages from Saxon and the entire Table of Contents from The Story of the World which took up three whole pages.

Passive-aggressive? Just a touch.

So far, so good!

Elle loves her Story of the World activity pages. She had requested a history book for Christmas, I happily obliged, and added the looseleaf activity pages to my order just in case. Good thing, eh? We’ve been reading from the text, answering the comprehension questions, and doing the corresponding map work or coloring pages.

She also can’t get enough of her Silver Burdett Ginn Mathematics book. She is racing through as many pages as I can stand. I have to make her put the book away before she starts getting silly and sloppy.

With Cyclone Nelson set to strike tonight, am I worried about not having enough food or flashlights or batteries? Nah. My requests to my husband, who happens to be in town searching for any available supplies, include only a Grade 3 Queensland Maths book to follow her current high speed arithmetic lessons and some Ticky Tack for hanging our map of the world more securely. The only other thing I can possibly think of that we may need would be a pencil grip to improve the position of her fingers when writing.

2007 Grade 2 Resources

To make this as simple, inexpensive, and expedient as possible, I have downloaded most of these resources from the Internet (*), or used what I have on hand.

*Aesop's Fables (Illustrated by Milo Winter)
Children's Illustrated Bible
*A Child's Garden of Verses
*Mother Goose
*Tanglewood Tales
*The Blue Fairy Book
*The Red Fairy Book
*The Yellow Fairy Book
*A Wonderbook for Boys and Girls

First Language Lessons for the Well Trained Mind
Classical Writing -- Aesop
Prima Latina

Silver Burdett Ginn Mathematics (Grade 1)
Queensland Targeting Maths Year 2
Queensland Targeting Maths Year 3

Handbook of Nature Studies
Field Guide to Australian Birds

Story of the World Volume 1: Ancient Times
Story of the World Volume 1: Ancient Times Activity Guide
Usborne Book of World History

Item 6

Following is the overblown, lightly edited document I wrote to fulfill the requirements of the state pertaining to home education registration.

------

Educational Program for L
Application for Registration for Home Education
Item 6


We have chosen to home educate L using a classical, or Great Books, format alongside a chronological study of history beginning with the ancients, and guided by the principle of multum non multa: not many things, but much.

Imaginative literature that has stood the test of time, fairy and folk tales, fables, myths, and poetry, will be utilized as a foundation. Along with the reading of the classics, L will be engaged in a writing program that utilizes selections from these same books and incorporates narration, handwriting, vocabulary, spelling, grammar, and punctuation work, according to her ability.

Language skills will be further enhanced with an introductory study of Latin.

Mathematics will be taught using a combination of skill-appropriate workbooks and manipulatives, with emphasis placed on reasoning through use of story problems.

Science will consist of nature studies with observations and illustrations recorded in a journal, accompanied by research from appropriate guide and identification books.

History will be studied chronologically using readings from our spine texts and appropriate literary selections. Exposure to the arts and culture of the historical period studied will be accomplished through corresponding themed craft projects selected to capture her interest.

Participation in extracurricular activities including membership in local junior tennis club lessons will round out her need for social development and provide physical fitness opportunities.

Lessons will be short with an emphasis on excellent execution for focused attention and variation, and to enable L to enjoy creative free time. Character development will be a priority.

RESOURCES

Aesop’s Fables
Children’s Illustrated Bible (DK)
A Child's Garden of Verses (Stevenson)
Mother Goose (Denslow)
Tanglewood Tales (Hawthorne)
The Blue Fairy Book (Lang)
The Red Fairy Book (Lang)
The Yellow Fairy Book (Lang)
A Wonderbook for Boys and Girls (Hawthorne)

Classical Writing – Aesop (Jaqua, Gustilo)
Prima Latina (Memoria Press)

Mathematics (Silver Burdett Ginn)

Handbook of Nature Study (Comstock)

Story of the World Volume 1: Ancient Times (Bauer)
Story of the World Volume 1: Ancient Times Activity Guide (Bauer)
Usborne Book of World History

-----

Okay, multum non multa was meant to tweak their nose a bit, as in I'm so smart, I can toss Latin phrases around, and I bet you never heard of that principle, O, Administerial One, thus proving I am eminently capable of teaching my own child (and maybe am a pompous ass as well.)

In keeping with the principle, science will be studied when the mood strikes, not necessarily as an everyday lesson (like I've always done it: See something interesting, look it up, write it down if so inclined) though daily readings from Handbook will be attempted based on Elle's attention span.

Math is whatever I have on hand.

And truth be told, I'm not that crafty. Maybe we'll try the mummified chicken.

Tennis is only mentioned because I'm the secretary of the new tennis club, and if I've got to be there, so does she.

Queensland is reportedly the most difficult state in Australia in terms of home ed regulation. Aside from completing the forms -- your application is automatically provisionally accepted pending receipt of your official certificate -- you are only required to not have your child enrolled in any other government or non-government school, and produce an annual report detailing the progress of your student. Florida was more demanding.

Wiffle-Waffle No More

Monday the new school year began. Thursday we kept Elle out of school. Friday I unenrolled her. However, I won’t be announcing this anytime soon on the other blog because I can’t deal with the ramifications yet. There will be questions like Why? and Wasn’t she doing so well in school? and Are you capable? Add to that the criticisms about how mean I am to pull her out when she has settled in so nicely, and maybe how I’m over-reacting, or damaging her, and how the system is good enough for everybody else, and the truth is, I just don’t feel like facing it over and over. I’ve already had to explain it to the principal and to a parent of one of her friends who wondered why we were headed out of school that morning.

Last time I decided to homeschool, six or so years ago, I’d simply decided to keep the girls up to speed for our originally scheduled relocation Down Under. Then we stayed in Florida but moved out to a boat-only island and it was easier than being an unseasoned salt navigating a vessel twice a day in sometimes questionable weather. And then it was because we enjoyed our freedom, and then because I knew I could do a better job, and then Fight the Man!.

But this time is different.

To clue you in, Amazon is speeding a copy of Parenting the Strong-Willed Child to me. From the day she was born, Elle has been a challenge. Different than the others. Difficult. Yet, in the public’s eye, being a master manipulator, she is pretty much an angel. She is the child my mother wished on me. I hope you have one just like you… But first of all, I don’t believe I was ever really that bad, rather, merely misunderstood and smarter than the average bear, and secondly, I sure don’t want to pass the toxic mother-daughter relationship I endured on down to my darling.

I am a very patient person, but everybody has their limits. Jorge finally reached his the other night when, after being home early from work two days in a row, he got a taste of what I’ve been up against all along. He knows now I have not been telling tales and he immediately decided what must be done.

She is very good one-on-one and she’s incredibly bright, so we’re going to focus on that. We’re also going to turn negatives into positives: She’s not bull-headed, she’s persevering; not manipulative, artful; not detached, independent. Defiant? No, feisty. Physically aggressive? Vigorous! She’d probably make a fine politician or attorney. My main concern is that she uses her powers for good.

I believe she’s simply lacking that individual attention that her two sisters received in heaps at her age, but I prefer not being forced to repeatedly justify my position to family and acquaintances who surely think I’m exaggerating or, worse, flat out fabricating the situation, nor do I want to stigmatize her as a behavioral problem.

So for now, mum’s the word.