| Author |
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Jo Dee (Jodee)
| | Posted on Thursday, August 22, 2002 - 01:57 pm: |     |
My problem is I try to focus too much on their weaknesses, so I'm the opposite, Susan. I have to keep reminding myself to let them do the things they do well, too. After all, that is probably where life will eventually take them.
While they do need both, I have to balance it.
Jo Dee
P.S. We aren't on vacation, but we are very busy. My 10 month old is all over the place! Can't leave her alone except for her naps! |
Susan (Susan)
| | Posted on Wednesday, August 21, 2002 - 09:41 pm: | |
Wendy,
The challenge to me was to make sure that I require the children to do things in their weak areas as well. I tend to let Sarah do the language and art and Andrew to do the hands-on and mathematical stuff.
Anyone else have this problem/challenge also? |
Wendy F (Wendy)
| | Posted on Wednesday, August 21, 2002 - 01:45 pm: | |
Dear Susan,
In reply...sorry this has taken me a bit to get back....I am trying to do this very thing, even as we speak( or write!) I have a boy starting 9th "grade" work...4/5th grade girl who loves reading loathes handwriting..2/3 grade girl who detests reading but excells in art,handwriting,math(just about anything else) ...she can read just does not enjoy it as a hobby like the elder two...Then 6yogirl and 4 yoboy( these two come in and out during our lesson times...some days will stay through the end some days nothing)
My girls had been begging to study "Little House" because of friends and so that is where we have started this year. We each have a reading copy of Little House in The Big Woods..even youngest has the first little house books that go along with the big book...we had begun reading and then had a supreme opportunity to visit relatives in Texas so...put our plans on hiatus for two weeks...Now that we are back in the saddle...here goes
My eldest found out who was president when this book took place and had to learn about him to present to our "class", Middle two have looked up Wisconsin on the globe and Us Maps( older girl has also told us the capital and current population) ..one day we even did a weather search. We have looked at books to see what the country looks like. Austin, the oldest is responsible for presenting at least one day of the group lesson, something he has researched and can present,dramatize,play,...however he chooses , sto our group study. He does a buddy reading with the very youngest during our reading time. This has worked out so great in a number of different ways. He has learned to present information to a group and answer questions they have on the subject or steer them to a resource to find out more...He has seen how awful it is when no one pays attention to the presenter...He has learned that reading one article in a National Geographic does not make you an expert..he is learning patience,diligence,extending mercy,...He has also figured out that he can use this same skill to present workshops for his Scout troop. The class is seeing a completely new side of their brother..There is still an issue of bossiness vs. authority.. I am thinking of having oldest daughter lead us in some sort of handcraft. I think this could work if two of them were "in charge " on somedays and that might foster more cooperation between the siblings.
It has seemed a bit of a challenge to me to find ways to make this interesting for the youngers while keeping the challenge out for my high schooler. He is so interested in the government of this time...that goes over the little heads. I think this will be the perfect way for each of them to find the nugget that they need and pursue that ...not having to have the rest of us follow. Still remaining in the same parameter that I have set....
My only concern are rabbit trails....I seem to be the worst to want to go along these...I am really having to force myself to stay within the parameters set and realize that tomorrow is another day...and these other really groovy things could be our next study..
Is this what you had in mind? We have only recently started this, so I can give you updates along our way..
everyone is being so quiet..is everyone else on vacation?...Wendy
PS>>>I also had to have a discussion with Austin about his attitude as he was preparing his lesson..He was really thinking how great it would be to tell everyone what to do, they had to sit and listen to what he said...blah,blah,blah...I asked him if he thought that was Jesus' attitude before He taught ...this led into a whole issue of pride and motives for our behaviour...it ended up with Austin praying before his debut....This was the biggest thing I think he learned ...putting his beliefs into actions...asking for God to use the wisdom He gave to him...We don't always get those moments at our house and it is nice when God sends us a little pat on the back that this child discipleship may not always go right, but will work if we Him. |
Susan (Susan)
| | Posted on Sunday, August 18, 2002 - 06:33 am: | |
Discussion Questions:
Has anyone here tried doing one unit study with a wide age/ability span between students?
If you have, what types of things did your students do together, and what types of things did you have them work on individually?
If you haven't, what has held you back from trying? |
Susan (Susan)
| | Posted on Friday, August 16, 2002 - 06:39 am: | |
APPLICATION 4: Unit Teaching with More Than One Student
Okay, what do we know about so far?
1. We know we can put together a unit of study using one content subject and one or more skill subjects.
2. We have tried our hand at expanding those simple units as we feel comfortable, adding more content subjects as the opportunity arises.
But what if we have more than one child, of differing abilities and grade levels? Can you still use unit studies to teach all of your children?
OF COURSE YOU CAN!!
Here are some examples:
Unit One: The Protestant Reformation (history, English, and art)
Children in grades 9, 7, and a non-reader
Resources: local library, videos, encyclopedias, Books: Escape, The Secret Church, Martin Luther.
Intro: Read the story Escape. Discuss the story and the issues brought up.
Presentation: Assign work for each child on his/her ability/grade level, relative to the unit study. One is to look up info at the library on the Reformation and prepare an outline, then type up a 1,000 word report. Another might write a 300 word report on a different book, and the non-reader might build a diorama depicting one of the scenes described in the book.
Each child also prepares a document that declares his/her right to religious freedom. It might look like a scroll with fancy border to make it look as if it were written at the time of the Reformation.
Culminating Activity: Watch the video Martin Luther or Israel of the Alps, and hold a round-table discussion during which each child shares his/her declaration and their reports.
A unit study of this nature should not take any more than two weeks.
Unit Study Sample Two: “The Story of Joseph” (Bible-English-Art)
Children in grades 1, 4, 6, 10
Resources: The bible, Prophets & Kings, God Sent a Man, video of Joseph, other children’s bible story books
Introductory activity: Play a Bible character guessing game. Let each child choose a person in the bible and come up with clues to give the rest.
Presentation: It is possible the children could chose how to pursue the study of the bible character chosen. They could either work together or independently.
Day one and Day Two: Read a simple version of the story of Joseph. Watch the video of Joseph. Ask questions and discuss character issues as they arise in the story. Draw out their thoughts with guided questionning. Tell them to be prepared to write down how Joseph has been an example to them.
Day 3: Have the older children read the account of Joseph from the bible. Have them jot down ideas for a big mural they will be making. Have the fourth grader think of words that describe Joseph’s character, and introduce the concept of synonyms and antonyms at this time. Do this either orally or on paper. Have the youngest student participate as much as she is able, without presure.
Day 4: Assign the tenth grader to write a newspaper report as if they were living in Joseph’s time and report on the events taking place. Have the 6th grader write a formal letter to Pontifar telling him the truth about his wife and Joseph, reviewing proper letter form and style. The 4th grader is to write a dialogue between Joseph and his brothers once they recognize him; help him understand how to use quotation marks. Have the first grader make a paper doll of Joseph with his multi-colored coat for the mural.
Days 5, 6, and 7: Using butcher paper, roll out a length about 6 to 8 feet long. Divide it into sections such as Joseph’s childhood, Head of Pontifar’s Childhood, In the Dungeon, etc. have the students choose which section they want to work on, and let them use a variety of materials to make the mural, such as real cloth for the clothes, sand for the ground, real wheat grains, etc. Let them think of ideas too.
The Ultimate Unit Study for All Ages! “An Adventure into “real education” through research, discussion, making choices, sharing ideas, increasing your awareness”
Consider a unit where all family members participate, including dad; a study sparked by a family trip or family project (remodeling the house, landscaping, gardening, etc.), current events; skill subjects are involved that teach our children survival needs such as carpentry, mechanics, cooking, sewing, wilderness survival, etc.; your children can expand their talents such as music, art, organization; and your children and learn through hands-on activities/experimentation.
All family members should have the opportunity of making choices for themselves as well as for the group, deciding what will be studied and even teaching part or all of the study, with parental input, of course. Older students should help teach the younger ones, which is service and reinforcement of skills already taught.
Explore all types of subjects through good books. History, science, Christian biographies, Bible research material, hands-on or vocational ideas, art, music, etc. are all available from the Moore Foundation.
While letting children lead, use wise parental guidance, providing a balanced program of academics, work, and service. Our ultimate goal is to glorify God in all we do. Christ is to be the center of all we do as teachers and parents.
Our personal aim should be “Character Building Through Christian Education.”
Jesus should be at the heart of every subject.
A unit of study has no time span. Whatever your child’s interest, it is possible for your to provide even a long term hands-on project that incorporates all subject areas. The Moores suggest the first unit study we try be no longer than six weeks long. If you can do that well, you are a “pro”. They have some students who have worked around one basic theme for a whole year! |
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