Need Schooly Advice for an Unschooler
[email protected]
This is a slightly bizarre question. Julian is taking a course called
Evolution and Society at Harvard University Extension. He likes the classes,
especially the optional Discussion section after the regular class. He's a little bit
nervous about the papers he needs to write, but we can coach him through it.
He's really overwhelmed by the reading, however. There's lots of it, over 150
pages per week, but that's not the big problem. Right now most of it is
really boring. It's 19th century science, and VERY dry.
Does anyone have any tips for him about how to get through this stuff, and
how to figure out what NOT to read? Or just experiences of your own that I can
pass along to him to reassure him?
Yesterday I encouraged him to take a Play Day, and we cuddled on the couch
and watched "Spirited Away" (AMAZING movie!), and I made him peanut butter and
fluff on cinnamon bread cut into circles, and Moroccan Mint tea. So I think
he'll be ready to face Darwin today.
Anyway, I'd love to be able to pass any tips along to him. Thanks.
Kathryn
[Non-text portions of this message have been removed]
Evolution and Society at Harvard University Extension. He likes the classes,
especially the optional Discussion section after the regular class. He's a little bit
nervous about the papers he needs to write, but we can coach him through it.
He's really overwhelmed by the reading, however. There's lots of it, over 150
pages per week, but that's not the big problem. Right now most of it is
really boring. It's 19th century science, and VERY dry.
Does anyone have any tips for him about how to get through this stuff, and
how to figure out what NOT to read? Or just experiences of your own that I can
pass along to him to reassure him?
Yesterday I encouraged him to take a Play Day, and we cuddled on the couch
and watched "Spirited Away" (AMAZING movie!), and I made him peanut butter and
fluff on cinnamon bread cut into circles, and Moroccan Mint tea. So I think
he'll be ready to face Darwin today.
Anyway, I'd love to be able to pass any tips along to him. Thanks.
Kathryn
[Non-text portions of this message have been removed]
catherine aceto
Hmm -- on what "not" to read -- does he care what "grade" he gets (if indeed he is getting a grade) and if not -- does he feel (based on what he has read so far and how the class has gone) that his understanding/enjoyment of the class is enhanced by the reading that he is doing? If neither is true, I say skim through it, read what catches his eye and skip the rest.
I always found it interesting and useful to read the primary sources in the history classes I took because it was a window not merely into *what* they thought, but *how* they thought and how they expected a scientific discourse to be conducted -- but if he just wants/needs to know what Darwin thought about God, or Victorian society, or his fellow passengers on the Beagle, I would think that he could find a good secondary source that would be less dry.
Some tips I used for getting through especially dry info was read it out loud to someone who was at least slightly interested -- some of that "dry" stuff is quite sonorous and balanced and rolling when read out loud. Skim it with highlighter in hand, highlighting the key point in each paragraph and then actually "read" only the highlit sections. Outline the reading as you go along -- for whatever learning style that I am ; ) writing as I go keeps me tethered to the task, otherwise I find that I am "reading" without ever processing.
-Cat
I always found it interesting and useful to read the primary sources in the history classes I took because it was a window not merely into *what* they thought, but *how* they thought and how they expected a scientific discourse to be conducted -- but if he just wants/needs to know what Darwin thought about God, or Victorian society, or his fellow passengers on the Beagle, I would think that he could find a good secondary source that would be less dry.
Some tips I used for getting through especially dry info was read it out loud to someone who was at least slightly interested -- some of that "dry" stuff is quite sonorous and balanced and rolling when read out loud. Skim it with highlighter in hand, highlighting the key point in each paragraph and then actually "read" only the highlit sections. Outline the reading as you go along -- for whatever learning style that I am ; ) writing as I go keeps me tethered to the task, otherwise I find that I am "reading" without ever processing.
-Cat
----- Original Message -----
From: KathrynJB@...
To: [email protected]
Sent: Tuesday, October 07, 2003 7:22 AM
Subject: [AlwaysLearning] Need Schooly Advice for an Unschooler
This is a slightly bizarre question. Julian is taking a course called
Evolution and Society at Harvard University Extension. He likes the classes,
especially the optional Discussion section after the regular class. He's a little bit
nervous about the papers he needs to write, but we can coach him through it.
He's really overwhelmed by the reading, however. There's lots of it, over 150
pages per week, but that's not the big problem. Right now most of it is
really boring. It's 19th century science, and VERY dry.
Does anyone have any tips for him about how to get through this stuff, and
how to figure out what NOT to read? Or just experiences of your own that I can
pass along to him to reassure him?
Yesterday I encouraged him to take a Play Day, and we cuddled on the couch
and watched "Spirited Away" (AMAZING movie!), and I made him peanut butter and
fluff on cinnamon bread cut into circles, and Moroccan Mint tea. So I think
he'll be ready to face Darwin today.
Anyway, I'd love to be able to pass any tips along to him. Thanks.
Kathryn
[Non-text portions of this message have been removed]
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[Non-text portions of this message have been removed]
[email protected]
In a message dated 10/7/03 06:24:10 AM Central Daylight Time,
KathrynJB@... writes:
Does anyone have any tips for him about how to get through this stuff, and
how to figure out what NOT to read? Or just experiences of your own that I
can
pass along to him to reassure him?
###########################
Is the book(s) he is reading a reprint of Darwin's books or, is the book like
a regular textbook with chapters and headings under the chapters with little
blurbs under pictures and those typical shaded boxes with extra details and
charts in them? If it is like a textbook; read each of the headings under the
chapter, read the first few sentences or first paragraph and last paragraph,
read the blurbs and shaded boxes. Review the chapter review at the end of each
chapter first as well. That way he gets a good overview of the chapter and can
look for the key points. Right now I am helping a friend of mine who is a
professor grade tests. She gives essay type tests and they usually consist of five
or six questions and the class can choose three to answer. When we grade these
papers the first thing we do is glance over each paper looking for key
points. We do this because each test turned in can have anywhere from four to six
pages of essay for each question. That makes for over four hundred pages to
grade for the whole class. If we see the key points that need to be addressed for
each question, then we can read more in-depth and grade accordingly. That is
how I would suggest he approach the reading assignments. Read the chapter
review at the end of each chapter first, that will give him the key points to look
for, then go back over the chapter and read for those points. Also, keep notes
on what the professor lectures on during class and in the discussion time
after. Then when doing the reading, he can look for those particular nuances of
the professor. Is there a study group? Maybe he could join that as well.
Sometimes study groups split the reading between the members. The only problem with
that is I wouldn't rely solely on what others have to say about their reading
assignment, but it is a way to see what/how others view the assignment.
A side note on taking notes; learn to write without vowels as much as
possible! Tht wy hs nte tkng is qckr & he cn rvw hs own nts fstr! <g>
Hope that helps!
~Nancy
Everyone has talent. What is rare is the courage to follow the talent to the
dark place where it leads.
Erica Jong
[Non-text portions of this message have been removed]
KathrynJB@... writes:
Does anyone have any tips for him about how to get through this stuff, and
how to figure out what NOT to read? Or just experiences of your own that I
can
pass along to him to reassure him?
###########################
Is the book(s) he is reading a reprint of Darwin's books or, is the book like
a regular textbook with chapters and headings under the chapters with little
blurbs under pictures and those typical shaded boxes with extra details and
charts in them? If it is like a textbook; read each of the headings under the
chapter, read the first few sentences or first paragraph and last paragraph,
read the blurbs and shaded boxes. Review the chapter review at the end of each
chapter first as well. That way he gets a good overview of the chapter and can
look for the key points. Right now I am helping a friend of mine who is a
professor grade tests. She gives essay type tests and they usually consist of five
or six questions and the class can choose three to answer. When we grade these
papers the first thing we do is glance over each paper looking for key
points. We do this because each test turned in can have anywhere from four to six
pages of essay for each question. That makes for over four hundred pages to
grade for the whole class. If we see the key points that need to be addressed for
each question, then we can read more in-depth and grade accordingly. That is
how I would suggest he approach the reading assignments. Read the chapter
review at the end of each chapter first, that will give him the key points to look
for, then go back over the chapter and read for those points. Also, keep notes
on what the professor lectures on during class and in the discussion time
after. Then when doing the reading, he can look for those particular nuances of
the professor. Is there a study group? Maybe he could join that as well.
Sometimes study groups split the reading between the members. The only problem with
that is I wouldn't rely solely on what others have to say about their reading
assignment, but it is a way to see what/how others view the assignment.
A side note on taking notes; learn to write without vowels as much as
possible! Tht wy hs nte tkng is qckr & he cn rvw hs own nts fstr! <g>
Hope that helps!
~Nancy
Everyone has talent. What is rare is the courage to follow the talent to the
dark place where it leads.
Erica Jong
[Non-text portions of this message have been removed]
[email protected]
In a message dated 10/7/03 5:24:12 AM, KathrynJB@... writes:
<< Anyway, I'd love to be able to pass any tips along to him. Thanks. >>
See if there is a Cliff's or Monarch's notes booklet on that. Then he can
read the summaries and see which chapters he might REALLY need to read.
Personally, I would encourage him to mark in the book, if he owns his own
copy. Reselling a book shouldn't be the primary concern if it's bought for the
purposes of taking a course. What he marks as important or confusing or worth
remembering or questionable is what he can find quickly on review or to ask
the teacher.
He could go online and read other people's summaries or commentaries on the
book too.
It seems like more reading, but I don't think it will be. It will be
fluffier. <g> Like peanut butter and fluff and tea, it will be more like life than
like burial in 19th century text.
Scarier than pirates, trying to read those Stevenson novels. And at least he
was TRYING to be entertaining!
Sandra
<< Anyway, I'd love to be able to pass any tips along to him. Thanks. >>
See if there is a Cliff's or Monarch's notes booklet on that. Then he can
read the summaries and see which chapters he might REALLY need to read.
Personally, I would encourage him to mark in the book, if he owns his own
copy. Reselling a book shouldn't be the primary concern if it's bought for the
purposes of taking a course. What he marks as important or confusing or worth
remembering or questionable is what he can find quickly on review or to ask
the teacher.
He could go online and read other people's summaries or commentaries on the
book too.
It seems like more reading, but I don't think it will be. It will be
fluffier. <g> Like peanut butter and fluff and tea, it will be more like life than
like burial in 19th century text.
Scarier than pirates, trying to read those Stevenson novels. And at least he
was TRYING to be entertaining!
Sandra
[email protected]
In a message dated 10/7/03 10:28:43 AM, SandraDodd@... writes:
<< See if there is a Cliff's or Monarch's notes booklet on that. Then he can
read the summaries and see which chapters he might REALLY need to read. >>
FOUND SOMETHING!
http://www.bibliomania.com
It's a frames site, so I can't give you a direct link, but go there and then
when you get in good, click on "study" and you'll get a couple of scroll
boxes. Choose "study guide"
and then pull the next one down to Charles Darwin!!
TA DAAAAA!~~~~
<< See if there is a Cliff's or Monarch's notes booklet on that. Then he can
read the summaries and see which chapters he might REALLY need to read. >>
FOUND SOMETHING!
http://www.bibliomania.com
It's a frames site, so I can't give you a direct link, but go there and then
when you get in good, click on "study" and you'll get a couple of scroll
boxes. Choose "study guide"
and then pull the next one down to Charles Darwin!!
TA DAAAAA!~~~~
[email protected]
In a message dated 10/8/2003 1:24:30 AM Eastern Standard Time,
[email protected] writes:
<< See if there is a Cliff's or Monarch's notes booklet on that. Then he can
read the summaries and see which chapters he might REALLY need to read. >>
FOUND SOMETHING!
http://www.bibliomania.com
It's a frames site, so I can't give you a direct link, but go there and then
when you get in good, click on "study" and you'll get a couple of scroll
boxes. Choose "study guide"
and then pull the next one down to Charles Darwin!!
The problem is that the thick, wading-through stuff isn't Darwin...it's the
more obscure people like Lamarck and Paley.
The course is using no textbooks-- just primary sources. The Darwin is a LOT
easier to read, apparently, so he might be okay here. The really boring stuff
may be coming to an end. We also pointed out to him that many college students
DON'T do every bit of the reading, and that he may be able to let some of it
go, and just back up and read it later if he needs it.
read so far and how the class has gone) that his understanding/enjoyment of the
class is enhanced by the reading that he is doing? If neither is true, I say
skim through it, read what catches his eye and skip the rest.
I always found it interesting and useful to read the primary sources in the
history classes I took because it was a window not merely into *what* they
thought, but *how* they thought and how they expected a scientific discourse to be
conducted -- but if he just wants/needs to know what Darwin thought about
God, or Victorian society, or his fellow passengers on the Beagle, I would think
that he could find a good secondary source that would be less dry.
Some tips I used for getting through especially dry info was read it out loud
to someone who was at least slightly interested -- some of that "dry" stuff
is quite sonorous and balanced and rolling when read out loud. Skim it with
highlighter in hand, highlighting the key point in each paragraph and then
actually "read" only the highlit sections. Outline the reading as you go along --
for whatever learning style that I am ; ) writing as I go keeps me tethered
to the task, otherwise I find that I am "reading" without ever processing. <<
I don't think he cares (or has even thought too much about) the grade. He
needs to learn to skim, and that hasn't clicked in yet. Maybe THAT'S the skill
that they're always talking about school being necessary for! Because up until
now he's only had to read things that interested him, and didn't need to learn
to skim!!! LOL
The problem isn't at all his understanding the material. He understands it
and was able to form a very sophisticated analysis of it in his plan for his
first paper. (One of those moments when you look at your kid and think "How the
hell did you figure that out?!")
You know, the other thing that fascinates me is that he's truly "getting" the
material with just one read-through. I suggested that he could mark the
points he wanted to be sure to remember, etc.-- and he said that it was no problem
just remembering.
I'm beginning to see that basically what he needs is to be okay with NOT
reading every bit ofg assigned reading (particularly since he's doing the
Discussion section), and he needs to learn to skim. And I guess sometimes to have his
Mama make him mint tea and peanut butter and fluff sandwiches.
Thank all of you for your advice!
Kathryn
[Non-text portions of this message have been removed]
[email protected] writes:
<< See if there is a Cliff's or Monarch's notes booklet on that. Then he can
read the summaries and see which chapters he might REALLY need to read. >>
FOUND SOMETHING!
http://www.bibliomania.com
It's a frames site, so I can't give you a direct link, but go there and then
when you get in good, click on "study" and you'll get a couple of scroll
boxes. Choose "study guide"
and then pull the next one down to Charles Darwin!!
The problem is that the thick, wading-through stuff isn't Darwin...it's the
more obscure people like Lamarck and Paley.
The course is using no textbooks-- just primary sources. The Darwin is a LOT
easier to read, apparently, so he might be okay here. The really boring stuff
may be coming to an end. We also pointed out to him that many college students
DON'T do every bit of the reading, and that he may be able to let some of it
go, and just back up and read it later if he needs it.
>>Hmm -- on what "not" to read -- does he care what "grade" he gets (ifindeed he is getting a grade) and if not -- does he feel (based on what he has
read so far and how the class has gone) that his understanding/enjoyment of the
class is enhanced by the reading that he is doing? If neither is true, I say
skim through it, read what catches his eye and skip the rest.
I always found it interesting and useful to read the primary sources in the
history classes I took because it was a window not merely into *what* they
thought, but *how* they thought and how they expected a scientific discourse to be
conducted -- but if he just wants/needs to know what Darwin thought about
God, or Victorian society, or his fellow passengers on the Beagle, I would think
that he could find a good secondary source that would be less dry.
Some tips I used for getting through especially dry info was read it out loud
to someone who was at least slightly interested -- some of that "dry" stuff
is quite sonorous and balanced and rolling when read out loud. Skim it with
highlighter in hand, highlighting the key point in each paragraph and then
actually "read" only the highlit sections. Outline the reading as you go along --
for whatever learning style that I am ; ) writing as I go keeps me tethered
to the task, otherwise I find that I am "reading" without ever processing. <<
I don't think he cares (or has even thought too much about) the grade. He
needs to learn to skim, and that hasn't clicked in yet. Maybe THAT'S the skill
that they're always talking about school being necessary for! Because up until
now he's only had to read things that interested him, and didn't need to learn
to skim!!! LOL
The problem isn't at all his understanding the material. He understands it
and was able to form a very sophisticated analysis of it in his plan for his
first paper. (One of those moments when you look at your kid and think "How the
hell did you figure that out?!")
You know, the other thing that fascinates me is that he's truly "getting" the
material with just one read-through. I suggested that he could mark the
points he wanted to be sure to remember, etc.-- and he said that it was no problem
just remembering.
I'm beginning to see that basically what he needs is to be okay with NOT
reading every bit ofg assigned reading (particularly since he's doing the
Discussion section), and he needs to learn to skim. And I guess sometimes to have his
Mama make him mint tea and peanut butter and fluff sandwiches.
Thank all of you for your advice!
Kathryn
[Non-text portions of this message have been removed]
Tia Leschke
>And I guess sometimes to have hisOk, I've ignored this a couple of times now. What the heck are peanut
>Mama make him mint tea and peanut butter and fluff sandwiches.
butter and fluff sandwiches? Fluff?
Tia
crystal.pina
Marshmallow fluff. They're called Fluffernutters. We have them with hot cocoa instead of tea.
Crystal
Crystal
----- Original Message -----
From: Tia Leschke
To: [email protected]
Sent: Wednesday, October 08, 2003 11:06 AM
Subject: [AlwaysLearning] Peanut Butter and Fluff: was Need Schooly Advice for an Unschooler
>And I guess sometimes to have his
>Mama make him mint tea and peanut butter and fluff sandwiches.
Ok, I've ignored this a couple of times now. What the heck are peanut
butter and fluff sandwiches? Fluff?
Tia
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[Non-text portions of this message have been removed]
Tia Leschke
>Marshmallow fluff. They're called Fluffernutters. We have them with hotEeeeewwwww! Thanks. I think. <g>
>cocoa instead of tea.
Tia
victoria
Go to www.marshmallowfluff.com. It will answer all your quetions in this area. About 10 years ago, I too did not know about fluff. I was in a room full of mom's, they all looked at me as if I had just crawled out from under a rock. I have since discovered it's value. We also always have a jar of nutella on hand. Go to www.nutellausa.com for information on this.
Have fun,
Victoria
Have fun,
Victoria
----- Original Message -----
From: Tia Leschke
To: [email protected]
Sent: Wednesday, October 08, 2003 11:06 AM
Subject: [AlwaysLearning] Peanut Butter and Fluff: was Need Schooly Advice for an Unschooler
>And I guess sometimes to have his
>Mama make him mint tea and peanut butter and fluff sandwiches.
Ok, I've ignored this a couple of times now. What the heck are peanut
butter and fluff sandwiches? Fluff?
Tia
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nellebelle
Can't get enough nutella around here. I am eager for Costco to get some in - they only stock it in fall and winter - so I can stock up for the kids.
Did you see the recipe for nutella & fluffanutter on graham crackers?
Mary Ellen
Did you see the recipe for nutella & fluffanutter on graham crackers?
Mary Ellen
----- Original Message ----- We also always have a jar of nutella on hand. Go to www.nutellausa.com for information on this.
[Non-text portions of this message have been removed]