"how to" question for parents of high school/middle school age kids
momo3kaj
When the law of your state has specific requirements, how do you
unschool? I find it fairly easy for the younger kids to use the
"educationese" for the things they do naturally. When they are older
I think it is harder to translate Playstation into Computer Science
or whatever. I have read many unschooling and homeschooling books. I
have no doubt that my children will thrive best if they are free to
follow their own paths. My question is how do you "fill in the
blanks" without outright lying. So far I might read to my kids about
a certain topic and we discuss it. Then I can say that they are
receiving instruction in ____ (pick a subject). Or if they read, it
is self-instruction. That counts in my book. Our by-law are fairly
open to interpretation compared to some. I am under an Umbrella
group which gives me even more freedom. Still if I suggust or (gulp)
require "something", even if it is relatively painless, I am not
unschooling. My only consolation is that,if they do something at my
request for a few minutes, then they are free otherwise. It is better
than hours of school and homework but it still does not meet the
ultimate goal. We are new at the homeschool thing as this is our
second year. I need help from those who unschool within the
constraints of the system...and please be gentle:)
Thanks,
Beth in MD
unschool? I find it fairly easy for the younger kids to use the
"educationese" for the things they do naturally. When they are older
I think it is harder to translate Playstation into Computer Science
or whatever. I have read many unschooling and homeschooling books. I
have no doubt that my children will thrive best if they are free to
follow their own paths. My question is how do you "fill in the
blanks" without outright lying. So far I might read to my kids about
a certain topic and we discuss it. Then I can say that they are
receiving instruction in ____ (pick a subject). Or if they read, it
is self-instruction. That counts in my book. Our by-law are fairly
open to interpretation compared to some. I am under an Umbrella
group which gives me even more freedom. Still if I suggust or (gulp)
require "something", even if it is relatively painless, I am not
unschooling. My only consolation is that,if they do something at my
request for a few minutes, then they are free otherwise. It is better
than hours of school and homework but it still does not meet the
ultimate goal. We are new at the homeschool thing as this is our
second year. I need help from those who unschool within the
constraints of the system...and please be gentle:)
Thanks,
Beth in MD
Mica
I wonder if it would help to go through your state's specific
requirements with the kids - so that you are all involved in firstly:
the decision whether or not to comply with the legal requirements (and
thus accepting the potential for consequences which you might also like
to investigate) and secondly: deciding how to proceed with the first.
If you all want to comply (or appear to comply) with requirements, their
wording may give you some clues - can you tell us how those requirements
are phrased?
Mica
ghal9720@...
Stawell, Victoria, Australia
requirements with the kids - so that you are all involved in firstly:
the decision whether or not to comply with the legal requirements (and
thus accepting the potential for consequences which you might also like
to investigate) and secondly: deciding how to proceed with the first.
If you all want to comply (or appear to comply) with requirements, their
wording may give you some clues - can you tell us how those requirements
are phrased?
Mica
ghal9720@...
Stawell, Victoria, Australia
> -----Original Message-----email
> From: momo3kaj [mailto:scott-wecht@...]
> Sent: Thursday, 17 October 2002 2:27 AM
> To: [email protected]
> Subject: [Unschooling-dotcom] "how to" question for parents of high
> school/middle school age kids
>
> When the law of your state has specific requirements, how do you
> unschool? I find it fairly easy for the younger kids to use the
> "educationese" for the things they do naturally. When they are older
> I think it is harder to translate Playstation into Computer Science
> or whatever. I have read many unschooling and homeschooling books. I
> have no doubt that my children will thrive best if they are free to
> follow their own paths. My question is how do you "fill in the
> blanks" without outright lying. So far I might read to my kids about
> a certain topic and we discuss it. Then I can say that they are
> receiving instruction in ____ (pick a subject). Or if they read, it
> is self-instruction. That counts in my book. Our by-law are fairly
> open to interpretation compared to some. I am under an Umbrella
> group which gives me even more freedom. Still if I suggust or (gulp)
> require "something", even if it is relatively painless, I am not
> unschooling. My only consolation is that,if they do something at my
> request for a few minutes, then they are free otherwise. It is better
> than hours of school and homework but it still does not meet the
> ultimate goal. We are new at the homeschool thing as this is our
> second year. I need help from those who unschool within the
> constraints of the system...and please be gentle:)
> Thanks,
> Beth in MD
>
>
>
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Betsy
**When the law of your state has specific requirements, how do you
message board subsection titled (something like) How to Unschool and
Meet your state requirements.
Betsy
> unschool?**There's a lot of info on the unschooling.com website. Look for the
message board subsection titled (something like) How to Unschool and
Meet your state requirements.
Betsy
[email protected]
I don't register, but if someone came to ask me about what and how my kids
learned I could talk a blue streak and send them away with some required
reading.
Carol Narigon's older child has "graduated" (in that odd manner of speaking
when unschoolers "graduate"), but here is the format she used in Ohio.
The formatting is easier to read at the webpage,
http://sandradodd.com/unschoolingcurriculum
CAROL NARIGON'S UNSCHOOLING CURRICULUM
In case an unschooler is required to submit a curriculum, here is one Carol
wrote, and has generously offered as a model for other families in need.
Brandon will use a developmentally-appropriate, integrated curriculum. We
will plan his learning together, based on his interests, so I can't state in
advance which specific topical areas we will cover, however we expect to
cover the following subjects.
He will read from self-chosen and parent-chosen literature on a daily basis.
He will engage in reflection on those literature pieces in one or many of the
following ways: journal writing, book reviews, conversations, drama based on
the books, book clubs. My goal is for Brandon to continue to enjoy reading,
to read for pleasure, to gain exposure to a wide variety of genres, and to be
able to reflect critically on what he reads.
Brandon will read content-area non-fiction materials as needed to support his
chosen areas of interest. He will reflect on these pieces in one, or many, of
the following ways: journal writing, writing an article for submission to a
magazine, discussions, development of a scrapbook in an area of interest. My
goal is for Brandon to learn to read critically for information, to
understand and be able to reflect on the materials he reads and to be able to
compare them to other sources of information, and to learn how and where to
find written resources as needed.
Brandon will study science as it relates to the areas of his interests by
watching science videos, reading related written materials, conducting
scientific experiments, gardening, keeping journals, making and recording
observations, visiting scientists in their work places, taking classes at the
Dayton Museum of Discovery, participating in science fairs, earning science
merit badges through Boy Scouts, visiting museums such as COSI and the
Indianapolis Children’s Museum and through cooperative classes with our
homeschool group. My goal is for Brandon to experience a wide range of
scientific exposure in his areas of interest, to develop a positive interest
in science, to learn to think scientifically, to develop a respect for the
work scientists do and to understand the importance science has in his daily
life.
Writing, spelling and grammar will be covered as part of Brandon's writing
processes. He expects to write creatively, to write letters and lists, to
create and write drama pieces, etc. He will also write in conjunction with
Boy Scout merit badges. My goal is for Brandon to enjoy writing, to gain
skills in both the writing process and in technical skills required of an
edited piece, and to develop a sense of power over the written word.
History and geography will follow the same plan outlined for the above
subjects. Brandon will read historical fiction and non-fiction, participating
in field trips such as the Renaissance Festival, Carillon Park, Union Station
in Cincinnati and the Fair at New Boston. We expect to integrate history and
geography into our study of other subjects through one or many or the
following ways: the use of time lines and maps, discussion, journal writing,
cooking, plays, road trips, invention building, Scout camping trips and art.
My goal is for Brandon to appreciate the nuances and fluidity of history, to
recognize his place in history, and to enjoy and understand the importance of
his knowledge of history.
Health, physical education and safety will be continued as a part of our
daily living skills. Brandon will learn to care for his body and his physical
environment through one or many of the following ways: shopping for and
preparing food, discussing the necessity of a healthy diet, participation in
fire drills and other emergency preparedness, exercise both as play and as
part of a structured group experience, and through Boy Scout camping, merit
badges and classes. My goal is for Brandon to appreciate the necessity of a
healthy body and to learn to care for his body's needs as he understands them.
Brandon will learn art and music through both self-chosen and structured
methods including one, or many, of the following: art classes at Rosewood,
DAI, or the K-12 Gallery, piano and guitar lessons, choral singing, listening
to various styles of music, learning through reading and videos about the
people who have influenced music through history, and working on self-chosen
art projects and Boy Scout badges that relate to music and art. He has been
and will continue to be active as an actor and performer in various community
theaters in the Dayton area. My goal is for Brandon to appreciate a wide
variety of art and music experiences, including performance, while
understanding the importance of art and music as it pertains to history. In
addition, he will be spending time at our family framing and print store
where he will meet a variety of artists and learn about many facets of the
art business.
Brandon will learn math through participation in daily living—cooking,
building, shopping, etc. In addition, he will continue using the Key to…math
series for algebra and geometry as well as Mathematics a Human Endeavor and
Algebra by Harold Jacobs. My goal is for Brandon to gain conceptual knowledge
of mathematics as well as an appreciation for the daily application of math
in his life.
List of basic teaching materials.
* encyclopedias
* dictionaries
* atlases
* reference books and materials ( such as textbooks, field guides, grammar
books, timelines, globe maps, etc.)
* newspapers
* magazines (including Muse, Zillions, Boys Life, Reader’s Digest,
Newsweek, Scientific American Frontiers)
* library loan books, tapes, magazines, etc.
* educational games
* educational computer software and on-line services
* calculating and measuring tools and utensils
* art, craft and writing supplies
* musical instruments
* audio-visual equipment and materials
* religious materials
* science lab equipment
* sports equipment
* kitchen equipment
* gardening tools
* carpentry tools
* home maintenance equipment
* community resources (such as museums, stage performances, sports
programs, private lessons, volunteer opportunities)
* Boy Scout materials
* live animals—dog, rats, horses, etc
* garden and yard
learned I could talk a blue streak and send them away with some required
reading.
Carol Narigon's older child has "graduated" (in that odd manner of speaking
when unschoolers "graduate"), but here is the format she used in Ohio.
The formatting is easier to read at the webpage,
http://sandradodd.com/unschoolingcurriculum
CAROL NARIGON'S UNSCHOOLING CURRICULUM
In case an unschooler is required to submit a curriculum, here is one Carol
wrote, and has generously offered as a model for other families in need.
Brandon will use a developmentally-appropriate, integrated curriculum. We
will plan his learning together, based on his interests, so I can't state in
advance which specific topical areas we will cover, however we expect to
cover the following subjects.
He will read from self-chosen and parent-chosen literature on a daily basis.
He will engage in reflection on those literature pieces in one or many of the
following ways: journal writing, book reviews, conversations, drama based on
the books, book clubs. My goal is for Brandon to continue to enjoy reading,
to read for pleasure, to gain exposure to a wide variety of genres, and to be
able to reflect critically on what he reads.
Brandon will read content-area non-fiction materials as needed to support his
chosen areas of interest. He will reflect on these pieces in one, or many, of
the following ways: journal writing, writing an article for submission to a
magazine, discussions, development of a scrapbook in an area of interest. My
goal is for Brandon to learn to read critically for information, to
understand and be able to reflect on the materials he reads and to be able to
compare them to other sources of information, and to learn how and where to
find written resources as needed.
Brandon will study science as it relates to the areas of his interests by
watching science videos, reading related written materials, conducting
scientific experiments, gardening, keeping journals, making and recording
observations, visiting scientists in their work places, taking classes at the
Dayton Museum of Discovery, participating in science fairs, earning science
merit badges through Boy Scouts, visiting museums such as COSI and the
Indianapolis Children’s Museum and through cooperative classes with our
homeschool group. My goal is for Brandon to experience a wide range of
scientific exposure in his areas of interest, to develop a positive interest
in science, to learn to think scientifically, to develop a respect for the
work scientists do and to understand the importance science has in his daily
life.
Writing, spelling and grammar will be covered as part of Brandon's writing
processes. He expects to write creatively, to write letters and lists, to
create and write drama pieces, etc. He will also write in conjunction with
Boy Scout merit badges. My goal is for Brandon to enjoy writing, to gain
skills in both the writing process and in technical skills required of an
edited piece, and to develop a sense of power over the written word.
History and geography will follow the same plan outlined for the above
subjects. Brandon will read historical fiction and non-fiction, participating
in field trips such as the Renaissance Festival, Carillon Park, Union Station
in Cincinnati and the Fair at New Boston. We expect to integrate history and
geography into our study of other subjects through one or many or the
following ways: the use of time lines and maps, discussion, journal writing,
cooking, plays, road trips, invention building, Scout camping trips and art.
My goal is for Brandon to appreciate the nuances and fluidity of history, to
recognize his place in history, and to enjoy and understand the importance of
his knowledge of history.
Health, physical education and safety will be continued as a part of our
daily living skills. Brandon will learn to care for his body and his physical
environment through one or many of the following ways: shopping for and
preparing food, discussing the necessity of a healthy diet, participation in
fire drills and other emergency preparedness, exercise both as play and as
part of a structured group experience, and through Boy Scout camping, merit
badges and classes. My goal is for Brandon to appreciate the necessity of a
healthy body and to learn to care for his body's needs as he understands them.
Brandon will learn art and music through both self-chosen and structured
methods including one, or many, of the following: art classes at Rosewood,
DAI, or the K-12 Gallery, piano and guitar lessons, choral singing, listening
to various styles of music, learning through reading and videos about the
people who have influenced music through history, and working on self-chosen
art projects and Boy Scout badges that relate to music and art. He has been
and will continue to be active as an actor and performer in various community
theaters in the Dayton area. My goal is for Brandon to appreciate a wide
variety of art and music experiences, including performance, while
understanding the importance of art and music as it pertains to history. In
addition, he will be spending time at our family framing and print store
where he will meet a variety of artists and learn about many facets of the
art business.
Brandon will learn math through participation in daily living—cooking,
building, shopping, etc. In addition, he will continue using the Key to…math
series for algebra and geometry as well as Mathematics a Human Endeavor and
Algebra by Harold Jacobs. My goal is for Brandon to gain conceptual knowledge
of mathematics as well as an appreciation for the daily application of math
in his life.
List of basic teaching materials.
* encyclopedias
* dictionaries
* atlases
* reference books and materials ( such as textbooks, field guides, grammar
books, timelines, globe maps, etc.)
* newspapers
* magazines (including Muse, Zillions, Boys Life, Reader’s Digest,
Newsweek, Scientific American Frontiers)
* library loan books, tapes, magazines, etc.
* educational games
* educational computer software and on-line services
* calculating and measuring tools and utensils
* art, craft and writing supplies
* musical instruments
* audio-visual equipment and materials
* religious materials
* science lab equipment
* sports equipment
* kitchen equipment
* gardening tools
* carpentry tools
* home maintenance equipment
* community resources (such as museums, stage performances, sports
programs, private lessons, volunteer opportunities)
* Boy Scout materials
* live animals—dog, rats, horses, etc
* garden and yard