-by Mimi Rothschild
Most households have a digital camera nowadays, in our phones if nowhere else. We don’t have to worry about wasting film, having pictures developed, or any of the other complexities of traditional cameras. So let’s make best use of these handy tools for homeschool learning!
These are just ten of the ways you can use your camera to liven up lessons. Once you start, many more will occur to you. I suggest joining (free) www.gloryLane.com where you can create a personal family profile and upload your photos to share with other members of this Online Christian Community.
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Mimi Rothschild is the Founder of LearningByGrace.org the nation’s leading provider of online PreK-12 online Christian educational programs for homeschoolers.
-by Mimi Rothschild
Incorporating what is happening in politics today into your homeschool lessons is a critical part of developing well-rounded, balanced students who are armed to face the world as they grow older. There is no better time to do so than now, with another presidential race in progress right before our eyes.
But what is the best way to draw your children in, and make it interesting? How do we instill in them the importance and gravity of selecting a leader for our country? It can be difficult, particularly with the media bias. It is quite evident that most national news networks favor liberal parties in their reporting. So the responsibility to provide your children with a true idea of what is happening in our country lies with you. Talk to them about the presidential race, and the candidates who are running. Explain to them, on their level, the difference in the views of each party, and what they both stand for. Encourage your children to ask questions, and take part in discussions about politics. Depending on their age, ask them to define what they believe to be the most important topics that our future president (and other political leaders) should stand behind.
Discussing current politics is also a great way to tie back into the subject of U.S. History, and remind your students of how this country was founded on freedom and democracy, and most importantly, Christian principles.
Relay to them the importance of voting, when they come of age, and how critical it is that we all have a say in who leads this country. Every vote really does count, so make that clear to them at a young age. And don’t forget to make it fun. If you have two or more students, organize mock political debates so they have the opportunity to think critically and articulate. (Not to mention, this will also help with public speaking skills.)
Discussing the topic of government and politics is also a wonderful way to remind children of the importance of praying for our country, and its leaders, so be sure to include this in your devotional as well. If you make a point to work at incorporating current events into your daily lessons, your children are sure to benefit on many levels in the future. And so will our country. God bless America!
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Mimi Rothschild is the Founder of Learning By Grace, Inc. the nation’s leading provider of online PreK-12 online Christian educational programs for homeschoolers.
Homeschooling High School Students Excel Using Online Academies
By Mimi Rothschild
If you’re a parent who has thought about homeschooling your high school student then you should consider enrolling them in an online academy. There are different approaches to homeschooling and one of the best approaches to homeschooling high school students is to enroll them in an homeschooling online academy.
Some parents may be concerned about using a foreign curriculum, but there are online academies, like The MorningStar Academy, that are tailored specifically for Christian homeschooling families. Homeschooling students in high school can take advantage of all the resources an online academy offers, like teacher help through instant messaging or message boards. Homeschooling families involved with an online academy can still enjoy the traditional benefits of homeschooling too.
Homeschooling high school students enrolled in an online academy surge ahead of their public school counterparts because they can learn in a flexible environment that is free of distractions, but can still seek help from teachers and have access to hundreds of invaluable resources. Homeschooling students have already proven to be better students than public school students, online academies only strengthen a high school homeschoolers education.
Online academies take some of the stress of being a full-time teacher off parents by providing curriculums, teacher help, books, worksheets, and access to hundreds of excellent resources. Homeschooling parents can focus on guiding their high school homeschoolers and instilling good values into them.
When it comes to homeschooling high school students, online academies are one of the best options. Homeschooling students can receive world-class educations and still receive the benefits of traditional homeschooling.
By Mimi Rothschild
In 2007 it seems as if everyone is close to a child that has been diagnosed with Attention Deficit Hyperactivity Disorder, but what exactly is ADHD/ADD? How do you know if your child is suffering from this disorder? How do you teach a child with ADD/ADHD, especially if they are homeschooled?
Learn the answers to all these questions and more in the helpful article below which I came across last night. Please let me know what you think! Thanks!
ERIC EC Digest #E569, September 1998
Defining Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder (ADD/ADHD)
Attention deficit disorder is a syndrome characterized by serious and persistent difficulties in the following three specific areas:
Attention span
Impulse control
Hyperactivity (sometimes)
ADD is a chronic disorder that can begin in infancy and extend through adulthood. It can have negative effects on a child’s life at home, in school, and within the community. It is conservatively estimated that 3 to 5% of our school-age population is affected by ADD.
The condition previously fell under the headings “learning disabled,” “brain damaged,” “hyperkinetic,” and/or “hyperactive.” The term attention deficit disorder was introduced to describe the characteristics of these children more clearly.
Diagnosing ADD/ADHD
According to the criteria in the Diagnostic and Statistical Manual of Mental Disorders (4th ed., rev., American Psychiatric Association, 1994), to arrive at a diagnosis of ADD/ADHD, the clinician must note the presence of at least six of the nine following criteria for either Attention Span or Hyperactivity/Impulsivity.
Attention Span Criteria
Pays little attention to details; makes careless mistakes.
Has short attention span.
Does not listen when spoken to directly.
Does not follow instructions; fails to finish tasks.
Has difficulty organizing tasks.
Avoids tasks that require sustained mental effort.
Loses things.
Is easily distracted.
Is forgetful in daily activities.
Hyperactivity Criteria
Fidgets; squirms in seat.
Leaves seat in classroom when remaining seated is expected.
Often runs about or climbs excessively at inappropriate times.
Has difficulty playing quietly.
Talks excessively.
Impulsivity Criteria
Blurts out answers before questions are completed.
Has difficulty awaiting turn.
Often interrupts or intrudes on others.
Establishing the Proper Learning Environment
Seat students with ADD near the teacher’s desk, but include them as part of the regular class seating.
Place these students up front with their backs to the rest of the class to keep other students out of view.
Surround students with ADD with good role models.
Encourage peer tutoring and cooperative/collaborative learning.
Avoid distracting stimuli. Try not to place students with ADD near air conditioners, high traffic areas, heaters, or doors or windows.
Children with ADD do not handle change well, so avoid transitions, physical relocation (monitor them closely on field trips), changes in schedule, and disruptions.
Be creative! Produce a stimuli-reduced study area. Let all students have access to this area so the student with ADD will not feel different.
Encourage parents to set up appropriate study space at home, with set times and routines established for study, parental review of completed homework, and periodic notebook and/or book bag organization.
Giving Instructions to Students with ADD/ADHD
Maintain eye contact during verbal instruction.
Make directions clear and concise. Be consistent with daily instructions.
Simplify complex directions. Avoid multiple commands.
Make sure students comprehend the instructions before beginning the task.
Repeat instructions in a calm, positive manner, if needed.
Help the students feel comfortable with seeking assistance (most children with ADD will not ask for help). Gradually reduce the amount of assistance, but keep in mind that these children will need more help for a longer period of time than the average child.
Require a daily assignment notebook if necessary:
Make sure each student correctly writes down all assignments each day. If a student is not capable of this, the teacher should help him or her.
Sign the notebook daily to signify completion of homework assignments. (Parents should also sign.)
Use the notebook for daily communication with parents.
Giving Assignments
Give out only one task at a time.
Monitor frequently. Maintain a supportive attitude.
Modify assignments as needed. Consult with special education personnel to determine specific strengths and weaknesses of each student.
Develop an individualized education program.
Make sure you are testing knowledge and not attention span.
Give extra time for certain tasks. Students with ADD may work slowly. Do not penalize them for needing extra time.
Keep in mind that children with ADD are easily frustrated. Stress, pressure, and fatigue can break down their self-control and lead to poor behavior.
Modifying Behavior and Enhancing Self-Esteem
Providing Supervision and Discipline:
Remain calm, state the infraction of the rule, and avoid debating or arguing with the student.
Have pre-established consequences for misbehavior.
Administer consequences immediately, and monitor proper behavior frequently.
Enforce classroom rules consistently.
Make sure the discipline fits the “crime,” without harshness.
Avoid ridicule and criticism. Remember, children with ADD have difficulty staying in control.
Avoid publicly reminding students on medication to “take their medicine.”
Providing Encouragement:
Reward more than you punish, in order to build self-esteem.
Praise immediately any and all good behavior and performance.
Change rewards if they are not effective in motivating behavioral change.
Find ways to encourage the child.
Teach the child to reward himself or herself. Encourage positive self-talk (e.g., “You did very well remaining in your seat today. How do you feel about that?”). This encourages the child to think positively about himself or herself.
Other Educational Recommendations
Educational, psychological, and/or neurological testing to determine learning style and cognitive ability and to rule out any learning disabilities (common in about 30% of students with ADD).
A private tutor and/or peer tutoring at school.
A class that has a low student-teacher ratio.
Social skills training and organizational skills training.
Training in cognitive restructuring (positive “self-talk,” e.g., “I did that well”).
Use of a word processor or computer for schoolwork.
Individualized activities that are mildly competitive or noncompetitive such as bowling, walking, swimming, jogging, biking, karate. (Note: Children with ADD/ADHD may not do as well as their peers in team sports.)
Involvement in social activities such as scouting, church groups, or other youth organizations that help develop social skills and self-esteem.
Allowing children with ADD to play with younger children, if that is where they fit in. Many children with ADD have more in common with younger children than with their age-peers. They can still develop valuable social skills from interaction with younger children.
References
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed., rev.) (DSM-IV-R). Washington, DC: APA.
Suggested Reading
Bender, W. (1997). Understanding ADHD: A Practical Guide for Teachers and Parents. Upper Saddle River, NJ: Merrill/Prentice Hall.
Fiore, T. (1993). “Educational interventions for students with attention deficit disorder.” Exceptional Children, 60(2), 163-73.
Gardill, M. (1996). “Classroom strategies for managing students with attention deficit/ hyperactivity disorder.” Intervention in School and Clinic, 32(2), 89-94.
Hallowell, E. (1994). Driven to Distraction: Recognizing and Coping with Attention Deficit Disorder from Childhood through Adulthood. Tappan, NJ: Simon & Schuster.
Hartmann, T. (1993). Attention Deficit Disorder: A Different Perception. Novato, CA: Underwood-Miller.
Reeve, R. (1996). A Continuing Education Program on Attention Deficit/Hyperactivity Disorder. Reston, VA: Council for Exceptional Children.
Rief, S. (1997). The ADD/ADHD Checklist. An Easy Reference for Parents and Teachers. Reston, VA: Council for Exceptional Children.
Robelia, B. (1997). “Tips for working with ADHD students of all ages.” Journal of Experiential Education, 20(1), 51-53.
Schiller, E. (1996). “Educating children with attention deficit disorder.” Our Children, 22(2), 32-33.
Contact your local school psychologist, examiner, or personnel in charge of assessment and diagnosis in your school district for specific information and local programs.
Copyright ©1996-1998
ERIC Clearinghouse on Disabilities and Gifted Education
http://www.teachervision.fen.com/go/http/www.eric.ed.gov/
By Mimi Rothschild
Math and science are not always the easiest subjects to learn, I wish they were because there are so many fascinating lessons to be learned in both subjects. While surfing the web I found this excellent list of strategies that will help your student improve in the areas of math and science. Each strategy includes articles or lesson plans so homeschooling parents can better understand how to apply them into their child’s homeschool curriculum. Below are the different methods scholars use to better understand math and science.
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Classification involves grouping items into one or more categories based on certain distinguishing characteristics. The categories are thoughtfully labeled so that the labels become descriptors for the members of the category. Comparison involves looking at two or more things or ideas and considering their similarities and differences. “Guess and Check” is a problem-solving strategy that students can use to solve mathematical problems by guessing the answer and then checking that the guess fits the conditions of the problem. Make a Table is a problem-solving strategy that students can use to solve mathematical word problems by writing the information in a more organized format. Eliminating Possibilities is a problem-solving strategy in which students remove possible answers until the correct answer remains. Using a Formula is a problem-solving strategy that students can use to find answers to math problems involving geometry, percents, measurement, or algebra. Finding a Pattern is a strategy in which students look for patterns in the data in order to solve the problem. Students look for items or numbers that are repeated, or a series of events that repeat. The “draw a picture” strategy is a problem-solving technique in which students make a visual representation of the problem. When a problem is too complex to solve in one step, it often helps to divide it into simpler problems and solve each one separately. The process of “choosing the operation” involves deciding which mathematical operation (addition, subtraction, multiplication, or division) or combination of operations will be useful in solving a word problem. In this lesson students compare one number with another using manipulatives, write number sentences to show the comparisons, and then relate the number sentences to story problems. A hundreds chart is used to show the alternating pattern of odd and even numbers, and students are asked to extend the pattern to identify additional odd and even numbers. Metaphors and analogies are comparisons between unlike things that have some particular things in common. You can use metaphors and analogies to make new and unfamiliar concepts more meaningful to students by connecting what they already know to what they are learning. This lesson uses the technique of analogy to teach students about migration. Teach your students about “Theory” and “Evidence” and how those terms and concepts are useful in all subjects. In this lesson, students are asked to develop a theory about how a Magic 8-Ball works without taking the 8-ball apart. |
Manipulatives are physical objects that are used as teaching tools to engage students in the hands-on learning of mathematics. They can be used to introduce, practice, or remediate a concept. Students will review identifying and writing the number that is one more or one less than a given one or two-digit number and ten more or ten less than a given one- or two-digit number. Geometry is the study of two- and three-dimensional figures. It includes defining the different figures, as well as describing their location and movement in space. Geometry concepts can be used in subjects such as reading and social studies, as well as math. Number sense involves understanding numbers; knowing how to write and represent numbers in different ways; recognizing the quantity represented by numerals and other number forms; and discovering how a number relates to another number or group of numbers. In this game, students will apply a variety of mathematical concepts and skills to solve problems and use mathematical reasoning to determine whether a number fits a generalization. Estimation is an important aspect of quantitative thinking — and a critical life skill in a world in which we often need to make decisions on the basis of inexact or undefined information. Math students in middle school will use estimation to approximate values, angle, and area measurements of a triangle. Algebraic thinking involves finding and describing patterns, making generalizations about numbers, using symbols and models to represent patterns, quantitative relationships, and changes over time. The main purpose of collecting data is to answer questions whose answers are not immediately obvious. Learn some tips on how to use data collection in your classroom. When students decide how to display data and go through the steps to create that display, they learn which type of graphs are useful in displaying the different types of data, and the advantages and disadvantages of each display. Data analysis is the process of interpreting the meaning of the data we have collected, organized, and displayed in the form of a table, bar chart, line graph, or other representation. Writing about mathematics helps students articulate their thinking, and provides useful information for teachers about learning difficulties, incorrect assumptions, and student’s progress in communicating about mathematics. This lesson is an introduction to comparing fractions with like denominators and unlike numerators, for students with a basic understanding of fractions as part of a whole, numerators, and denominators. Students use math journals to complete the lesson. This is an introduction to comparing fractions with unlike denominators. Students will compare fractions represented by drawings or models with unlike denominators. Students will use multiplication and division to show equivalent fractions. |