Online homeschooling is becoming a very popular and cost effective way to homeschool. With all of the options available both from the state and privately, you want to be sure that you are selecting the right online homeschooling program for your family. Not all online homeschool programs are created equal. In fact, there are some very significant differences. The problem is often made worse when the financial times are tough recession. As a result, it can be important than ever to identify the features, attributes, flexibility, ease-of-use, robustness, teaching effectivness, as well as costs involved before an actual purchase is made so that you can decide on the optimum products for your homeschool environment. Here are 10 major factors that you might want to put on your checklist:
1. ROBUSTNESS — Just because it’s on the market doesn’t mean that it is really ready for the major leagues. If you haven’t had an opportunity to see the software in operation in another homeschool, be a healthy skeptic. Make every effort to be able to try before you buy. Today, most software vendors will have evaluation versions that provide access to much of the program, but for obvious reasons they will block your full access. Alternatively, many vendors will enable full access to all of the program but will limit you to a certain number of program uses or to a certain number of days. And if neither of these options is right for you or not offered, then look for software that provides a money-back guarantee.
2. DEPTH – Some very inexpensive programs do a great job teaching an extremely limited content. Think of piano instruction software that taught students to play only one chord, but did it very well. Educators need to weight the value of programs with such a limited focus because they put an additional burden on the educator to decide upon and maintain the sequencing of the lessons. If a choice is offered, it often better to choose programs that cover a lot of territory even if it costs a little more.
3. FLEXIBILITY – Is the instructional software arranged so that students must go on a fixed-path or does it offer possibilities for the student to branch out, go backwards for reviewing or additional practice? Can this be accomplished easily or might it be necessary to have the technical support personnel guide you through the process?
4. PEDAGOGY – Can students who use this software learn the content easily? Is new information presented in small enough steps for the child to learn without being overwhelmed? Is the content age-appropriate? Is it accurate? Has it been reviewed by experts in the field? If the material is decades out of date or if teaching methods built into the software are not appropriate for your student, then it’s probably time to search out alternatives.
5. EASE OF USE – If your students cannot maneuver through the program without a lot of confusing buttons or navigation screens, then they are likely to end up confused and frustrated. Such outcomes make it difficult to keep their interest in the program and (worse yet) in the subject matter.
6. INTRINSIC MOTIVATION ‘Young students tend to be intensely curious. Software that provides a steady stream of interesting information, graphics, sounds, and challenges will intrigue them to explore further on their own. When software designers take full account of children’s interests and needs, students will gravitate to use the software often because it maintains their interest – it is fun!
7. LEVEL AND TYPE OF SUPPORT — If and when you (or the program) get stuck, what resources are available to help you get matters resolved? Will you be comfortable with on-line help provided by Frequently-Asked-Questions (FAQs) on a website or by forums provided by the vendor or by the Teacher’s Manual? Are you an individual who needs your questions orally answered RIGHT NOW? If so, then you will want telephone access to technicians or perhaps a real-time Internet chat opportunity. Even then, this may not be a wholly pleasurable experience if you have to wait on hold for 45 minutes or if the technician is halfway around the world and has less than adult proficiency in your language.
8. COSTS – As with buying a new car, the sticker price on a new piece of educational software is not necessarily the only cost to keep in mind. Most consumer-oriented software licenses are sold today with the retail price representing the entire cost, but there are major exceptions to be on the lookout for. Some licenses are priced on an annual basis and a subscription fee is required for renewal. Often, technical support when you most need it is not free, even though questions may be submitted via email at no cost for those who can wait potentially several business days for a response. And then, one must consider upgrades. How often are they published? Is the upgrade cost significant? Does the vendor offer major enhancements that would be of great value in your environment or are they merely a few new bells and whistles and cosmetic changes that will have little bearing on the effectiveness in teach in your homeschool?
9. TRACKING, REPORTING, & RECORD KEEPING – Few teachers can maintain in their heads the progress and detailed challenges faced by each of their students in each academic subject. The rest of us need something analogous to a grade book so that we can monitor each students’ progress in each subunit. This enables us to provide supplemental training to students more effectively and lead them in a systematic way to the next level in the content area. Well thought-out software will automatically track each student and provide detailed reports that you can read or print. It can diagnose troublesome areas for the student and suggest alternative activities or different routes to take in using the software. In some communities, it is necessary to be able to document for public school officials that your student has performed certain activities and reached a certain minimum level of mastery. Detailed tracking, reporting and record keeping will be of enormous help in documenting the student’s learning for those officials.
10. NUMBER OF STUDENTS WHO CAN USE SIMULTANEOUSLY – Some programs are limited to access by just one student at a time. This can be a significant barrier to homeschools that have a need for several students to use the program – even at different times during the school day. Better values are there when there is no limit on how many students can use the program … or at least, if there
-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/