Archive for July, 2012

How can “Unschoolers” Plan Ahead?

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Summer, for many homeschooling families, is the time to plan for the school year ahead. Tis the season for dog-eared and highlighted homeschool catalogs, used curriculum swaps, and agonizing decisions over which methods to use. It’s kind of fun actually.

But what should you do if you’re more of an unschooler – someone who doesn’t believe in coercing kids to learn stuff?  All those lovely curriculum plans, with daily to-do lists, learning objectives, and directions to read aloud don’t really work for you. But that doesn’t mean you can’t plan ahead. Unschooling doesn’t mean that everything has to be spontaneous. It just means that the child should be given the freedom to direct how, what, and when they learn.

We as parents help make that happen by providing our time, resources, experience, and attention. Some people might be fine with winging it everyday, but for the rest of us (kids included), it’s nice to have a little structure. It’s also nice to have time to get things ready. If your child really wants to take up rocketry, its not something you can just pull out of the closet the very day he mentions it. He needs to research what is involved and what equipment is needed beforehand.

So, don’t be afraid to plan ahead. Just because your child is in charge of their own learning doesn’t mean your days must wait on their whims. Of course, the process of planning will be different depending on the age of your kids, but here’s what I recommend:

For Younger Kids

Structure their days but let the year evolve with their interests. Younger children seem to benefit from a regular schedule, even if the blocks of time are understood to be free play. Set up times for meals, chores, reading aloud, outside time, free play, art (this is when the messy supplies come out), naps, games, errands, play dates, field trips, outside classes and anything else you normally do. Some of this time involves you, some of it doesn’t. Let them choose the books to read and games to play, but feel free to suggest something you think they will like. Their interests may swing wildly over the course of a year but you can accomodate them with trips to the library or making/borrowing materials as needed.

If you are really ambitious, you might consider making ahead some hands-on Montessori type materials to have ready for your kids to work with if they are interested. Kids are usually so eager to learn and try new things that they will gobble up whatever you give them. I’ve always thought that this would be a good project for a homeschool group: have each family make one or two quality Montessori type items, then everyone regularly swap materials.

The key with scheduling your days is to leave plenty of time for outdoors and free play. Don’t over-schedule outside activities or you’ll spend all your time in the car, and everyone gets grouchy.

For Older Kids

Help set goals for their year but let them structure their days. Once kids are old enough to start planning ahead (you’ll know when because they’ll start doing it), make a list together of all the things they would like to learn or do. Don’t judge or worry about how to do all of it in one year, just brainstorm. If they have trouble getting started, you can remind them of the things they are already interested in. You can even suggest things you think they will like. If there is a class at the Nature Center or upcoming exhibit at the Museum, throw it out there. If your child likes making things, let them peruse books of projects and put sticky notes on the things they want to make. Write down the books they want to read. If they don’t want to commit to anything or have only three items on the list, that’s OK.

Then, once you have the master list, you can either work with your child to prioritize and plan it out, or do it by yourself. In my experience, kids really aren’t interested in this level of planning and would just as soon have you do it. My caution here is DON’T OVERDO it. Just because they made the list doesn’t mean you can go crazy with it. It just means you can start researching and collecting the best books and materials within your budget, and block out times when you can go through items on your child’s list.

One of my sons wanted to make cheese from scratch when he was around 8 years old. I had no idea how to do this but found a cheese-making kit online, and set aside a day to do this with him. It wasn’t something he could have done alone because it required a huge pan of milk on the stove and keeping track of lots of steps. In fact, it wasn’t something I could have done alone, but together we had a great time.

The point is that making cheese was on my son’s list, but I had to plan ahead and purchase a few supplies to make it happen. You know best when you will have time to spend the whole day making cheese, or driving to the beach, or building a tree house. I usually started with a yearly grid of 6 boxes per page labeled with each month. I penciled in certain projects to go with the month that made the most sense. I tried to group things together, including books to read, making our own loose unit studies. Once the big things were on my yearly grid, I planned out more details a month or two in advance. This gave me time to find, borrow or buy things we would need.

As for structuring our days, I still had meals at the same time, and I spent the morning doing things with them, but after that it varied from day to day depending on what my kids were up to. Sometimes they needed my help, sometimes they didn’t. Some days we were gone all day on a field trip or other outside activities.

For Teens

Teens have to start looking even farther into the future, particularly if they might want to go to college. Here is where you shift into “Academic Advisor” mode to help them plan out studies that would satisfy college admissions offices. For more information on this, please click here. But if they are not at all interested in college prep, don’t push it. There are lots of other wonderful things they can be doing with their time. Get them out of the house meeting people and doing worthwhile things as much as possible.

Enjoy your summer, play with your kids, and don’t feel guilty about planning out your unschooled school year.

 

Standardized Education is Not the Answer

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Changing the paradigm of education; I LOVE this message! And I love the artist who does these white board videos – check it out:

What’s so Scary About Critical Thinking?

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By now you may have heard of the most recent Texas GOP Platform (.pdf download here) that kicked off such an uproar. The particular section that caused the most controversy reads:

Knowledge-Based Education – We oppose the teaching of Higher Order Thinking Skills (HOTS) (values clarification), critical thinking skills and similar programs that are simply a relabeling of Outcome-Based Education (OBE) (mastery learning) which focus on behavior modification and have the purpose of challenging the student’s fixed beliefs and undermining parental authority.”

Makes your jaw drop doesn’t it?

However, a spokesman for the Republican Party later retracted the part about “critical thinking skills” by saying, “that it was an oversight of the committee [Education subcommittee], that the plank should not have included ‘critical thinking skills’ after ‘values clarification . . . And it was not the intent of the subcommittee to present a plank that would have indicated that the RPT in any way opposed the development of critical thinking skills.” (Source: TPM Muckraker)

OK, fair enough. But really, the education section of the platform is barely over TWO pages long, and neatly organized into short 1-2 sentence statements. How hard could it be to proofread? It seems like their true regret is choosing the words “critical thinking skills” instead of calling it something else. Educational jargon drives me crazy. So, what is it really that the Texas GOP is opposed to?

They refer to Outcome-Based Education (OBE), which is a broad name for the type of controversial school reforms sweeping the nation in the early 90s. The basic idea was that instead of measuring a student’s academic performance through inputs (hours in class, texts used, grading to the curve), students would be measured by attainment of various learning outcomes determined by the States. It sounds reasonable, but the problem was getting everyone to agree on what those learning outcomes ought to be, and figuring out how to measure them objectively (click here or here for further info on the controversy). Instead of concrete outcomes such as “Demonstrate finding a percentage of a number,” States often came up with vague social and ethical outcomes such as “positive self-image” or “appreciation of diversity in others.”

I remember living in Washington State while all of this was going on and was dumbfounded that the State would presume to collect information on the feelings and beliefs of our children, and then decide if they were enlightened enough to get a diploma (or even a driver’s license). It’s not that I was opposed to self-esteem or appreciation of diversity, or any of the other politically correct platitudes the Board of Education dreamed up. I was opposed to the State telling my kids what they could think and believe (even if I happen to agree with those things). So, I can relate to the Texas GOP platform on that issue, except that I don’t believe students need to have any fixed beliefs protected. Brainwashing by parents is just as bad as brainwashing by the State. This world is full of opinions, and we all need to learn how to listen and think objectively. Drilling down on one worldview isn’t much of an education.

What about the “Higher Order Thinking Skills (HOTS) (values clarification)” that the TX GOP opposes? The term “Higher Order Thinking Skills” seems to have started with an educational psychologist named Benjamin Bloom who developed his Bloom’s Taxonomy of Educational Objectives in 1956. Here’s a representation:

In 2001, some former students of Bloom revised his taxonomy to look like this:

Notice the difference between Bloom’s initial use of nouns to the revised version which describes the progression of thinking skills using verbs. Also, the revised version seems to condense synthesis and evaluation into one level and places “Creating” at the top of the thinking skills progression. These charts generally represent the process we all use to learn something new. Here’s a few more terms to help describe Bloom’s original taxonomy:

Knowledge: collect, label, read, describe, match, retell, name, copy, enumerate

Comprehension: compare, contrast, explain, discuss, estimate, group, paraphrase

Application: use, illustrate, solve, teach, modify, demonstrate, report

Analysis: arrange, connect, divide, infer, discriminate, focus, prioritize, compare, contrast, correlate, diagram

Synthesis: compose, generalize, modify, invent, plan, substitute, create, adapt, formulate

Evaluation: assess, compare, decide, rank, test, conclude, judge, criticize, defend, persuade

Most educational experts seem to agree that the top three levels of Analysis, Synthesis, and Evaluation represent “Critical Thinking Skills,” and that we all need to have more of those. I guess I will take the Texas GOP at their word that they also are in no “way opposed the development of critical thinking skills,” even though it says so in their platform statement. Maybe the problem is that they lumped “values clarification” in with “Higher Order Thinking Skills,” which represents a whole other pile of educational jargon.

In brief, values clarification is another school reform measure that started in the 1960s with the intent of helping kids with their moral development. Teachers were taught not to hand down their own morals though, but to help draw out the child’s own personal values through a technique of open-ended questions like Socratic Dialogue. Of course, this just makes everybody mad, but especially people with firm religious beliefs. With “values clarification” there are no absolutes, just moral relativism and a definite slant towards humanism (click here for a critical essay by Apologetics Press).

So, I can see why the Texas GOP is not in favor of “values clarification,” but it really has nothing to do with critical thinking. I think they just lumped all the school reform of the last 40 years into one big pile and set fire to it, but when everyone screamed and pointed, they noticed the priceless antique critical thinking skills sticking out and rushed to grab it, only a little singed.

Now that we are all so relieved, I think I’ll do a post about critical thinking next time.