Monday, July 25, 2011

Try DI

Destination ImagiNation is a creative problem-solving program for students, from kindergarten through grade 12. At the beginning of each school year, student groups of up to seven are offered a variety of challenges, from theatrical to technical, and they spend months working on a solution to these challenges--without adult interference--to present to appraisers at a tournament in the spring. The program teaches students to work cooperatively and creatively to tackle a seemingly insurmountable challenge by breaking it down into manageable pieces. In addition, they learn to solve problems under pressure through “instant challenges.” I coached DI teams for three years and served as an appraiser for two tournaments. DI is everything education should be. In DI, kids rise to the challenge in amazing ways. Usually offered through the public schools, Destination ImagiNation is also open to homeschoolers, 4-H groups and others. Check it out at http://www.idodi.org/.

Here’s an example of an Instant Challenge:

Destination ImagiNation
Instant Challenge
CRAXCLUSTER

Challenge: Your TASK is to create a model for a group-invented item of technology. You must also provide an original name for the finished creation.

Time: You will have up to 15 minutes to use your IMAGINATION to create a model for a group-invented item of technology and to think up an original name for the item. You will have up to one minute to present your creation to the appraisers.

Details: Using the materials provided, you are to work together to create a model for a group-invented item of technology and to think up an original name for the item.

Materials:

6 toothpicks
1 paper bag
1 roll of tape
6 pipe cleaners
6 paper clips
1 black marker
3 rubber bands
1 pair of scissors
2 twelve-inch pieces of string
1 empty box
3 sheets of construction paper

Scoring: You will receive

Up to 60 points for the creativity of the model
Up to 20 points for the creativity of the name
Up to 20 points for how well your team worked together

Wednesday, July 13, 2011

Creative craft kit

Children ages 3 and up will enjoy using their creativity to make original works of art with materials found in this budget-wise craft kit. I made this kit for my daughter when she was a preschooler, and, with periodic refills, she used it for many years. Open-ended activities such as this offer the greatest opportunity for children to exercise their creative thinking skills. And this kit is portable—so kids can take their imaginations on the road!


Materials needed:

Inexpensive plastic container with handles
Child-size scissors

All-purpose glue

Paper scraps

Glitter or glitter glue

An assortment of craft items

Steps:

1) Purchase a small, inexpensive plastic container with handles. These are available at craft and department stores.

2) Fill the container with an assortment of craft items. Suggestions: plastic goggle eyes, pom-poms, chenille stems, sequins, Popsicle sticks, beads, feathers, foam shapes, macaroni, plastic string.

3) Be sure to include the following basics: child-size scissors, all-purpose glue, glitter or glitter glue and paper scraps. The scissors can have a straight or decorative edge. Include a variety of paper types and textures: construction, crepe, corrugated, tissue, foil.

This kit will amuse a wide range of preschool and school-age children and will last for years. It can be restocked with new items as budget allows. The creative craft kit makes a great gift, too.


Tuesday, July 12, 2011

No notification??

In reviewing the Home School Legal Defense Association website, I noticed 10 states require no notification of authorities that parents intend to homeschool their children. One of those is my husband’s home state of Idaho. “The state probably believes it’s the parents’ responsibility,” he shrugged. Other states requiring no notification include Alaska, Texas, Oklahoma, Missouri, Illinois, Indiana, Michigan, New Jersey and Connecticut. My home state of Massachusetts, on the other hand, requires not only notification of the local school district but also submission of an educational plan, which the school committee must approve, and, at the end of the academic year, a portfolio of work completed. HSLDA considers Massachusetts a state with “high regulation.” Other states listed in this category are Vermont, Rhode Island, New York, Pennsylvania and North Dakota.

Seal of approval

We’ve received a letter from the local school district’s director of learning and teaching stating that we have completed all requirements of the 2010-2011 home-school application. “Please extend my congratulations to Allegra on her tremendous achievements,” she wrote. “She has shown remarkable effort and I wish her continued success in her future endeavors.” As instructed, we had delivered to the district office June 15 a box containing folders of Allegra’s work. We weren’t even required to schedule an interview. After we retrieve the box, we’ll be finished with the local school district because Allegra has chosen to attend an out-of-district high school. In Massachusetts, students can request to attend a school outside of their own district under the state’s school-choice program. Schools accepting out-of-district students receive tax dollars allocated to educate those students. Allegra chose to attend an out-of-district school because she wants to study Latin, a subject not offered at the local high school.

Algebra crash course



In our tours of local high schools in late 2010-early 2011, we learned that top math students in grade 8 were studying Algebra I. Oops. We had just finished up pre-algebra and were studying geometry, a branch of mathematics Allegra loves. The state curriculum frameworks place Algebra I under ninth grade, but apparently some students take the subject in eighth. In Massachusetts, all students in grade 8 are expected to have completed pre-algebra. Students of average ability in math are taught pre-algebra with some Algebra I, while students of high ability are taught Algebra I exclusively. The rub: I had planned to teach some algebra, but not an entire Algebra I course. So, in March, we focused on algebra. By May, it became apparent that we needed to spend more than the usual four to six hours a week on the topic. So from mid-May through the first week of June, we studied algebra for two hours daily (10 hours per week). Two textbooks by Theresa Kane McKell were really helpful in our studies: Algebra for Middle/High School and Algebra Made Simple for High School. These books, combined with clear and conversational free videos on Brightstorm (www.brightstorm.com), provided a crash course in linear equations, quadratic equations, factoring and more. While I don’t advocate crash courses for long-term retention of material, they sometimes become necessary to meet a deadline--in this case, a June 4 placement test for high school math.

Tuesday, July 5, 2011

'Just to be safe'




It has become clear that I can no longer provide at home the accelerated level of education Allegra requires. She could pursue a high school education online, of course, but then she would miss the valuable social interaction of the classroom. So she has chosen to attend a public charter school this fall.

Northwestern University’s Center for Talent Development has recognized Allegra as being among the country’s ablest 10 percent of students in grades 6 through 9. Based on Scholastic Aptitude Test scores, Northwestern University’s Midwest Academic Talent Search identifies gifted students in order to ensure appropriate academic counseling within the school environment. Northwestern, Johns Hopkins and other universities believe America is failing some of its best and brightest students. In our quest for egalitarian education under “No Child Left Behind,” many school districts have failed to challenge their gifted students. One of Allegra’s former teachers admitted the new wave in education amounts to “Smart Kids Left Behind.”

When Allegra and I toured various local high schools, counselors, obviously skeptical about homeschooling, said they would place Allegra in lower level courses “just to be safe.” I didn’t want her to end up frustrated in high school as she was in middle school. I felt she needed to take a standardized test prior to her entering public high school so that counselors would place her in the appropriate courses. I found the NUMATS program through “A Nation Deceived: How Schools Hold Back America’s Brightest Students,” a Templeton national report on acceleration. Other talent searches exist, but some don’t accept homeschoolers. NUMATS obviously does.

The $82 fee to sign up for NUMATS was well worth it. Allegra took the SAT in March and achieved a combined score of 1850, well above the 1510 to 1520 average achieved by college-bound juniors and seniors. The SAT measures ability in critical reading, writing and mathematics. Based on the participant’s scores, NUMATS provides educational recommendations, which can then be submitted to the student’s school. I sent Allegra’s SAT scores, along with the NUMATS recommendations, to the school she will be attending. To the school’s credit, a guidance counselor called the day she received the information to learn more about Allegra and her educational needs.

Beyond attending parent-teacher conferences, I refrained from “advocating” for Allegra in the early years of her education; however, middle school brought to a head a problem that had likely been building throughout elementary school: her ability outpaced those at her grade level, and she became bored, frustrated and tuned out. In the absence of 1) class leveling according to ability (“tracking”) and 2) a gifted and talented program, she should have been accelerated. Her SAT scores support this. However, public schools tend to avoid accelerating students--for a lot of questionable reasons. Schools are now so focused on getting all students to pass standardized tests that they ignore the needs of children who have already mastered the material. Parents cannot rely on teachers to suggest acceleration. If you think your child should be accelerated, or challenged in other ways, you’ll need to introduce the subject. NUMATS is a great place to start.

Grade 8 reading list

Most of the works we read during this past academic year aren’t listed under the curriculum outline submitted to the school district in the summer of 2010. At the time, I couldn’t foresee the literature that would best enhance our studies. Preferring to work organically, I selected reading material as we moved along, based on Allegra’s interests and what we were studying at any given point. Here’s what we actually read:

Historical documents

Capt. John Smith’s The General History of Virginia, New England and the Summer Isles (excerpts)

Mayflower Compact, William Bradford’s Of Plimoth Plantation versus Thomas Morton’s New English Canaan (excerpts)

Cotton Mather’s Wonders of the Invisible World (excerpts pertaining to Salem witch trials)

Benjamin Franklin’s The Way to Wealth, Thomas Paine’s Common Sense (excerpts), The Declaration of Independence, Federalist Papers (excerpts), the Preamble to the US Constitution,
Abraham Lincoln’s Gettysburg Address

Poetry

Anne Bradstreet, Edward Taylor, Philip Freneau, Phillis Wheatley, John Greenleaf Whittier, Henry Wadsworth Longfellow, Walt Whitman

Short stories

“Young Goodman Brown” by Nathaniel Hawthorne, “Ligeia” and “The Fall of the House of Usher” by Edgar Allan Poe, “A New England Nun” by Mary Wilkins Freeman, “The Man That Corrupted Hadleyburg” by Mark Twain

Slave narratives

Excerpts from Narrative of the Life of Frederick Douglass, an American Slave and Incidents in the Life of a Slave Girl by Harriet Jacobs

Books in entirety

The Story of My Life by Helen Keller (for biography/autobiography)

Little Women by Louisa May Alcott

O Pioneers! by Willa Cather

The Story of the Amistad by Emma Gelders Sterne

The Red Badge of Courage by Stephen Crane

Flatland: A Romance of Many Dimensions by Edwin A. Abbott (for geometry and social commentary)