Friday, August 22, 2008
Addition to the Recommended Web Sites
Focus on the Family's The Truth Project® . If you can attend a conference in your area, please do. Although Focus is not associated with FACE, the project goes right along with the philosophy of the Principle Approach. It is taught from an adult point of view. You will gain major insights concerning the reason why we do what we do. Check it out. The web address for this site is http://www.thetruthproject.org/, or click on the link to the left of your screen.
Time Lines Are a Key Part of the Principle Approach
Because we never teach the 'parts' without relating to the whole, Principle Approach methodology includes time line instruction. We talk about 'His-story of mathematics, science, languages, ... , and we focus our instruction of history around the westward movement of the gospel. The Foundation of American Christian Education (FACE) has developed a time line which involves ten key links for the westard movement of the gospel. You can purchase a template from www.facebookstore.net and let your children put it together as a school assignment. They should be creative. Although my family assembled in a fairly traditional manner, I know of one family who actually quilted theirs.
We built the timeline using the timeline templates from the Foundation a number of years ago. We used art paper that wouldn’t fade and the base is that foam board that is like poster board, but thick. We used three boards and placed them side by side on a high shelf. We just leave it there. Then when the boys need to place something on the timeline, we discuss on which link the event, document, or person would go, and then they record that on the timeline in their notebook.
We created the 10 different links each on a separate piece of paper for each subject and put those in our notebooks for the purpose of recording the information in our notebooks.
When I first began with PA, I wasn't certain how to integrate all the historical events with this more concise time line from the Foundation. A simple way to think of it would be to take an individual event like the signing of the Mayflower Compact. Have a conversation with your children while observing the big time line you have made together. Ask them where this even would fit into this time line. When you come up with "Christian Founding", tell them to record this on the timeline in their notebooks.
Another question along these lines that comes rather frequently is, "Why is it important to study the history of other subjects outside of history?" This, again, relates to the fact that the study of a subject as a whole--including its history--gives greater clarity to the subject. For example, in the study of the English language it helps students (and parents) to understand that English really is a logical language, even though most people claim that it is difficult because they claim it not to be logical. When you understand the history of how our language was formed, words are easier to spell (because of the logic that most of us have been taught isn't there). The curriculum guide for English that FACE publishes has a written history that is very helpful.
But to make this more clear right now, let me share just a little. The first people on the British island were the Britons. These people were invaded by the Romans who spoke Latin (which had been greatly influenced by the Greek). These two languages mixed with that of the Britons changing the language spoken there. When the Romans pulled out, the Saxons (a Germanic tribe) invaded, further influencing changes in the local language. After a few hundred years the Normans (a French tribe) invaded, changing the language still further. We have gained words from these major influences as well as a host of other influences. However, it is important to note that most if not all languages today are not languages that were spoken at the point of the Babel confusion. All languages have been externally influenced.
There are significant effects on our spelling. One example is the spelling of the 'f' sound. Most times we spell that sound with the letter 'f'. But if the word we are dealing with came from the Greek language, it is spelled with a 'ph' since that was the Greek spelling for that sound. Knowing which roots came from Greek (for the most part) and which did not gives a major leg up in spelling words correctly. We must never tell our children that our language doesn't have a logic to it. For one, that is a false statement, and secondly, it is discouraging. How can they ever learn their language if there is no rhyme or reason.
This is only one of many examples for incorporating the 'whole' of a subject by including its history, but I hope it is helpful to you.
We built the timeline using the timeline templates from the Foundation a number of years ago. We used art paper that wouldn’t fade and the base is that foam board that is like poster board, but thick. We used three boards and placed them side by side on a high shelf. We just leave it there. Then when the boys need to place something on the timeline, we discuss on which link the event, document, or person would go, and then they record that on the timeline in their notebook.
We created the 10 different links each on a separate piece of paper for each subject and put those in our notebooks for the purpose of recording the information in our notebooks.
When I first began with PA, I wasn't certain how to integrate all the historical events with this more concise time line from the Foundation. A simple way to think of it would be to take an individual event like the signing of the Mayflower Compact. Have a conversation with your children while observing the big time line you have made together. Ask them where this even would fit into this time line. When you come up with "Christian Founding", tell them to record this on the timeline in their notebooks.
Another question along these lines that comes rather frequently is, "Why is it important to study the history of other subjects outside of history?" This, again, relates to the fact that the study of a subject as a whole--including its history--gives greater clarity to the subject. For example, in the study of the English language it helps students (and parents) to understand that English really is a logical language, even though most people claim that it is difficult because they claim it not to be logical. When you understand the history of how our language was formed, words are easier to spell (because of the logic that most of us have been taught isn't there). The curriculum guide for English that FACE publishes has a written history that is very helpful.
But to make this more clear right now, let me share just a little. The first people on the British island were the Britons. These people were invaded by the Romans who spoke Latin (which had been greatly influenced by the Greek). These two languages mixed with that of the Britons changing the language spoken there. When the Romans pulled out, the Saxons (a Germanic tribe) invaded, further influencing changes in the local language. After a few hundred years the Normans (a French tribe) invaded, changing the language still further. We have gained words from these major influences as well as a host of other influences. However, it is important to note that most if not all languages today are not languages that were spoken at the point of the Babel confusion. All languages have been externally influenced.
There are significant effects on our spelling. One example is the spelling of the 'f' sound. Most times we spell that sound with the letter 'f'. But if the word we are dealing with came from the Greek language, it is spelled with a 'ph' since that was the Greek spelling for that sound. Knowing which roots came from Greek (for the most part) and which did not gives a major leg up in spelling words correctly. We must never tell our children that our language doesn't have a logic to it. For one, that is a false statement, and secondly, it is discouraging. How can they ever learn their language if there is no rhyme or reason.
This is only one of many examples for incorporating the 'whole' of a subject by including its history, but I hope it is helpful to you.
Tuesday, July 22, 2008
Answering a Letter to a New Principle Approach Parent
I understand your frustration in trying to figure everything out. When I learned, I was working in a Principle Approach school and was not alone--quite a difference. But you really aren't alone either. There is tons of help out there. Take advantage of the people who will help you. I can answer your questions, but 1st allow me to let you know that I also have a Principle Approach planning blog you may find helpful as well. The address is www.principleapproachplanning.blogspot.com.
You are correct about the Classical approach only because its roots lie in Greek and Roman education. Because these were pagan cultures, they didn't include a lot of God. What we use in Christian education now has simply had some scripture added in and some Christian discussion. However, what we do is similar. For example, instead of the Socratic method of reasoning, we use questioning and leading ideas. We pattern our method of education after Jesus. It is helpful to read through the examples of his teaching we have in the Bible. He asked lots of questions; he told stories; he led his learners to find and own the answers to the questions themselves. This gives true ownership of learning--as opposed to simply telling someone how things are. They don't retain the information by simply hearing it. The difference between the classical method you are familiar with and Biblical classical is the source. Greece and Rome being the source of one and the Bible and the examples we have of God's teachings in the Bible and Jesus's--and Biblical principle in the other.
Because you should have worked with questioning strategies in the Classical Approach, you'll be a bit more familiar with that in the Principle Approach. The Principle Approach is so called because we work from Biblical principle for every subject. I had a friend over walking the other day. She is getting ready to teach PE in a PA coop. She asked me about extracting Biblical Principle for this subject. First, we have to remember that everything is revelational of God. He loves stories and examples [leading ideas]. So every subject will lead us directly to God. In PE, we can learn about the work it takes to put on the full armor of God. PE is a tangible example of that. So God's principle of being ready in season and out of season is a great one for PE.
In your case you are very fortunate because your children are still at the age that you could use the preplanned lessons in their intruction. This would give you a year worth of learning under the lesson plans of a master PA teacher. You could do it again with your younger children next year, and plan other things for your older child. I would plan on using the Noah Plan Lessons for 1st grade and for 3rd grade. I know you have a 4th grader, but the lessons in the 3rd grade book are advanced enough to use them with your 4th grade student. I have used them even with highschoolers before. As long as they aren't repeating information you are fine, and your children were doing something else last year. The other thing to remember is a lot of options are given, and you may not have time to do everything. That's okay as well. Go at your children's pace.
The only addition to the Noah Plan lesson books would be your Spalding reading and spelling. This is chosen because of its wholistic approach--teaching from whole to part, and the mathematics program [RightStart]. You will find information on these at www.spalding.org and www.alabacus.com. Both organizations are very willing to help, and I have used both of these and can help as well. The RightStart people will visit with you about your children over the phone to help you in obtaining the correct level for each child.
The big thing is don't panic.There is a lot of information. God only holds you responsible for what you have already learned, and that is what he's prepared your children for as well. This should be a pleasure and a learning time between you and your God--not a heavy stress. Take things one step at a time. Everything will work out perfectly. A great teacher is a great student--one who is always learning. I don't have this all down pat. I learn and grow and change all the time. I think that's how God designed things anyway.
If you have specific questions about the method, I'd be happy to help you with those as well.
Blessings,
Michelle
You are correct about the Classical approach only because its roots lie in Greek and Roman education. Because these were pagan cultures, they didn't include a lot of God. What we use in Christian education now has simply had some scripture added in and some Christian discussion. However, what we do is similar. For example, instead of the Socratic method of reasoning, we use questioning and leading ideas. We pattern our method of education after Jesus. It is helpful to read through the examples of his teaching we have in the Bible. He asked lots of questions; he told stories; he led his learners to find and own the answers to the questions themselves. This gives true ownership of learning--as opposed to simply telling someone how things are. They don't retain the information by simply hearing it. The difference between the classical method you are familiar with and Biblical classical is the source. Greece and Rome being the source of one and the Bible and the examples we have of God's teachings in the Bible and Jesus's--and Biblical principle in the other.
Because you should have worked with questioning strategies in the Classical Approach, you'll be a bit more familiar with that in the Principle Approach. The Principle Approach is so called because we work from Biblical principle for every subject. I had a friend over walking the other day. She is getting ready to teach PE in a PA coop. She asked me about extracting Biblical Principle for this subject. First, we have to remember that everything is revelational of God. He loves stories and examples [leading ideas]. So every subject will lead us directly to God. In PE, we can learn about the work it takes to put on the full armor of God. PE is a tangible example of that. So God's principle of being ready in season and out of season is a great one for PE.
In your case you are very fortunate because your children are still at the age that you could use the preplanned lessons in their intruction. This would give you a year worth of learning under the lesson plans of a master PA teacher. You could do it again with your younger children next year, and plan other things for your older child. I would plan on using the Noah Plan Lessons for 1st grade and for 3rd grade. I know you have a 4th grader, but the lessons in the 3rd grade book are advanced enough to use them with your 4th grade student. I have used them even with highschoolers before. As long as they aren't repeating information you are fine, and your children were doing something else last year. The other thing to remember is a lot of options are given, and you may not have time to do everything. That's okay as well. Go at your children's pace.
The only addition to the Noah Plan lesson books would be your Spalding reading and spelling. This is chosen because of its wholistic approach--teaching from whole to part, and the mathematics program [RightStart]. You will find information on these at www.spalding.org and www.alabacus.com. Both organizations are very willing to help, and I have used both of these and can help as well. The RightStart people will visit with you about your children over the phone to help you in obtaining the correct level for each child.
The big thing is don't panic.There is a lot of information. God only holds you responsible for what you have already learned, and that is what he's prepared your children for as well. This should be a pleasure and a learning time between you and your God--not a heavy stress. Take things one step at a time. Everything will work out perfectly. A great teacher is a great student--one who is always learning. I don't have this all down pat. I learn and grow and change all the time. I think that's how God designed things anyway.
If you have specific questions about the method, I'd be happy to help you with those as well.
Blessings,
Michelle
Tuesday, July 1, 2008
Hiking and Leading Ideas
This past Sunday my family went hiking up a canyon, along a creek. Randy and Gabe decided to climb some rocks. Michael found a frog to pester...I mean play with :). Since I had some time on my own, I sat down and looked at the scenery. I love still, thoughtful moments.
As I considered a waterfall, I thought about Jesus and how he used everything around him to teach. This waterfall would become an example , or leading idea, of some biblical principle. It would give us a living example on which to hang our hats for new learning. Then I realized he'd done just that with me. He'd used this waterfall as a way to teach me more about teaching others.
As I considered a waterfall, I thought about Jesus and how he used everything around him to teach. This waterfall would become an example , or leading idea, of some biblical principle. It would give us a living example on which to hang our hats for new learning. Then I realized he'd done just that with me. He'd used this waterfall as a way to teach me more about teaching others.
Teaching Children of Different Ages Together
You can certainly school your children together. It is a challenge in planning, but it can be done and is an excellent experience for everyone.
First, enlist your nine year old, especially, but also your 7 year old to help with simple instructional tasks with the younger ones. This can include playing learning games, reading to them ... They can receive credit for this as well. We learn better when we teach to others.
Second, plan skill related subjects separately and other subjects such as literature, science, and history together. The subjects you plan to do together will need varied assignments for the varied ages. Those who are older can handle more in depth assignments. [All literature should be read aloud anyway. The subject of reading is handled separately in the Bible as Reader curriculum]
Science experiments are so fun to do together as a family. You can pick up books on simple experiments at any bookstore that has a children's section. Focus on the Family has a devotional book that includes experiments in their Family Night series. This is great because it can involve your husband. Dr. Wile, the author of the Apologia series of science curriculum, advises keeping science fun and to one or two days a week until Jr. High grades 7 and 8. At that point your oldest child could take over the experiments for the younger ones as part of his science work.
First, enlist your nine year old, especially, but also your 7 year old to help with simple instructional tasks with the younger ones. This can include playing learning games, reading to them ... They can receive credit for this as well. We learn better when we teach to others.
Second, plan skill related subjects separately and other subjects such as literature, science, and history together. The subjects you plan to do together will need varied assignments for the varied ages. Those who are older can handle more in depth assignments. [All literature should be read aloud anyway. The subject of reading is handled separately in the Bible as Reader curriculum]
Science experiments are so fun to do together as a family. You can pick up books on simple experiments at any bookstore that has a children's section. Focus on the Family has a devotional book that includes experiments in their Family Night series. This is great because it can involve your husband. Dr. Wile, the author of the Apologia series of science curriculum, advises keeping science fun and to one or two days a week until Jr. High grades 7 and 8. At that point your oldest child could take over the experiments for the younger ones as part of his science work.
Friday, June 27, 2008
Principles and Leading Ideas
The Educational Philosophy Chart is a place to record information as you work through the Self-Directed. When you are through the study, you should be able to look over the chart to aid in developing your personal philosophy of education. You should record actual basic definitions you have found in your studies [in the 1828 dictionary]. If God has revealed a specific principle to you in this area, record that as well. This study does reveal itself over time, so it is important that you are patient with yourself and that you approach the study with prayer asking God to reveal himself to you.
A principle is the starting point—the foundation—upon which any idea stands. It is the starting point from which ideas are derived. For example, if I say that marriage is the union of one man and one woman as ordained by God, I’ve stated a leading idea that could go back to the principle of relationship between God and man. Marriage is an example of this principle. God has used it to teach us about our relationship with him. So marriage could be a leading idea here—God’s leading idea for us to help us see what He wants in a relationship between God and man. There are character qualities in men and in women that illustrate this as well [one of the reasons God uses one man and one woman in this example].
A more practical example for school could be: God’s principle of individuality. How would we teach this to children? This principle states that we are each created uniquely for an individual purpose directly governed by God. God teaches us about his nature through this principle. For instance, in a science lesson we could lead children to this principle by studying the different types of snakes and the purpose for which God created them, the differences of clouds and the purpose for which God created them,… These ideas would then be brought back to the children through relating the idea to them personally—“If God created each thing for an individual purpose, what do you think he is trying to teach us about you?” Ans. : He is teaching me that I have a purpose for which he gave me individual gifts to fulfill. The principle is God’s principle of individuality; the leading idea is what you teach, snakes, butterflies, plants, clouds, … But the primary lesson is what God has to say about himself and how that applies directly to the child.
Hope this helps,
Michelle
A principle is the starting point—the foundation—upon which any idea stands. It is the starting point from which ideas are derived. For example, if I say that marriage is the union of one man and one woman as ordained by God, I’ve stated a leading idea that could go back to the principle of relationship between God and man. Marriage is an example of this principle. God has used it to teach us about our relationship with him. So marriage could be a leading idea here—God’s leading idea for us to help us see what He wants in a relationship between God and man. There are character qualities in men and in women that illustrate this as well [one of the reasons God uses one man and one woman in this example].
A more practical example for school could be: God’s principle of individuality. How would we teach this to children? This principle states that we are each created uniquely for an individual purpose directly governed by God. God teaches us about his nature through this principle. For instance, in a science lesson we could lead children to this principle by studying the different types of snakes and the purpose for which God created them, the differences of clouds and the purpose for which God created them,… These ideas would then be brought back to the children through relating the idea to them personally—“If God created each thing for an individual purpose, what do you think he is trying to teach us about you?” Ans. : He is teaching me that I have a purpose for which he gave me individual gifts to fulfill. The principle is God’s principle of individuality; the leading idea is what you teach, snakes, butterflies, plants, clouds, … But the primary lesson is what God has to say about himself and how that applies directly to the child.
Hope this helps,
Michelle
Some Answers to Basic Startup Questions
I use RightStart with my children. Incorporating the principle and leading ideas for the lesson is pretty simple, but it does require some time and prayer. I start by reading the lesson through, understanding the mechanics of what manipulative I’m going to use, what the basic concept is, the general plan of the lesson, etc. I understand from the beginning, however, that God has something to teach me and my children about His nature through each individual lesson. My job is to find it and guide my children to it [the more practiced they get with this method, the more they will see other things I do not see that God is directly teaching them. When they share this with me, I am both encouraged in their learning and comforted in the fact that the teacher is God—not me.]
So first, I read through the lesson prayerfully. Second, I pray again asking God to show me his direction for the lesson. Sometimes it will pop out to me before the next steps. Sometimes more effort is involved. Third, I take key terms from the lesson. I do a variety of things, not always in the same order with these terms. I may do a word study on a key term [your Self-Directed Study in the Principle Approach will instruct you on how to complete this task]. I may look the word up in a concordance searching for Scripture in context to the lesson. Or I may do both things. Once God has revealed a truth, a principle, from His Word, I then look for a way to lead my children to that truth through leading questions and ideas. People best learn through discovering a truth for themselves rather than simply being told what that truth is. This creates ownership in learning. [It is important that this learning is recorded for future reference and preserving a record. This method can be used for other subjects as well. It is simplified here and requires practice. The more I practice it, the more proficient I become.
Using the same level for multiple students is perfectly fine. It is important, however, to make certain that individual differences are accommodated. One type of assignment may be more appropriate for one student than another. Individualizing assignments enriches the educational experience for the entire family and respects the differences of siblings.
Your statement of being more of a facilitator works well for this method. Teachers are a “living textbook”. Students do need to see you learning subjects as well. But the actual teacher is God who works through you. The notebook is a primary tool in this method. All research, reasoning, and learning should be placed there [maybe more on this later if you wish]. It will, though, create an accountability in your children and good stewardship over their property [sometimes even transferring over into the care of their rooms—yea].
As far as what you choose to purchase…the foundation books are really foundational. But you will either choose to use them or not. My advice is to know yourself and ask yourself if you will be doing the work to dig in and see how this will benefit your family. It does require study on the part of the parents. If you want more detailed help on what to purchase, contact me again and let me know. I would be happy to help here. I would need to know what you want to do for literature [if you want to use the selections suggested by the Noah Plan or something else], where you already have materials you want to use, … The Noah Plan is not legalistic. It was developed as a help for families who were struggling with how to use the foundational books and the method contained therein. Many have homeschooled using the Principle Approach prior to the release of this program. I use parts of the Noah Plan. It helps me stay on course. Through prayer God will show you what is appropriate for your family.
Blessings,
Michelle
So first, I read through the lesson prayerfully. Second, I pray again asking God to show me his direction for the lesson. Sometimes it will pop out to me before the next steps. Sometimes more effort is involved. Third, I take key terms from the lesson. I do a variety of things, not always in the same order with these terms. I may do a word study on a key term [your Self-Directed Study in the Principle Approach will instruct you on how to complete this task]. I may look the word up in a concordance searching for Scripture in context to the lesson. Or I may do both things. Once God has revealed a truth, a principle, from His Word, I then look for a way to lead my children to that truth through leading questions and ideas. People best learn through discovering a truth for themselves rather than simply being told what that truth is. This creates ownership in learning. [It is important that this learning is recorded for future reference and preserving a record. This method can be used for other subjects as well. It is simplified here and requires practice. The more I practice it, the more proficient I become.
Using the same level for multiple students is perfectly fine. It is important, however, to make certain that individual differences are accommodated. One type of assignment may be more appropriate for one student than another. Individualizing assignments enriches the educational experience for the entire family and respects the differences of siblings.
Your statement of being more of a facilitator works well for this method. Teachers are a “living textbook”. Students do need to see you learning subjects as well. But the actual teacher is God who works through you. The notebook is a primary tool in this method. All research, reasoning, and learning should be placed there [maybe more on this later if you wish]. It will, though, create an accountability in your children and good stewardship over their property [sometimes even transferring over into the care of their rooms—yea].
As far as what you choose to purchase…the foundation books are really foundational. But you will either choose to use them or not. My advice is to know yourself and ask yourself if you will be doing the work to dig in and see how this will benefit your family. It does require study on the part of the parents. If you want more detailed help on what to purchase, contact me again and let me know. I would be happy to help here. I would need to know what you want to do for literature [if you want to use the selections suggested by the Noah Plan or something else], where you already have materials you want to use, … The Noah Plan is not legalistic. It was developed as a help for families who were struggling with how to use the foundational books and the method contained therein. Many have homeschooled using the Principle Approach prior to the release of this program. I use parts of the Noah Plan. It helps me stay on course. Through prayer God will show you what is appropriate for your family.
Blessings,
Michelle
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