CVBS 2013

It is finished.  It was great and I can't believe how much fun it was!

On Saturday,  April 13th, after obtaining the blessing of my husband, I approached our priest about Catholic Vacation Bible School. You see, Catholic Vacation Bible School is a big deal at our house.  My kids think it's cool to go to "school" at the Catholic school building for a week.  And, what's not to love about our Catholic Vacation Bible School?  Ours is so beautifully Catholic.  For as long as we've been parishioners, CVBS was run by a truly beautiful woman.  Jean became ill last year and went on permanent disability, much to everyone's sadness.  She.was.AMAZING!  A beautiful woman filled in for her managing the Religious Education program at church, but when I asked her, "What about CVBS?"  She said they would need to find someone else.  She wouldn't be able to do it...then she asked, "What about you?"

She said this within earshot of someone who knew I loved the program and she chimed in, "Yeah, Cathie, what about you?"  I said my husband would never let me...So, I went home.  I didn't ask. I simply said, "They have no one to run CVBS this year!"  His reply, "Why don't you do it?" 

I was floored.  I did not expect him to authorize it, let alone suggest it!  So, I asked Father if they had anyone to run it.  He said they did not and asked me to call the parish office and let them know and someone would be getting back to me.  Without Jean there was a big, big hole there, not just for CVBS, but for Religious Ed, Sacraments and Special Events. 

So, I called.  And I waited.  And waited. And waited.  Finally, I got a call back on April 25th from the principal of the Catholic school.  She had offered to manage the CVBS position, whomever filled it.  I went in for an interview on May 1st and on May 8th, I became a temporary employee of the church. 

That is when the ball got rolling.  I had 6 1/2 weeks to put together a curriculum (using a curriculum that really didn't have a workbook or full teacher's manual), plan art, music, snacks, and well, the entire program based on the fact that Father had arranged for a traveling relics exposition to be shown to the children at 1pm on the last day of CVBS.  Someone else had decorations, which was a blessing, considering I'm not a highly visual person.  However, I had details Jean had never had to deal with before, like serving lunch and going past noon on Friday.  So, I picked a curriculum that was based on the martyrs and persecution in the early Church (I had two from which to choose).  It seemed fitting, considering what our country is doing right now and how our religious freedoms are being taken away left and right.

So, fast forward five weeks...the curriculum and workbook are done, the teacher's manual is done, all the supplies for art had arrived.  However, my decorating person wasn't able to help, so I ended up taking that, too, but in the end it ended alright.  We managed to make it look festive, but not too campy.  I did teacher training, I had no less than 50 people help me set up classrooms, stuff confirmation letters, assemble manuals, put together art kits, assemble teacher's supplies and decorate.  Did I mention I have the very best friends in the whole wide world????  One of them blogged about CVBS the week it happened because I was a little busy.

This is Margaret's beautiful bunch of kids in front of our "Communion of Saints."  She ran my nursery, which meant she took care of my beloved 4 year old who wasn't quite ready for the 4 year old class.  By the way, her eldest two took on the 4 year old class and lived to tell about it!  See, they are even smiling? And this was toward the end!

I had the time of my life.  It was truly a wonderful experience, filled with graces I never expected and some difficulties I never expected.  But the blessings and graces outweighed the difficulties easily 2 to 1...

I may post more details as the week goes on, but I wanted to let you all know I survived and loved to tell about it!!! (Spelling error totally intended there...)

Catholic Readers

Brand new - Old books!

Folks, it has come to my attention that I have been disappointing my audiences with a lack of good CATHOLIC material.  I intend to correct that situation immediately!

I have been pouring over the free books at books.google.com and have found a wealth of Catholic school books!  I think one of the most exciting finds is that there are ENTIRE series of readers available from Primer level to Fifth level (middle school).  They are FREE.  They are Catholic.  What more could you ask?  Because they are public domain, you can download them and then print them (have you ever seen FinePrint?) OR read them on your tablet or PC. 

The three I recommend are:
Young Catholic's Illustrated Readers by the Catholic Publication Society
The Ideal Catholic Readers by Sister Mary Domitilla
Standard Catholic Readers by Mary E. Doyle

They are filled with virtue stories, biographies of Bishops, Saints and Martyrs, science and history.  Enjoy!

Are you going?

Folks, the Minnesota Catholic Home Educator's Conference is coming right up.  We are just a month away!  And, if you blog, consider checking this out.  It's posted by the sweetest blogger in the state.  And, I will be there, too.  I hope that doesn't keep you from attending :-).

For what it is worth, I will be hosting the next session on homeschooling children with special needs right after the Blogger's Chat. 

On Saturday, I will be speaking about Beginning Homeschooling at 11am and making learning fun by using some very easy game ideas at 3pm.  You can get more details here, if you like.  I hope you can make it.

Solving Problems Vs. Creating Solutions - A Mindset Context Switch

With all that has been going on in my schoolroom this year, I have had to change my mindset.  In fact, I've decided to take on the slogan of the Robinson family from "Meet the Robinsons."

Slogan of the Robinson Family - Keep Moving Foward!

Let me ask you this...Are you a problem solver or someone who finds creative solutions?

I have always considered myself a "problem solver."  While that might be a great title to have, I think it might be determental to my kids if their teacher is constantly trying to solve problems in her school.   I now try to actively seek creative solutions rather than focus on solving problems.  Why?  Creating solutions and problem solving involve very different states of mind. Creativity activates positive thoughts while problem solving is focused on what is negative. Creating is forward focused; it’s building toward the future. Problem solving is focused on the past.

I've had to make a context switch.

When I tell my kids "we have a problem" it casts a dark tone over the day and the person to whom this message is directed.  What if, instead we said something like, "Wow!  We need to find a new way to do this!"  I don't know about you, but my kids much prefer the later.  

What does creating look like?

There are five steps in the creative process from Robert Fritz, which are types of action, not a formula. These steps are:

1. Conceive of the result you want to create. Creators start at the end by knowing what they want to create. (By the way, this is the way Right Brainers think all the time.  We start with the end in mind.)
2. Know what condition or situation currently exists. If you don’t know what has already been created or done, it’s impossible to know what to do next. (This is where most people stop!)
3. Take action. When you know what you want and what you currently have, take action. Creating is a learning process, so every action may not work. When actions don’t work, readjust. (Take a lesson from the Military - do an After Action Review.  Figure out what worked and what didn't so you don't have to redo it again.  Keep moving forward!)
4. Learn the rhythms of the creative process. There are three phases: germination, assimilation, and completion.  (Listen to the niggling voice in your head...ideas come in the strangest places and at the strangest times.  Most of mine come after 11pm when talking with my husband.)
5. Create momentum. Professional creators create momentum. The seeds of their next action are planted and  germinate in their present actions.  (Keep improving and keep talking about your changes with someone.  Sounding boards have a good way of keeping you in check and moving forward.)

The comments in parenthesis above are mine.  According to Robert Fritz, when talking about problem solving in a particular scenario in the corporate world, "The problem led to action to solve the problem. The action lessened the problem. Less action was needed to solve the problem. Less attention was given to the problem, and the problem resurfaced. Problem solving," Fritz explains, "provides a way to organize our focus, actions, time, and thought process. Designing solutions to problems gives the sense that something important is being done."

He adds, “…it’s an illusion.”

What’s the alternative if designing solutions to problems doesn’t work?  It is in finding creative solutions.  Now, you might say, "That is in the corporate world!  I am a home educator. When my kid has a problem, I need to find a solution!"  I can tell you that after years of trying to fix my son's dysgraphia, I realized that I needed to find creative solutions to the problem rather than to fix him.  He wasn't broken.  He just wasn't able to do what I was asking him.  Poor kid.  I am astounded at his resiliancy given I kept trying to fix him.    

So, the first thing you need to do is change your language.  Notice that the word “problem” is not present in the five steps above. The tone is positive and growth oriented.

What do you think could happen if instead of telling your child "There is a problem" to changing your approach to "Let's find a better way?"
 

Dysgraphia and Creative Writing

Dysgraphia is a learning disability in which writing is difficult.  This is more than just the inability too legibly create letters and words.  It extends to the inability to spell and properly organize thoughts on paper. A child that is dysgraphic gets hung up so much on how to form the letters, that their brain often loses track of what they were trying to spell or write. 

Here's a picture of the process for the visual learners...

When my son was diagnosed with dysgraphia in December, it came as no surprise to me.   I have spent much more time on handwriting, spelling and sentence building with him than with any of my other children.  When he practices a lot, his cursive is nice and legible, but it requires so much work and effort on his part, he is unable to write spontaneously.  He can do copy work very well.  He can't easily write what he thinks. 

I have always encouraged my son to type assignments.  He has had his own laptop since he was 10 because of the difficulties he has always had with writing.  He is not a proficient writer, but he types faster than he writes.  He has also learned to rely on the spelling and grammar checking, and I am okay with that.

Obviously because of his difficulties, I will not give up on teaching him the elements of writing (five paragraph essays, in particular), formatting (MLA mostly), and grammar (via intense Latin study and an extremely rigorous grammar program).  We've also come up with an editing process that I found out is used often...just didn't know it already existed.  It's called the power method and it uses an acronym which makes the process easy to remember:

P-lan
O-utline
W-rite
E-dit
R-evise

Now, that may seem obvious, but it is not to an ADHD kid, especially one who hates the writing process.  I have always tried to get my kids to plan out what they are doing BEFORE they write.  They have begrudgingly done it, sort of...however, it wasn't until we were working through Essay Voyages by Michael Clay Thompson last year that they saw the power of the outline.  I gave the four kids I was working with an assignment.  Within the book, there was an outline of an essay.  Their job was to write their own essay, using all the things they had learned thus far from that outline.  They were all astounded at how easy it was when they had a good outline!  From there, the editing and revising was actually easy.  Handwriting aside, the process seemed easier.

However, I had never spent much time on story writing.  I didn't feel I needed to because my kids have always been good, not only at narration, but at making up their own imaginative stories.
One babysitter told us, after watching my children play, that my eldest son would make a good scriptwriter and director.  He would orchestrate elaborate stories into their play sessions.  Not only would he tell everyone what to do, but also what to say.  All the kids would follow his instructions because his stories, created on the fly, were fantastic.  Somehow, it occurred to me last year that my son needed to work and further develop that skill. 

One thing I have learned (listen up curriculum developers) is that the assignments need to be engaging  The premise behind TJeD is to let kids follow their interests and they will learn what they need to learn.  Inside my kid is a story teller without a way to get it out.  I decided that I needed to take things into my own hands and figure out a way to get him writing creatively.  So, given his interests - Star Wars, weapons, adventure stories, games and role playing (although he'd never played an official RPG), I took a lesson from Joseph Campbell and great ideas from George Lucas, a student of Campbell, and put them all together.

Last year, the idea started niggling and I bought some Star Wars books to thumb through.  Of course, my son thought that was divine.   Then, I had to take some time and learn what RPG was all about.  I guess I hadn't realized that Dungeons and Dragons (DnD) is a role playing game.  I never played it, but my friends in high school (yes, almost 30 years ago) did play it.  So I did have exposure, just not experience.

What I ended up with was a writing class for reluctant writers based on the Star Wars universe using role playing games as a way to a create the story.  While I wrote the class for my son, I knew he would not be interested in doing it by himself.  That is where the RPG comes into play.  I knew that if he had to share the story with others and that others would be involved in the story with him, he would work hard.  What an incentive!  So, we invited 11 of his friends to join us.  I used Joseph Campbell's The Hero With a Thousand Faces to teach the boys what makes a good myth.   One young man dropped out, but the older brother of another participant requested to join when he saw how much fun it could be.  These young men, aged 11-14 voluntarily joined us six weeks over the summer to write five 8-10 page stories.  And yes, my son came up with five 10 page stories.  I typed much of it for him because his ideas came so fast, he couldn't capture them all.  We're now working on using Dragon Dictation so he can hand it by himself.

Here is what I found.  The boys loved the themes, character development and structure.  But I think I was the big winners because I learned so much in those six weeks about boys, the writing process, RPG, Star Wars (did I really need to know more???) but most importantly  I also got to know these 11 young men much better.  It was especially funny to see how they would include each other or me in their stories, either by killing them off (not me) or buttering them up (most often me) so that others would include them in their stories.

My daughters, age 9 and 12 at the time, sat in hiding close to our school room enraptured as they listened in as the boys told their stories.  I am now working on the same process for girls, but the story lines will be much different.  In fact, we're toying with either a time travel element or putting the entire story in a particular period of time...not sure yet about that one.  Perhaps...



So, I'm curious.  Would it make sense to run the Star Wars class again?  Would there be interest?  I know the boys that took it enjoyed it, but I don't know if they will join us again.  By the way, I only charge for the cost of materials for these classes.  I am not interested in making money on it.  Last year, the boys paid $30, which covered all the class costs as well as snacks, materials, books, etc.  Let me know if you have someone interested.  My son would be...

A fork in the road...

The last month and a half have been fraught with worry and much self reflection.  I've kept my posts to reviews of late because I needed to reassess where I wanted to go with this blog.  For the most part, this blog is about me and my journey of self-education and the homeschool education I am helping my children attain.  But I've reached a fork in the road.


I learned early on in my career as homeschool teacher is that I can't teach my kids anything they don't want to learn.  My talk on motivation covers that in spades and I've got the research to back it up...they will learn something they don't want to learn to earn a grade or pass a test, but will most likely forget it if it is not of interest or not made of interest to them.  We, as a race, are pretty selfish in that respect, but it is all part of God's plan, I think.  He gives us all different interests for a reason.  We all can't be interested in the same thing or we wouldn't survive.  We can't all be doctors or engineers.

One thing I was not prepared for, in this homeschooling journey, was hurdles.  BC (Before children) I taught adults and developed curriculum.  I figured I had this "teaching thing" down pat.  Kids must be easier.  I faced difficulties that I assumed were much greater teaching adults, like being a very young diminutive female teaching men in a positions that were predominantly occupied by older male know-it-alls.  I taught UNIX system and network administrators at the upper level of their professions.  Remember the SNL skits done by Jimmy Fallon as the system guy, Nick Burns?

That's the type I'm talking about.  To be fair, not all my students were like that, but many were.
Who knew that teaching kids would be/could be harder than THAT?  Certainly not me!
But, that's good.  I love a challenge.  I just wasn't prepared for so many.

So, you may ask what those challenges were?  For many homeschoolers, they were just normal things like morning sickness that lasted all day and pregnancy fatigue that made me not want to do school - at all! Or, a parent who was terminally ill and had no one but me in town to care for them.  Or unemployment which made schooling the way I wanted to not easy, requiring creative curriculum methods, and illness and health issues on my part that knocked me on my backside.  But those were my challenges...more difficult were things that affected my kids learning like learning disabilities, mindset issues and boredom.

Why am I writing ALL this?  Because I've reached a fork in the road and the tone of this blog will be changing.  Up until now, I've purposely not explained my interest in special needs, though I've gotten lots of experience with it over the last ten years.  My son, who is 14 1/2, has had vision problems since he was one.  He's had surgeries, glasses, vision therapy, occupational therapy, and neurological therapy to work through issues he's had that have affected his vision and fine motor skills.  I've done a lot of accommodating, correcting, adjusting curriculum and environment to make learning easier for him.  It's paid off.  He's a smart kid who loves to learn and is a hard worker, but I can't take too much credit for that because he's the one who has chosen to learn.  I had chalked up his need for lots of different learning accommodations to his vision issues.  When your eyes don't work, other senses try to make up for that difficulty.  My son is an auditory/tactile-kinesthetic right-brained learner for whom adjustments have been made to meet his distinctly different and individual needs.

I knew that as college testing loomed ahead of us he would need some accommodations for testing.  I knew, even after all the work we've done, he might need more time to finish his tests and the written essay portion would be next to impossible for him.  A good friend of mine who is an Orton-Gillingham professional, recommended that I have him tested for learning disabilities before he started taking ACTs or SATs.  They will not give accommodations without a clinical diagnosis.

So last month he endured twelve long hours of neuro-cognitive testing as well as filling out several questionnaires outside that in-office testing time.  I spent time filling out forms, finding copies of previous years' standardize test results, and pouring through all his medical records and therapy records to provide the psychologist with a complete picture of his academic and neuro-cognitive development.  Then we waited three long weeks for all the tests to be scored and a diagnosis to be made, if necessary.  And in that time, I worried and questioned my methods and made myself and my husband crazy, wondering - did I do enough, could I have done more, what would the psychologist say, how would my son score?  During that time of self-reflection, I also worried how my son would handle any news he received.

Two weeks ago my husband and I met with the psychologist to receive the results.  We purposely chose to take some time to reflect on how to share the news with our son and to decide how best to adjust things as we continue with the challenge of high school before sharing that news with him.
So, if you have read this far, God bless you for your patience. 

Here's what we found.  While my son is gifted in some areas, he was diagnosed with AD/HD, a diagnosis I, up until now have despised.  I'll get to that in a minute.  The other diagnosis was dysgraphia.  That was no surprise.  When he works at it, his penmanship is legible, but large.  With lots of work and concentration, he can do copywork well.  However, he just can't write extemporaneously.  But, he can type.

The funny thing was that my husband, who has had to deal with my anxiety over all this, realized that as he listened to the psychologist's recommendations, that I was doing almost all those things he recommended.  On the way out, he said that if we didn't need that "clinical diagnosis" for our son's benefit during ACTs and SATs, he would have wondered why we were there.  I needed to hear that.
 
Yesterday, I had the conversation with my son.  We talked about what will change in his schooling to make things better for him and allow him to better reach his potential.  We will also be making different accommodations and I will learn to embrace AD/HD.  I asked his permission to write about it here.  He said that if it helped other people, he was okay with it.  He's my hero.  This kid will do great things.  I know it.

By the way, the reason I hate the AD/HD label is because it's used as a derogatory term,  not as a clinical term, by people not qualified to make that diagnosis.  I have one acquaintance that I remember saying ALL boys have AD/HD...like it was the plague.  She has only girls.  I have kids with AD/HD besides this kid, boy(s) and girl(s) and some that do not...it's not the plague.  I also hate it because I know I have ADD and, while no one ever told me, I knew something was different about me and how I went about things.  Reading the book You Mean I'm Not Lazy, Stupid or Crazy?! made the world of difference to me because I've gone through life feeling out of sync and constantly trying to adjust my organization skills to fit in with the normal people.  I used to beat myself up over not being able to organize my kitchen like my sister or keep my house clean the way my friends do.  I have other gifts.  I still struggle with it, though.

So, I will be changing the tone of this blog.   You will find plenty of blogs about homeschooling normal kids.  I will be embracing my smart 2e kids (Twice Exceptional is the clinical term, 2e the short hand).   And, I will be writing more about adjusting things in the homeschool to better accommodate those kids who don't learn the same way other kids do, but are just as smart, and just as important as the rest. 

Review of Macbeth - A Video Enhanced iBook from Providence eLearning

This was the fourth book I reviewed for Providence eLearning as a consulting project, and the fourth I will review here.

My daughter just finished a student review of this book for Providence eLearning.  I didn't want to review it before she finished because I didn't want my review to influence her opinion of the book.

I love Shakespeare.  However, I've read Shakespeare for pleasure and not because I was required read it in school.  One disappointing aspect of my education was that I really read very little GOOD classical literature in high school.  I had more good literature in Catholic middle school I attended (thank you, Mrs. Schlub!)  I grew up in the age of Judy Bloom.  Instead of reading Shakespeare, we read Rumblefish.  I don't despise Youth Literature.  However, I think it should be pleasure reading, not required reading.  Shakespeare should be required reading.  The reason Shakespeare isn't required is because people fear it and because there are not many good literature teachers out there that can bring Macbeth to kids in the way Mr. William Lasseter does in the iBooks available from Providence eLearning. 

Providence eLearning's Macbeth utilizes many of the great features of iBooks.  All iBooks have auto define, highlighting, note taking, etc.  However, added features of Providence's iBooks include narration by Mr. Lasseter as well as video interpretation of the text. His voice and teaching skills are truly showcased by this book. There is also a hypertext glossary of many of the more difficult or archaic terminology as well as character descriptions and relationships.  Also, the video production values are great. There are also questions to "Check Your Understanding" after each video interpretation.

And, don't think that technology spoils the beauty of a Shakespeare tale.  Besides being able to listen to Macbeth as if it were a play (because Mr. Lasseter changes his voice for different characters), it features some old illustrations that I really enjoyed. 

This month, I was struck by how much my kids really need iBooks like this.  I am a big fan of Socratic discussions.  However, I can't always get other homeschooling kids the same as my kids on board to read the same books we are reading at the same time.  And running four different book clubs while leading a group of high school students through the Iliad and the Odyssey, I just didn't have the bandwidth to cover these titles with my kids.   So we don't have discussion groups for the extra books.  The kids appreciate Mr. Lasseter's reflections and interpretations of the text.

I highly recommend this iBook for high school students because of the level of vocabulary and dark themes.   

Classically Catholic Memory - Memory work worth doing

 

A friend recently emailed me asking what I thought of doing CCM (Classically Catholic Memory) in terms of Anthony Esolen's most excellent book Ten Ways to Destroy the Imagination of Your Child that I reviewed a few years ago.  I love Esolen's work for many reasons, but mostly because he was able to articulate many things I thought and felt, but could not properly put down on paper.  That's why I read books like his.  I knew I would agree.  His book gave me the words and arguments to support my opinions.

Now, one must remember that Esolen's book is ironic, like Screwtape writing letters to his nephew, Wormwood, in the Screwtape letters.  So, it requires you to look at his advice as contrary to your desired goal.  In the first chapter, he talks about Mr. Gradgrind in Hard Times.  Mr. Gradgrind asks Cissy (who is a horse breaker's daughter) what a horse is.  She is unable to answer him.  Mr. Gradgrind declares she knows no facts about horses.  Esolen warns about the danger of facts :-).  In fact on page 8 he asks,"of what use to us now are Facts? Surely in the case of homeschooled boys, we have seen Facts run amok."  He spends the entire chapter bemoaning anyone learning facts, because once you learn a fact you might actually learn more about the subject!  Oh no!  So the danger he is really pointing out is memorizing the facts only.
If you have a right brain kid, memorizing is hard work.  The way you get it to work is to explain the big picture and drill down to the fact they are memorizing, which not only helps them (whole->parts learning) but also give them the context about why they are memorizing this information.
CCM is not focused on just memorizing the facts.  It's learning the why's and what's about the facts. So, our CCM classes are not simply rote memorization.  They are not just about reciting the facts.  Our class time each week is spent explaining why we are memorizing these things and in what context the facts exist.  We are not just chanting and reciting...
This week, in fact, WEEK 7, if you are wondering, we were able to make many connections about things the kids have learn within the context of Religion, Timeline, Geography and History.  The Science class, the most interesting so far, keeps building on fact they have already learned, broadening their horizons in areas I've never approached with my kids on my own.  How many homeschoolers do you know have dissected an earthworm and lived to tell about it?  We have.  And, really looking at the earthworm hearts wasn't nearly as interesting as the looks on all the kids' faces.  The kids really will remember that forever.
So, is CCM just about facts?  No.  It could be, but with the right teachers and kids with the right attitude, it is not.

"A fact may not be much, by itself, but it points toward what is true, and even the humblest truth may in time lead a mind to contemplate the beautiful and the good..."

Review of The Poetry of William Blake: An iBook from Providence eLearning

 

This was the second book I reviewed for Providence eLearning as a consulting project, but the first I will review here.

I had no idea what to expect in reviewing this book as I didn't know much about William Blake other than one poem, The Tyger.  That was quickly remedied as the instructor spent time in the Preface giving information on him (Authorship and Context) that was extremely helpful in understanding how to approach his poetry and art.  Blake was not just a poet.  Blake was a particularly precocious child who was educated at home by his loving mother.  His artistic temperaments and interested were fostered by his parents.  He actually was trained in a trade as an engraver at a young age, which paid off in his later work when he would not only write poetry but illustrate it as well.  He would create prints, writing the poetry backward on the plate.  Then he and his wife would come back after printing with the engravings and hand paint each page with water colors.

Blake's poetry is beautiful and many poems touched me deeply, especially after the instructor's skillful interpretation.  This book also included other artwork by Blake.  The book is a beautiful balance of poetry, interpretation and appreciation of Blake's work.  I highly recommend this iBook.  Currently, it is on sale on iTunes for $6.99!

The Next Generation in Digital Learning...iBooks From Providence eLearning

First of all, I apologize for my absence.  I've been busy with health things, family activities and a short-term job!

I feel blessed to have fallen into a consulting gig that seems too good to be true.  This consulting gig involves critiquing several great works of literature via an iBook format.  It's no secret I love using the iPad and iPod in our classroom, so this was a great opportunity for me. 

DISCLAMIER:  My employment with Providence eLearning was not contingent on marketing their books here on my blog.  I did ask permission to talk about their products after I review them and was given their go-ahead. My compensation is not dependent on a favorable review.

As you all know I love literature and base much of my homeschooling curriculum on Great Books and Good Books as well as Classics.  I run book clubs because I feel that children get the most out of reading great literature from discussing it and as a result learn more.  Socratic circles allow children an opportunity to not just discuss the book, but to explore other people's opinions and develop critical thinking skills.

Here are the titles I've reviewed so far and here is a link to what is available:

The company producing the iBooks is Providence eLearning.  This group is taking classical literature and enhancing it; making it accessible to all learners, regardless of whether they are in a classroom or not.  They will be tackling other subjects in the future.  So far, I am extremely impressed.  This is a boon for home educators as this makes difficult literature approachable to all and at a really, really reasonable price.  What is that price?  Only $9.99.  Amazing low price and there is so much content!

First, let me tell you about the advantages of using an iBook format.  The iBook format allows the publisher to include audio narration, audio foot notes, video, photo galleries, hyperlinks, the ability to take notes and mark up the book with highlighting.  So what happens when technology meets Classical Lit?  Amazing things!

The books offer features that our homeschooled kids might miss not going to a traditional school, to whom lecture and discussion are not readily available. Providence eLearning has done a great job providing a self-led approach for great literature.

• They get a video lecture from a professor of Literature, specifically, William Lasseter, the English Chair at Providence Academy, a Roman Catholic K-12 College Prep school here in the Twin Cities.  He's not just a Lit Prof.  He also has experience as a Shakespearean actor, which means he's a dream to hear.  
• There are many questions to "Check Your Understanding" along the way.  
• They get audio narrations.  Can I just say hurray?  I have a kid with some visual difficulties.  One of the reason he loves the Kindle is that he can resize the text and/or turn on the Text-to-speech function.  However the nasty computer voice drives me up a tree, so he uses ear buds.  Now, the iBooks do not allow for easy text resizing.  That is an issue with the iBook format, not the Providence materials.  However, I would trade that for being able to listen to a Shakespearean actor read classical literature any time.
• They have the ability to look words up on the fly by touching the word.  A definition pops up automatically, allowing the student to not lose their train of thought while in the text.  This is one of my favorite parts of all e-reading devices.
• They get a hyperlinked table of contents that allows them to easily go to any section.
• They get a glossary that is not only text based definition, but often a "Wikipedia-like" entry for each term.
• They get photo galleries.  Providence eLearning does a nice job of using the photo galleries to show pictures of the authors, and classic works of art pertaining to the material.
• They get introductory material that prepares the students for what they will learn before the learn it.
• They can highlight text in a variety colors and make notes that can be translated to flash cards.  That's a feature available through iBooks.

I heartily recommend these for advanced middle school, high school, college and adult learners.  I picked up many things and was reminded that "Great Books" and great literature are timeless.  I hope they continue on this project.  The books are a wonderful value.

Being a picky homeschool mom, the only thing I wished they had was more questions.  Providence eLearning has informed me they have a Moodle site they are considering making available to iBook users for a fee.  Considering the cost of the iBooks from Providence, I have no beef with the smaller volume of questions than I would like.  There are questions often throughout the text.  I would just like to see more end-of-section questions.  However, to get those things, I would pay more.  The amount is more than adequate for the price.

On a personal  note,  when I had a free moment here or there, I was drawn back to working on my reviews of these books, not because of a time constraint, but rather because I enjoyed it so much.

Check back soon as I will give a review of each of the four books I've read so far.  My current read is Macbeth.  I will do that review last.  But in the mean time, check out Providence eLearning's web page for the books I'm reviewing and if you have an iPad, go download a sample of the iBooks.  They are available for free.  Just put Providence eLearning into the search tool in iBooks.

iPad vs. Kindle Fire

This post is for Sherrylynne and Margaret.

UPDATE:  I've been told that this is too long to read by members of my family.  They're beautifully honest and I'm not bothered by the feedback.  Here's a tip.  If you don't want to slog through my narrative, scroll down to the bottom for a handy little table where I scored the iPad and the Kindle Fire on features I felt were important.

I have a problem with technology.  The problem is that I love it and so does my husband, which tends to make us fairly "early adopters."  That means we tend to be ahead of the curve when new technology comes out to the public.

I have had several people ask me to explain the differences between an iPad and a Kindle Fire with respect to homeschool use.  So here goes.

Oh, and for the record, before children, I was, ahem, a UNIX snob.  I disdained PC's and Macs even more!  For a long time, I had a New Hampshire state automobile license plate.  The state motto "Live Free or Die" was on the top and the license plate said "UNIX."  That was how seriously I loved UNIX.  All other operating systems were chopped liver to me.  I loved it so much, I created a Post Secondary Degree program around a version of UNIX I loved.  A Technical School actually paid me to develop the curriculum and teach that Degree Program for three years.  Then I quit because I was pregnant with my third child.  I taught up until two days before she was born.  But I digress...

So, we had a Kindle here fairly early on mainly because my husband got his hands on an ebook back in 2004, before they actually were available on the market when he managed a product testing lab for a major consumer electronics retailer.  We all fell in love with it, but there were so few books available at that time, it was not viable as a product when there was no materials to read on the device.  So we loved the Kindle.  My three eldest children have used the Kindle before we purchased the iPad.  I have reservations about even the regular Kindle.  Here are the reservations:  There are no parental controls.  None.  They have a "experimental browser" that is horrible to navigate, but there are no controls to prevent accessing unsavory web sites.  Also, many "free books" at Amazon available are not suitable for children.

When the first iPad came out, we were not quick to jump.  It was, after all, an Apple product (horror of horrors!)  All it took was a visit to the Apple store at the Mall of America to quickly change my mind.  While Angry Birds did have appeal (I swear that must be how they get most people hooked), what really did it for me was the number of free and low cost apps available.  Apple totally understands how to make a product appealing, doesn't it?  We didn't have the funds to get one as soon as we would like as our technology budget has dwindled to practically nothing since braces hit our house.  Three kids have some type of orthodontia!

It wasn't until about six months after their release that I got a refurbished first generation iPad.  Being that I needed to do "research" I got to use it the most the first week we had it.  I learned how to use iTunes and played with setting up parental controls.  Then, I went in search of apps.  Did you know there are over 500,000 apps in the Apple Apps Store?  So, cheapo that I am, I downloaded free apps first, just to see what was out there.  Even the free apps are great.   Many free apps are there to tease you, get you excited so you'll purchase their full version.  The iPad because so useful in our homeschool, that seven months later, we invested in another refurbished first generation iPad.  A month later, I got a Kindle Fire for Christmas.   When I did some work this Spring, I opted to use the money I made to purchase an iPad 2 with 3G.  So, I set out to try to use the Kindle Fire the same way we had been using the iPad, which I will outline next. 

Each day, my kids are required to do some school activities on their own, even my younger kids.  It's not like I'm some great mom. In fact it is the opposite.  There often isn't enough of me to go around quizzing flashcards and the like, so we've used the iPad for much of that type of activity.  We started out using the iPad just for educational games. Then we branched out to using it for actual school.  Here are some of the things we did with the iPad:

• Used the free Kindle App to read CK-12 textbooks
• Practiced Math Facts via many different apps
• Learned States and Capitols
• Learned Countries and History
• Followed the Church Calendar, read Saint-of-the-day biographies and daily readings
• Practiced cursive
• Praciced Phonics
• Did Spelling tests and played apps that improved vocabulary
• Listened to Audio books
• Watched some Khan Academy content
• Used apps that help with memory, concentration and attention
• Read Google books and iBooks

I knew I was not using it to its full potential, but even at that level, it was helping my kids enjoy drills.  I'm now totally fascinated with the concept of Game Theory.  I loved doing games in my homeschool, but this took me out of the picture. 

So, element by element, I will take you through the features that are important for me as a Catholic homeschool mom of six.

First and foremost is parental controls.  I love Apple's approach to restrictions.  It's actually pretty granular.  I can first put on a screen lock to prevent access to the device.  Period.  Next, I can set up restrictions by app type.  For example, I can turn off the web browser Safari, which I do, and then decided to allow access to Youtube, Camera and Facetime for second generation and newer, iTunes, Ping, Installing and Deleting Apps.  Further, I disable location services, change the level of allowed content for Music and Podcasts, Movies, TV Shows, and Apps.  I can also disable In-App Purchases, which I recommend, disable Multiplayer Games and Adding Friends.  My older children have iPod touches because we've now exceeded the demand for the iPads.  Their age restrictions are different on their iPod touches than on the iPads.  The Kindle Fire handles parental controls differently.  First of all, they didn't add them until people screamed to them about it.  They were finally added in May.  Like Apple, there is a screen lock to prevent access to the device.  However, their interface is not as seamless as Apples.  Like Apple, the Settings feature has many choices.  All apps, books, video, etc, is accessible from the "Carousel" on the home page.  When you go into the Parental Controls, you may disable web access, therefore turning off browsing, apps and book purchases and downloads.  However, there is no way to limit access to certain apps.  Now, here's a disclaimer.  I have a personal bias against how Amazon decided to do their interface.  I have an extreme dislike for the Carousel.  Everything is accessed from the Carousel.  Above the Carousel is a selection of functions like:  Newstand, Books, Music, Video, Docs, Apps, Web.  If parental controls are set, the user will get a pop-up saying the feature is disabled.  I find the Settings Interface more cludge-y than the iPad, so I don't care to mess around much with the Apps.  One thing I will point out.  I will allow use of Safari for a school project if my kids ask, but I won't for the Kindle Fire because I have figured out how to set up OpenDNS on the iPad, but not on the Kindle Fire.  I also find the pinch and squeeze is less receptive on the Kindle than the iPad, so inputting data is not nearly as easy.  One last thing, I promise.  There is a Kindle Fire app called Kid's Place that allows me to set a timer and select which apps are used.

I've already mentioned cost.  On the whole, I'm not afraid to purchase refurbished items.  It's like buying a used car versus a new one.  I compared the costs below, but used only new prices because refurbished prices vary wildly.

I've already mentioned Apps.  There are many Android apps, but there are not many great Education Apps.  The Android platform is really intended for smartphones.  Tablets started using the Android platform as an afterthought.  I have not found much I would use for my older kids other than things like SAT prep apps.

Both devices have the Kindle Reader, which is my favorite interface for books.

The Kindle Reader, however, does not readily support ePub.  That is an issue for me with because I often check out books from the public library.  Their supported format is ePub via the OverDrive application.  Apparently it can be done, but I just haven't gone there yet.

Both devices are great for video and audio playback.  However, the Kindle Fire lost a point because it doesn't have a physical volume button like the iPad.

I love having a camera on the iPad 2.  Married with the 3G capability, I can go places like Oliver Kelly Farm, a historic farm and take pictures or video and mail it right away or Skype with someone to show them something cool. I can also do online classes.  I teach several classes to kids other than my own and we use Skype.  I can do it from anywhere now.

I love the Kindle Fire's form factor.  The iPad is roughly the size of a sheet of paper.  The Kindle Fire is roughly that of a large greeting card (or about a half a sheet of paper.)  However, the Kindle is thicker than the iPad.  The Kindle Fire weighs  almost 15 ounces and the iPad weighs in at about 21 ounces.

From a stability perspective, the iPad has never crashed and it's used often.  The Kindle Fire, on the other hand, has had several occasions where it has frozen up so badly I've had to contact customer service.

My iPads have held their battery charge through about 8 hours of use.  We do a lot to try and conserve that battery life like turning off Wi-Fi by putting it in Airplane Mode, dimming the screen and disabling  a lot of the sounds/alerts.  The Kindle Fire, on the other hand, has an advertised battery life of 8 hours, but we are lucky to get six.  We disable the Wi-Fi there as well, but that hasn't bought us much for battery life.

The iPad storage capacity starts at 16GB and goes up to 64GB.  The Kindle Fire only has 8GB.  Now, that being said, you won't use that space up until you have had lots and lots of books and memory stored on it.  It can go quickly on the iPad if the iPad has a camera.

Here's a little table I put together scoring the features.  I multiplied each * by the weight.  So, if the weight is 10, three stars means the device scored 30 points.  I added them up for you at the bottom.

Please feel free to comment and give my your experiences because I am basing mine totally on the use in our homeschool.

Feature (weight)	iPad	Kindle Fire
Built-in Parental Controls (10 x *)	***	**
Cost NEW (10) (Remember I buy refurbished!)	* ($499-849)	*** ($199)
Educational Apps (10)	***	*
Kindle Reader (10)	***	***
ePub Reader (8)	***	*
Video and audio playback (8)	***	**
Camera (for things like Skype) (5)	*** (2nd Generation)
Form factor (5)	*	***
Stability – crashes, locks, updates, etc.  (5)	***	*
Battery Life (5)	***	**
Storage (5)	*** (16GB-64GB)	* (8 GB)
Cumulative Score (243 possible points)	213	149

"Save the Relics!"

 

     My post secondary training is in lasers and fiber optics.  I entered the field under the advisement of my Chemistry teacher, Mr. Rhode. He suggested it based on my apparent comprehension of Science.  I wasn't great at Science.  I got A's, but that's because I loved Math and much of what it took to make it in Science in high school was the ability to apply Math to Science.
 
     I got out of the laser business in 1991.  I moved from working in a photonics research lab to becoming a Unix System Administrator.  While that might sound like a step down, it was the career that led me into training and curriculum development.  Even better, I actually got to talk to people.

     Fast forward 14 years and I got into the laser business again, but this time I was offering a laser class for middle school students of my homeschool group.  The first class was right before I had my fourth baby.  I had seven kids attend and it was a lot of fun. I've overhauled the curriculum each time I've offered it.  Then, this spring  I found teachengineering.org and saw they had a curriculum. I did make one change to the curriculum, which was to change the premise of the story.  The original curriculum was protecting a mummified troll and the students were required to build a security system to prevent its theft.  We just changed it to protecting relics on display at the Cathedral. Other than that, it was perfect for my needs, so I chucked what I had written and offered this new class to my two middle-schoolers and one other high school bound young man from our homeschool group.

     Yesterday was the "project day" they had earned after enduring demonstrations and lectures about lasers and light from me (based on the teachengineering.org curriculum.)  Their job was to design and build a laser security system in a three dimensional space in order to protect a "relic."

     I dumped  a laser, twelve mirrors (nine of which were on adjustable bases), clamps, rubber bands, painters tape and duct tape (which holds the universe together) and cardboard on the floor next to the enclosure frame they were to use and told them to have at it.  Oh, and then there was the photo-sensor.

     Just a tip if you decide to use the curriculum...I ordered the photo-sensor recommended on the teachengineering.org website.  Be forewarned that there is "Some Assembly Required" or more like TOTAL Assembly Required.  I have to admit it was a little bit of fun assembling and soldering all 50+ parts on the circuit board.  And, I'm proud to say it worked without any "rework."  I was a little worried since it had been at least 22 years since I've picked up a soldering iron.  I guess all of my time spent in Mr. Worden's electronics lab paid off, finally.

     They did a great job and they tried some interesting things like trying to expand the beam to make it easier to get into the tiny photo-sensor.  They had a lot of fun illuminating the beam with cornstarch to see the laser grid produced by using 8 mirror surfaces.  Even better was when they realized they'd gone just a little overboard with the cornstarch, getting the mirrors so dirty that not enough light was reflecting into the sensor, thus setting off their audible photo-sensor alarm security system!

    It's days like these that I am thankful I get to teach my kids at home.  To see the thought process, the cooperation of all, leadership of some, comedy of errors that occurred at times and the sense of pride and success when they accomplished their task is amazing.  And they had a really good time.  That, my friends, is what makes this job worthwhile!