High School Work Plan

Legoboy and I have had a few life experiences in the last 3 years. These experiences have ranged from absolutely amazingly wonderful to the most terrifyingly horrific.

Needless to say, schooling had to work around and through life, as it always has for us: fully integrated and meeting our family's unique needs.

Legoboy and I worked together to develop his high school work plan. Way back when, we started with a daily work plans, moved to a weekly and a monthly (click on the "work plan" tag at the bottom of this post to see our other work plans through the years). Now, we can start looking at mapping out a multi-year education plan.

Legoboy was looking at college studies in architecture and started his high school plan with what those kinds of colleges were looking for in a potential's student's history. Together, we then compared those to the local high school requirements and developed a personal transcript form.

We then went through it and filled in names of courses and resources used for each. He organized which items he wanted to do in each year, if there was a preference or an order, so he could get a feel for where the non-preferences would naturally fit in.

A notebook contains our notes for each course, which flesh out the names of the resources on the transcripts, describe the required areas of study in each subject, desired areas of interest in each subject, final project for each subject and any other pertinent information.


Legoboy finished up all but one of the final 9th grade requirements in October of 2019, having already begun some of his 10th and even 11th grade plans. The plan was to take the month of November off, with the exception of finalizing his research paper which was more for fun than for academics.

He took the resources he was going to use for 10th grade and organized them out by the months of the school year. This wasn't a perfect document because some of the bolded main headings didn't make it onto the printed page from the Excel made he had created.

He really wanted to organize things into something akin to a block schedule. Fewer areas of focused study, more intensely, then swap it up. Just a few things were every month, including literature and apologetics.

Each month we were to read together at least one book of extra-cultural origin, with the goal of reaching around the world, with representative samples from each continent.

He was also continuing with his taekwondo (working towards second degree black belt) having started discussing 28 hours earlier about opening a school with his first instructor. Service projects and involvement in our church community as well as the community at large through various venues.

He had started applying for jobs and would have started driver's education in December.


The specific resources don't matter at this age as much as the planning, the organization - the personal responsibility and integrity.


But for those interested, here are some highlighted resources that suit Montessori educated students:

• Cover Story and One Year Adventure Novel
• Mike Waski's Algebra and Geometry resources
• Life of Fred
• Ramsey Solutions - Foundations in Financial Peace
• Generation J Camp

One thing he was REALLY looking forward to and we were starting to case out a few options: 

Speech. Read: DEBATE. He wanted to master the fine points of debate. ;) 

I wish he had lost the final debate of his life. 

On the Farm - well, almost ;)

Children should be outdoors as MUCH as possible. Getting their hands in the dirt - the soil of the earth from which their bodies were made. Creating from the produce of their sweat, toil and God's graces. 

The emotional and spiritual benefits can't be measured, but are astronomical (literally); and the benefits to academics and psychology is almost as wonderful. 

These things begin in the child's youngest days of life, and will come to greater meaning in adolescence. We are almost there! Yikes! The end of the elementary years... and the beginnings of adolescence. Age 11 and 12 are kind of cross-over years as hormones start kicking in and the child's plane of development changes. 

More information on the planes of development - sensitive periods. 

So here is a tiny snippet of what we have been able to do of late - not near as much as what we are planning in the near future! 

Anyone know what this is? We have TONS of it. 

Told you so. 

We haven't exactly weeded the garden this year. Ever.

In May, the landlord came over and tilled the soil from last year's garden; we planted our few surviving seedlings immediately; most did not survive; and we ordered more seeds to literally SCATTER (and cover with some worm compost). June 7, we planted 28 "mystery tomatoes" from a friend who was selling them at a farmer's market - they had lots the tags on them, couldn't identify them, nobody would buy them, so we bought for a bit less than half-off, in exchange for some canned tomatoes down the road. Awesome stuff.

We have watered and watered and watered (clay soil; little to no rain most of the time). Then we had a few days of rain - and VOILA! LOOK WHAT HAPPENED!!!!

Turns out that worm compost had some undigested tomato seeds - so we have a few extra tomato plants mixed with the pumpkins and watermelons. Hm. Extra treasures!

No asparagus, rhubarb and a few other things we'd planted. :( This just wasn't the year to FOCUS on the garden - the goal this year is to prove that we can, get our hands dirty, have some fun and see what happens. Better planning for next year!

Weeding done. We literally *cut* the weeds down.
Left some there for ground-cover.
The landlord will mulch the rest when he comes through. 

Hey guys!!!! Missed you!!!!! 

Beautiful horse neighbors.
Considering learning to ride.... 

Garden from the other side.
Looks a bit sparse now. 

3 hours, 4 blisters between the two of us, a homemade scythe (loving having an 11 year old male child), and a bit of a sunburn later.... WHEW.



The next day - strawberry picking with this adorable princess:

That smile makes it all worth it! 

Just stop trying to escape! 

Yummmmm. STRAWBERRIES! 

Making jam:

Made more -
gifted some
ate some ;) 

Taking a walk afterward.
Think Linus. Lack of bath and all ;) haha!

Not our neighborhood ;) 

What do I not have photos of?

Climbing trees, playing in puddles (yep, he still does it!), planting the lilac bushes, weeding the mulched areas, setting up our statues, just chilling in the backyard, and a bit more.


We are getting realizable plans together to move again - maybe not for another year, though - to larger property and start a Montessori farm school experience. Exciting!!!

Homeschool Skedtrack - REVIEW POST

Legoboy has recently begun using Homeschool Skedtrack for his work plan and journaling. This is an online schedule tracking system that we have used at various times over the last several years; this is the first time Legoboy is using it himself. I foresee using this into adolescence for his planning and journaling.

What he did was plot out his work plan goals, divide up by activities, and record it all. He plotted everything out so that each area shows up each day, but he doesn't necessarily DO each subject every day (in fact, he does NOT). He likes it because 1) it is on the computer 2) he can see what he has up next in each area 3) he can edit what he actually DOES compared to what is actually written there.

He records the length of time spent along with any pertinent details. He still keeps a written record of some of his work as well as noting details of his goals and plans (still monthly), but Homeschool Skedtrack IS his Montessori work journal now.


http://www.homeschoolskedtrack.com/



We make the plans together, but more and more it is on him. I must emphasize that: he creates these plans and he modifies them as we go.

I am happy to re-organize some of the work and add in the pieces we've not typed in yet - to illustrate each of the threads in the elementary Montessori experiences; in a way these are already available via the elementary Montessori task cards (Montessori guide cards) available at Garden of Francis.


Legoboy's current "Courses":

Life of Fred and Cover Story are ready to go when some items above are to certain stages or are completed. Some of the items are more or less ongoing, but again not every day - some things might be once a week or even less with significant time spent when he does do them.

I originally set the activities either blank or with suggestions. As he works with this program more and more, he has started editing future activities.

What we love about it is that you can map out all the steps, or insert generic activities --- then edit as you complete (length of time spent, what actual activity done). If he does more than listed for the day, he can go into the activities tab and delete the future to-be-posted that he has already done. If he doesn't do something, it just shows up the next time that it is scheduled. He plans out his day, but we do have this set for every subject to show up every day (you can have certain things show up just on particular days - such as "Boy Scouts" or "choir practice" or "TKD" or "Grandma and Grandpa visiting".

We list everything as 10 minutes as a generic start; then he tracks the time spent. It has been an interesting exercise for him to see things in this manner - automatically calculated. AND to see the same thing that HE planned, staring him in the face day after day. Hm. Better planning there, son ;)

Electricity - EEME (Review Post)

We are still in the process of unpacking - well, not so much unpacking as making it all homey and cozy. Since we have more space and lots of projects, we are slowly and carefully working through each one, spreading out (did I just say "spreading out"!?!?!? Oh yes!) and actually enjoying the process!

Just to distract us from the joy of having a glorified walk-in closet (the master bedroom, with its three closets, holds only our clothes (a closet for each of us), holiday decorations, sewing projects, and laundry. Yep - walk-in closet.)...

So the distraction? Someone on a Montessori Facebook group (I wish I could remember who!) recently linked to EEME - curious, I clicked over. I was intrigued. We penny-pinch around here - so $8.95 for the first month to try out some electric projects, with lots of online videos and other resources? Yeah, worth it. 

And YES - WORTH IT. 

Legoboy has very limited interest in electricity, building a couple of kits (a robotic car and a traffic kit - both kits that I thought would entice interest - the light didn't work; the car was way fun for him (the crazy honking horn sold him - it sold me OUT ;) ) --- and there was some electricity with the LEGO Tower of Orthanc. Not enough to entice interest in further electric studies though. 

I shared the website with him, he watched a video - and he said, "I WOULD like to try it. We can always cancel if I don't like it or it's not worth it."

His first kit arrived today. It's been 4 hours. 

Here he is: 

At this point he has watched all the associated videos and is experimenting with this "Genius Light" circuit to assure he understands the concepts and can make it work. (he actually got it to work, but backwards - it lights up in bright rooms and dims in dimmer rooms - and now he is off experimenting to figure out WHY). 

This is everything the first set comes with: battery pack (with 2 batteries), 2 stickers (he put one on already), baseplate to hold the bread-board and the battery pack, bread-board (the white thing with all the dots), 2 resistors, LED, photoresistor, 2 1-inch wires, 2 2-inch wires. 

$18.95 normally - but $10 off if you use someone's referral link. Here is one: EEME with referral code. So $8.95 for all of that plus video instruction, plus additional free lessons on the website. 

Um. He's hooked. He has offered to pay half of each month's shipment for the duration. 

Legoboy is learning about negative and positive sides, how to arrange wires based on what is connected and what is not; that a current needs to complete itself in order to work, etc. 

So what all do we have here? 

• Each month for 7 months, you receive a package in the mail with the necessary components for that project (plus the requirement to use some of last month's stuff too). 
• Corresponding video instructions are given in short blips, with quiz questions inserted sporadically to ensure understanding. Not just blurt-back questions either - they are basic enough but you do have to actually think to answer them. 
• What you receive can be rearranged and used for other purposes. In the end, it is a LOT of stuff and LOT more learning, with lots of experiments, ideas and inspiration. 

This first month has "22 sub-lessons", the last few lessons actually build the Genius Light; the first ones lead the child through various styles of lighting up the LED, what will work and why; how the bread-board works, and more. 

You can also watch all the future videos when you first subscribe - to see what is coming up before you get your items. 

The DOWNside is the same as the UPside: they only mail each kit on the first of each month. So whenever you sign up, you wait until the 5th or so of the next month to receive your items. Then each month afterward... so no moving on quickly to the next topic. 

On the other hand - this then gives a month to really let the learning sink in, do some more experiments, have questions pop up --- then get started on the next lesson. 

Where do we find electricity in the Montessori key experiences? 

• The children in first and second world countries have been sensorially experiencing electricity their whole lives. Many children in third world countries don't need or use it. Thus electricity is NOT a key experience for the universal child. 
• For those children for whom it is a key experience: it would correspond with "Geography" - Earth Studies --- specifically it could come in with a review of "Attraction and Gravity" (magnetism comes in here - so an introduction to positives and negatives). Unless there is an earlier interest or an earlier experience that entices that interest, typically upper elementary and into adolescence is the time to really get into electricity studies - with lots of hands-on work. We want the children to understand what they are doing (electricity CAN be dangerous), so we want them to have a basic understanding of atoms, perhaps some exposure to the periodic table of elements. 
• If we are utilizing Building Foundations of Scientific Understanding with AMI-style key experiences, we have the following note included in Thread C where energy and electricity are studied: 

• This entire thread is interest-driven in the AMI Montessori albums. Come to it as your children are ready and interested. Always introdue concepts on the sensorial level first; at primary have the experience first, then add language. At elementary the language and experience can come together. These here are the concepts that are discussed in the AMI albums that the children in classrooms will find experiments in other books and resources and want to replicate in the classroom. Also, many of these areas are more upper elementary as far as going DEEP but can certainly be done sensorially and as fun activities in primary and lower elementary. (the download for a document correlating BFSU with Montessori key experiences is included at the link above)

An introductory study of electricity: 

1. Conversations about the electricity we use (as early as the child starts exploring with light switches and bulbs). 
2. Exploration based on interest: simple kits, books, etc. (as early as primary for those children interested; into lower elementary) Here is a great blog post from Montessori in Bloom about using electricity in primary.
3. Later upper elementary and adolescence: more concise conversations and explorations, with the scientific principles noted. 

Where does EEME fit in to this introductory study? 

• It is a great place to start and to build, but it doesn't give the "how does electricity work"? For that, we have books and videos - and BFSU. And they do ask for reviews as you complete a project - so we'll see if they don't add those details in soon ;) It DOES do a lot more than your basic kits that tell you where to put the pieces but can't really be built any other way (or minimal other ways). 
• They advertise for ages 7-12 - with what they have right now, I feel that is entirely on par. 

Resources linked: 

EEME (referral link)

Montessori Trails Post - utilizing Building Foundations of Scientific Understanding with Montessori

Montessori in Bloom on electric experiences with primary children

Montessori beyond Elementary

Are there Montessori options past Elementary?

MOST DEFINITELY.

And my son is creeping on 11.
ELEVEN.

WHAT!?

Sigh.....



Ok, stepping off the nostalgia box.... Or... trying....


As far as resources go - there is very little directly related to adolescence (the third plane of development).

But the elementary Montessori theory album contains some information the third plane of development - and the concepts of Cosmic Education continue into adolescence.

The elementary Montessori theory album, along with adolescent readings (mostly lectures from Maria Montessori) sold via NAMTA provide a few key points (with lots more details):

• cosmic education continues
• personal vocation (personal place in the cosmos) is coming into focus - so we want to hone in on finalizing personal skills such as the following: 
• personal economics
• small business economics
• hospitality (the adolescent practical life)
• essentially: time to practice those skills that will allow the adolescent to live independently as an adult, long before that independence is entirely necessary (lots of practice time)
• Now that those essentials are out of the way, the adolescent is freed in the final years of adolescence (ages 15-18) to explore his options for personal vocation: goals in life, mission, etc. 

So resources to DO all that? 

NAMTA is offering an adolescence "algebra" album - actually covers a LOT more than algebra. ;)
(this album is the one exception to my "no materials" comment below)

Otherwise, it is ENTIRELY necessary to follow the child. There are no specific materials to learn, which is both GREAT and scary at the same time (those materials become comfort zones for us - what do you mean "NO materials!?")


So - look at what your child needs in various areas to accomplish the tasks of personal economics, small business economics, and hospitality. Fill in those areas with resources that serve YOUR child.


Our ideas to come ;)

Adolescent Algebra - and More

UPDATE 2019: This review is for the original Algebra for the Adolescent. Mike Waski has now published a second version, in two volumes (one for lower and one for older adolescents) and has separated out the Geometry to its own album entirely. Please visit The Math Institute to learn about all the resources for adolescent math studies!

The algebra album has new lessons and even more photos than before, from all that I hear. And the first two chapters of the Geometry album? Yep. Spectacular!


Original Post:

At long last, there is an "album" for the adolescent age - at least for mathematics - and OH does it COVER mathematics!
Signed Numbers, Graphing, Lines, Inverse Operations, Inequalities, Exponents, Combining Like Terms, Factoring, Absolute Value, Binomial Theorem, Quadratics, Transformations, Sequences, Functions, Exponential and Logarithmic Functions, Polynomials, Trigonometry, Complex Numbers, Further Work (Matrices, Vectors, Conic Sections), Calculus - ALL get their own chapters!

Then Geometry (a whole section on Euclid) and Arithmetic (one page description of what to do) each get an appendix. 

It is perfect! I love it! I can't wait to delve into it with my son (well, yes, I can, because I don't want him to grow up TOO fast; but I am also SO satisfied we have the perfect resource for the middle school and possibly early high school years).

It arrived via UPS yesterday. Yes, I paid $16 and change for shipping. I didn't feel like contacting them to have them send it media mail. I probably could have driven and picked it up for less, but it saved time. (Edit: 8/20/2019 - Shipping prices are different now with the new website, see links below)

It comes printed on front/back, 3-hole punched, ready for a binder....

Or 2 binders. I didn't want that many pages in one thick binder. So I split it, noting the chapter headings contained in each. It comes with two printed cover pages (presumably a "cover" and a "title" page, so I split those to the binders).

Fully Illustrated!!!

If you are familiar with Montessori math (NAMTA presumes you have training when you purchase this album), you will be able to follow along very quickly; the introduction chapter provides a good outline for how to work through the material with the children - not in linear fashion. There is also a flow chart in the appendix which shows initial presentation (everyone gets one way or another), suggested follow-up presentations (not everyone "needs" - some things the child needs to demonstrate understanding one way or another; some things are entirely optional) and the ultimate key experiences (all children should get to those ones).

If you are new to Montessori math, the wordy introduction might be overwhelming but will be VERY helpful.

The materials list is decent, although it lists chapter number rather than presentation needed for (but, ahem, that is more information than the Keys of the Universe albums provide - only listing the material and not even the chapter or specific album page it is used for. Yes that organization is in progress! ). 

GUESS WHAT!? Those expensive wooden squares and cubes we elementary Montessori homeschoolers keep balking at the price for a few small elementary presentations!? And think we might just going to skip? Yeah. They're in here! I am so happy - it means more work with them, more use of a somewhat expensive material - and more fuel for my adamant stance that we don't need "more" materials - we just need to go DEEPER with what we have.
(for the record, I did try to think of cheaper alternatives; in the end, I went with the wooden set from IFIT - I am 100% pleased and I know I can re-sell them if/when the time comes)

Indeed, there are very few new materials, comparatively speaking; most of which can be hand-made, with instructions included; or find relatively easy alternates. 

Other elementary materials include (I'm not promising I am covering it all here - there could be more as I'm just browsing quickly down the list): 

• Geometry sticks
• fraction circles
• bead bars, squares, cubes
• wooden cubing material (noted above)
• Powers of 2 and 3 (AMI only includes the power of 2 at elementary; but the power of 3 is available)
• Second and Third Pythagorean Insets
• Binomial Cube (my friend! the link here is about the trinomial, but the concepts apply)
• Checkerboard
• Pegboard
• Fourth and Fifth Power Material (not included in AMI KotU albums - other albums may use these???)
• Special Triangle Box (the box of 12 blue right-angle triangles)
• Yellow Material (area and volume)
• Large and Small Solids

Drawbacks:

• no page numbers noted in the table of contents. ANNOYING. 
• needs tabs to find the chapters (because of no page numbers) - easy enough fix. 

This album covers a LOT of ground at just over 800 pages. I could imagine using this material for the equivalent of 7th, 8th AND 9th grades, with possibly some of it being a foundation for additional high school studies - it gets into trigonometry, etc. We may very likely do this album for middle school, then see about placement testing or other testing into/out of high school math courses (or seeing how Life of Fred fits into the whole thing when the time comes - I cannot yet say if there are enough credit-hours here for which courses on a high school transcript - I need more time with it, comparing directly with actual trig coursebooks, for example).
EDIT: after attending his workshop, there are portions here that are solidly high school. This album set goes all the way through. 

I highly recommend picking up this resource when your elementary child is around age 10 - so you can have time to get organized with it ---- the author suggests that some of the work could begin in elementary with a ready-child; and the AMI albums (including KotU) have work that COULD bridge into adolescence. So you'll want some time to get a feel for it and find what path your child will need.


From a Facebook post in 2015:

A tidbit for anyone who owns the Montessori Algebra for the Adolescent album/book by Michael Waski ----
pg 221 has a typo he wants corrected: it should say "multiplication over addition" in the next to last line.

And get this - the algebra tiles that are used a LOT? They can be made out of foam-sheets (not foam board - that would be too thick - just the foam sheets that can easily be cut by hand! Awesome stuff. (the algebra tiles include the "green/gray counters" and "skittles" noted in the album)

Links for it (non-affiliate):
The Math Institute (also has some of the materials available for sale)
Table of Contents (will be updated soon)
Samples (will be updated)


I am writing this review on a snow/ice day with lots and lots and lots to do around our home - so I know I've not covered everything I'd've liked to cover. Please ask any and all questions and I'll respond with what is pertinent to what people want to know :)

Caveat: I cannot answer how this album aligns with following any elementary albums besides the AMI ones, because I have only seen tiny portions of non-AMI upper elementary albums.



6/15/2019: Updating to reflect a longer-term link for purchase and to note: GEOMETRY is now available as well!

Adolescent Algebra-Plus Album

I just bought this with part of my subbing income:

http://www.montessori-namta.org/Print-Publications/Adolescent-Readings/Montessori-Algebra-for-the-Adolescent

It will arrive in a couple of days.

I'll let you know my follow-up thoughts after this coming weekend.


My initial thoughts based on TOC and several samples:
I like it. It seems to follow quite well on the AMI elementary mathematics album; a 12-13 year old could finish up the end of the AMI elementary album as needed, then move into this album.

I'm not sure there are many illustrations though. I have been able to follow the samples based on my knowledge and experience with the AMI elementary mathematics album.
UPDATE: Plenty of illustrations! Woohoo!


More thoughts to come. Curl up with some warm peppermint tea and my favorite blanket in my cozy chair that I've not seen for a few months now (it's buried - time to resurrect it!).


(for the record, my final thoughts won't be for a few years yet - not until my son finishes it - and he's only just about to be 10 - so it will be a while ;) ).

Astronomy Review: Signs & Seasons

The following is a copy of the review I posted on an online bookstore website for this resource:

While this book is geared more for middle and high schoolers, my elementary son is already gaining a LOT from it.

I am a Montessori-trained teacher and prefer to avoid most textbooks for many reasons - low quality; lack of correct information; textbooks are usually beyond tertiary sources while primary sources are most appropriate for children's learning; and more.

But this is one textbook we will use again and again. At 8, my son is reading through it with me to gain an overview of astronomy; we combine it with our own personal studies according to his interests and my requirements as his homeschooling mother. We will likely go through it again at age 10-11; then again in middle school - as review and to cull its depth further, as much of the information is quite deep (a typical elementary children would not have the interest my son has in this textbook - but this is an interest of his).

The "average" elementary child will not be ready for this book - but a homeschooled child who is very interested, or a Montessori student, will be quite ready for it - probably around age 9 or so. Even then, it should be re-visited at an older age, because much of it will not be absorbed the first time through. It is THAT rich!

Montessori elementary children with a deep love of all things astronomy will appreciate having this book as a read-together text, coupled with many hands-on experiences (such as looking for the things described in the book, as well as some of the field activities in the back of the book, and following their own interests).

Montessori elementary children with a limited interest in astronomy will prefer to utilize this book in the upper elementary years (ages 9-12).

Definitely useful for middle schoolers of all ages.

I only WISH the public schools I attended would have provided an astronomy class of ANY sort, let alone THIS book. We had blips of astronomy here and there - nothing like this. I took an astronomy course in college and this text would have been the best foundation for that course. I loved it, but was easily overwhelmed.

There is an optional field guide, separate from the text, to flesh it out for high school credit. Do not let the negative review stating this is not a high school textbook throw you off - this book is indeed excellent for high schoolers, but yes if you want a full credit for it you will NEED to flesh it out for the simple fact it is a textbook. NO textbook should be the be-all-end-all in gaining a credit for school - and this textbook is no exception in that regard.

Those who might say this book is not deep enough for high schoolers should consider the importance of spending TIME with the material, doing the field guide suggestions, working with the field journal - and experiencing the annual cycles of astronomy (and sometimes multi-year), while also exploring it within its historical context and development, in such a way that true DEPTH is reached. Not just racing through, taking a test and being done.

Signs and Seasons IS the exception in that it provides a well-balanced, well-laid-out approach to classical astronomy - astronomy without the use of fancy tools (although telescope and binoculars are pointed out as useful in their proper places) --- something all of us should have experienced in our lifetimes.

Black and white (but wonderfully done!) illustrations keep the price of printing to an affordable range so that this book is accessible to many more people.

Montessori Astronomy - Elementary

I am having the absolute worst time finding the time and the proper resources to finalize the AMI-style astronomy supplement. I'm just not satisfied with it - to the point of "it's not even in a share-able format even if I'm not satisfied with it." In the end, I think I am trying to justify others' experiences that may be valid for a few children, but are not necessarily valid for the universal child.


So to try to bring myself back into this, I am organizing some thoughts on our own experiences in light of AMI Montessori training and observations in various Montessori schools on this topic.


Previous Montessori Trails on Astronomy:

• Montessori Astronomy
• Current Interests: Astronomy
• Montessori and Foundations of Scientific Understanding - Astronomy

Non-Montessori Resources we have used: 

• Signs and Seasons
• Magic School Bus Astronomy Science Kit
• Journey to the Stars from NASA
• Kids Discover Magazines on astronomy topics
• First Discovery Books: Universe (those books with clear pages that change the picture as you turn them)
• Explore the Stars! The Star Finder
• Various websites and other online resources as opportunities arise - very minor basis
• Other books and videos found at the library or book sales

Montessori Experiences, Presentations, Materials Specific to Astronomy: 

• God With No Hands (First Great Lesson for the elementary age)
• Geography (elementary): Sun and Earth chapter

Various Montessori studies that led to astronomy - but were not specifically astronomy at the out-set: 

• History studies (ancient history ---> worship of gods ---> constellations and planet names ---> clocks and calendars (through history and names of days, months) ---> ASTRONOMY
• Mathematics - history of math, use of math
• Geometry - shapes, patterns, degrees, circles, angles
• Language - basic language skills
• Geography - land/water forms, formation of our own planet, form and matter

Paying close attention, you'll see that we didn't really use many Montessori materials or specific experiences. This is exactly as it should be: lay the foundation with the properly prepared environment and the key presentations - and the child will "get there". 

We've not used fancy equipment beyond the sunshades and occasional use of binoculars (and a very cheap telescope that only works during the day). 

We've not even used computer-based items except for watching a few DVDs. It is has been hands-on (eyes-on???) exploration of the night and daytime sky, predicting what we will see, following-up, lots of reading and lots of map-making (Legoboy likes his maps). But yes, several trips to observatories and planetariums - and THEIR high-tech equipment ;) 

But I have been in Montessori homeschools - and I know that those parents without Montessori training really need more guidance on these topics. You typically don't have just children within one age range (primary or elementary or adolescence) - but are spread out across several planes of development, with few or one child in each. So yes - difference between school and homeschool in the environment again. Not a bad thing - just a truth that needs to be addressed. 

My son and I haven't even used 3-part cards and beautiful booklets and charts found at the various online printable sites. He created some of his own with stickers and information from books. For US, that worked great! I will include that experience as a suggestion in the Montessori Elementary Astronomy Supplement. 

Other thoughts: 

• Almost all my observations in schools on astronomy have been contrived - the children may have learned something, but in no different manner than they would have learned it at another school - and the information didn't stick with them any better than if they'd learned it elsewhere. 
• The Montessori primary level astronomy options available also seem contrived or more appropriate for lower elementary, or just plain fluffy. There are some REALLY great activities in there! But I find those ones more appropriate for the elementary age. Why? Because primary children are very concrete - and need to focus on what they can actually experience: seeing the stars, perhaps some of the very obvious constellations, phases of the moon, beautiful sunrises/sets --- but mostly focusing on the weather patterns and outer layers of our own planet. Study home first - move into outer space in the imaginative "big picture" elementary years. 
• I am trying to create something that fits in with what is already available. That is likely my biggest mistake. I need to focus on the keys - get it pulled together - and let individual families decide how/if they would like to utilize other resources. 
• ALL OTHER SOLIDLY scientific and age-appropriate materials introduce astronomy in upper elementary or middle school (the depth of astronomy - you can certainly get into phases of the moon and the patterns of the sun in earlier ages). Not that we Montessorians follow non-Montessori scope and sequences very closely (since most of them are not based on careful observation). But there is something here.... When Dr. Nebel, who is more Montessori-like than he knows, doesn't get into astronomy with the children until volume 3 for grades 6-8 --- well, I start taking notice. 
• And then there are local educational requirements - which, again, Montessori tends to be far ahead of, but even pulling down their requirements 3-4 grades (before Common Core), brings astronomy barely into the beginning of upper elementary. 

What I am taking from my own notes laid out as above: 

• consider the "keys" to modern life understanding of astronomy, along with historical development from what was observable through to what is inferred. What is key so that a homeschool family can hone in on the necessary pieces - and leave room for exploration, interest, follow-up (or leaving out the extras for the sake of time/space and FOCUS)
• primary level: focus on only what is observable - experience-able - by the young child
• lower elementary: take what we have in the albums and provide specific follow-ups for the most clear connections into astronomy, along with tips for the child whose interest entirely goes there. 
• upper elementary: move into Montessori-style presentations that cover the typical local educational requirements for astronomy through middle school

Ok, time to get on with this!!!

Writing Experiences - Upper Elementary

Reading The Remarkable Journal of Professor Gunther von Steuben

Legoboy was finally able to start his Cover Story program we ordered a few weeks back. Through Homeschool Buyers Co-Op, we got it for a significant discount and we were one of the first people to receive it. He has long had his eye on their high school "One Year Adventure Novel" (he kind of prefers their follow-up program on Science Fiction and Fantasy, but he knew he would do the Adventure version first) - and was SO excited when they created the middle school level "Cover Story." At the time we learned this, he was in an online middle school literature course on Lord of the Rings with my favorite college professor - so he already had an inkling he might be able to do this middle school writing course sooner than "6th grade".

Well, it took a few weeks for our lives to settle into the current school year (our school year still adjusts at Advent, but we have school-year-based activities and programs we join or I lead) - and he had a few requirements of my own before I was entirely certain of his readiness: I wanted him to review the lower elementary grammar boxes material (ostensibly to help me with some errors I had in the files, but also for his own review since we're not in a classroom where built-in review just happens), he also had some more language analysis work to work through - we will finish that up concurrently with his writing program. Otherwise, his "language arts" for the 'year' is in this box: 

I say 'year' in quotes not just because of our Advent school year change - but also because, well, it's Legoboy. He's creating a magazine about (guess!). I just have a strong feeling things won't take a typical school year. Although - they might. We shall see. I do anticipate by Easter, he will have produced his own magazine, but I wouldn't be surprised if it becomes a Christmas thing is all ;) 

What is in the box?

Teacher guide; student text; Journal (reading/writing); DVD set

The DVD does most of the teaching, with a lesson watched each of three days a week. There is a bonus DVD on grammar in case the child needs some additional work there; otherwise the program assumes the child has a good foundation there. Each of the core lessons are followed with a tiny number of pages done in the...

student book: focuses on exercises which clarify their topic, get them thinking about their topics, looking at different styles of writing, reading some short story selections and analyzing.

Write in the journal 5 days a week - instructions are given on the DVD. It alternates between the "Professor" and sets of blank pages to be filled in by the student. In the beginning days, the student writes sets of questions that come to mind - could be unrelated to one another - just to get started on "thinking": just asking the questions. Later they start to look at how to find the answers to those questions. Hm. Sounds a bit like "research" ;) The journal assignments build from asking questions, to describing interesting details, to a 5-sentence paragraph, to dialogue, to a paragraph describing a person, to a paragraph "mini-story" - and that's just the beginning!

If you follow the program to a T, it comes out to 3 days a week of DVD and workbook; 5 days a week of writing in the journal. Not very much time spent at all, which is great for someone with a full schedule. I really like this simplicity, because it means we have so much more flexibility with it when it comes to possible sickness, scheduling, and focusing on developing relationships with other people.

This first week is picking a theme - Legoboy is doing all the exercises in this section even though he has his theme already so that he gains experience for the future, when perhaps he won't have a topic already picked out that is acceptable to the current authority - i.e. college.


This is where I am (again!) so in love with the Montessori method of education and living. We keep things to the essential keys - and then we can flesh out interests, pull in other resources at will, and enjoy the learning process. Yes, I'm gushing. ;) I enjoy these moments as they come!

Adolescent Montessori Discussion Group - Erdkinder

With so much growth at the elementary level, we have more and more families looking to do Montessori at the adolescent ages at home as well. 


I am putting together a small online discussion group specifically for this age, with reading assignments on a suggested schedule, discussion topics and sharing of ideas and resources. Everything will be from a homeschool perspective, but classroom teachers are welcome and encouraged to join in as well. 


If you are part of our Keys of the Universe discussion board, you are already in! I will begin the official group June 21 in the adolescent section and Keys of the Universe participants have full access as part of their regular participation.


If you are not part of the Keys of the Universe discussion board, join us here:
Keys of the Universe Individual Album Support - Adolescent Montessori Discussion Group Access
One-time payment; life-time participation


We will begin June 21 in earnest; but join now so you're ready to go when I post the first discussion topic. 


The ideal participant:

• you have a child age 10-16 right now, with or without elementary Montessori experience
• you have an older child and would like to contribute from that perspective
• you have Montessori adolescent experience
• you have extensive other experience working with the adolescent group and you are familiar with Montessori principles; and want to apply those principles to the adolescent group

Anyone with any age child can be participate, but the earliest stages of this group will be better suited for someone in the field right now or very soon; or who has been there and can provide some insight, as we are going to share ideas, insights and develop resources as we go. 

If you are looking for something totally put together with all the answers handed to you - we're not there yet! This initial group is for those who want to explore and share, together. 

Goals - Main Topics:

• establish foundation of understanding of the adolescent age
• including their needs, tendencies; how to meet them
• difference between societal expectations and reality of needs and tendencies
• What if we provide all that Montessori suggested? What will happen?
• Compare our own experiences and work through personal barriers. 
• Establish the universal principles of an adolescent Montessori homeschool
• Lend support to filling in the specifics for each individual home
• Establish collection of resources for use by homeschooling families for this age

Already part of Keys of the Universe: no cost
Join separate from Keys of the Universe: $15 - permanent access




Outline of the discussion group is coming soon, but a general overview of each week follows: 

• Reading assignment will be posted to the group
• During your reading, note your reactions. 
• For the next day or so, observe around you and consider your past experiences - how do your experience match or contradict the reading? 
• Respond to the discussion board with whatever you are comfortable sharing. 
• Also respond with how you might respond to what you have explored in the reading and reflection. 
• Develop conversations on the adolescent age, such that we are working out the practical how-tos and what does it look like. 

Reading assignments: some will be posted on the group; and some will come from the book Childhood to Adolescence; other reading sources will be listed as soon as possible. You will want to purchase this book if at all possible. 

Come join us! 

Keys of the Universe Individual Album Support - Adolescent Montessori Discussion Group Access

See you there!