Weather Studies - Attention versus Interest

Workbooks in Montessori? Egads!

Some history:
Years ago, my mother gave my son a "workbook" with the Sesame Street character Elmo. The book went through quantities of 1-10, colors and probably a few other concepts I can't remember. At age 3, Legoboy loved it. He was "doing school" as he had seen many of my daycare children doing their homework - mostly he just colored it in. A year later, he picked it up again and carefully filled out each page, only occasionally asking me for clarification on the instructions (yet insisting he couldn't read, rather insisting he was just "figuring it out from the pictures" - ok, maybe. Doubtful.).

When my elementary trainers found out my son was using a workbook (let's forget the part where they know I am a devout Catholic, I intended to homeschool him, and all the things they did NOT know about our home lifestyle (attachment parenting, Montessori materials at home even when he attended a Montessori school - yeah, I was the black sheep of the training already ;) ) ---- there were no uncertain terms about the damage I was doing to my son. My response: he enjoys it, he learned all that information from real life experiences so this was just consolidation, and it was a gift meaning it is not something I intentionally purchased nor intended to use on a regular basis. NOT going to hurt him!

The response: arsenic is deadly in small portions.

I just raised my eyebrow and smiled that mom-smile-of-death that says "Don't even go there."


History part 2: See this post on how we utilize the local educational expectations (public school standards) in our home - namely the age-equivalent of 3rd and 6th grades.


Flash forward to the present-day:
Legoboy finds out that the local public school kids know something about weather studies - a topic that has never drawn his interest. This past week, however, it drew his *attention* - and in the Montessori-world, that is close enough to interest, with a slightly different response.

See, he tells me, "Just the facts, please. Basically, I just want to have a conversation. Can we do something along the lines of a lightunit?"
(yes Legoboy uses the word "basically" at the start of many sentences - all drawn out - baaaasssiklyyy)

Oh - and what is a lightunit? Close family friends of ours utilize a curriculum from Christian Light Publishers. Each subject for each year is broken down into 10 workbooks, that they call lightunits. We have utilized components here and there over the years; for several months, due to personal circumstances, we had to get away from the directly Montessori materials for a while, during a time it was less easy for him to plan out his own studies to work on away from home - so we used specific topics of lightunits to fill in the gaps. And then, not every lesson, not every page within a lesson, and not always every question on a page.

Lightunits are designed to be as child-independent as possible. MANY people tell me, "see it's just like Montessori." Ummmm. That's not Montessori at all, actually; Montessori has a connection between real-life, face to face human beings sharing information and experiences, then the child planning his own follow-up studies in cooperation with the adult who guides his work and assures that proper hands-on real life experiences are available to meet the needs of the particular child before him, something no published step-by-step curriculum can replicate. (but by then, the person who thinks CLE and Montessori are alike is already off doing something else)

While thorough, and the CLE curriculum does trust that a child can learn more abstract concepts if presented properly at a younger age - therefore a curriculum I feel is much more age-appropriate than most - let's just say there was utter relief to come back home to using the Montessori albums full-time.

On to Weather:
Well, we happened to have some of the science lightunits boxed up - and sure enough, in the level 4 set was a lightunit on nothing more perfect than "Weather." The demonstrations within use very basic at-home materials (absolutely nothing fancy until you need the thermometer with Celsius and Fahrenheit (can be two separate thermometers, but they need to measure down into cold temps as well as warmer temps - but our home thermometers that go that high are for cooking - and our cold temp ones aren't aligned well enough for the activity that needs it --- so I printed a chart to cover that part).


And I have to admit. There is something comforting on the part of the adult to hand a child a workbook and say "do such and such pages" (I've not actually had to say to him, since this was his choice); check it when he's done; light conversation and move on. It's so easy. And I don't have materials to prepare, I can DO anything else but sit with him to show him how things work.

But 1) no human connection.
2) I'm not with him - might as well send him to school.
3) If he hasn't truly learned it, I'll spend MORE time working with him - or he'll spend MORE time in remediation than if he'd learned it well, with the proper real-life experience to begin with.
4) Definitely better to go with the Montessori materials and presentations - sure, the child might get the concept quickly, but the child's time is not wasted, true mastery is achieved and you have time for doing "attention vs interest" things via workbook ;)

In my mind, I believe he has learned the material. But has he really? He's not extending the knowledge any further than using the vocabulary words appropriately (look at all that precipitation!), like he would with his other studies.

But again - this was an "attention to" a topic, not an "interest in". His goals seem accomplished; the upcoming public school standard on weather will be fulfilled. And perhaps he will come back around to it and do his own thing later. He has the keys he needs (via the elementary Montessori geography album - work of air, work of water, sun and earth...).

I think I am reticent about this because 1) his typical studies are intense and deep and there are clear signs he is really getting it.
2) while I trust the information in the book, it was just ONE source of information - and we are much more of primary source people here, utilizing a wide variety of resources when primary sources are harder to obtain or understand.

But I will force myself to let this one go.

• Legoboy set a goal; 
• he found suitable resources to meet that goal; 
• and he achieved his goal. 

So yeah. We did a workbook. Well, HE did a workbook. I guess I see it as more of a study guide. Since it is one teeny tiny component of a much larger homeschool and life and experience, he knows that should he have true interest, he can always delve deeper.


How would I have responded if this were a true interest? At this age (10), it's not even so much MY response as my SUPPORT:

• Look to the related key album pages for some review, specifically with weather in mind
• Library trip for books and other resources they have
• Netflix, educational websites for interesting videos
• Noted the weather throughout a day, from one day to the next, start noting patterns including temperatures, barometer readings, etc. 
• Watch weather reports on the news
• Read through weather websites: wunderground.com is useful
• Through all of that, different types of severe weather would have come up - probably inciting some type of interest in a particular form: hurricanes or tornadoes or the like. Study them - watch StormChasers, etc.
• Somewhere in all of that, we probably would have come up with some good demonstrations or even experiments to try out. We'd then check for materials and try them out. 
• Etc. 

Personal Finances and Montessori

It is never too early for a child to experience the reality of finances - indeed, the sooner they experience this very real aspect of most modern cultures, the more comfortable they are maintaining their value systems with it and the more likely they are to be creative throughout life in various economic situations.

Montessori does not specifically address "here is an album page about personal finances" - what DO we have in primary Montessori and elementary Montessori?

• decimal fractions - with extensions to include local currency
• language nomenclature - on monetary units
• economic geography - studying the trades and interactions of current times (can be extended to historical and imaginative cultures as well)
• story problems/word problems using money and goods exchanges
• Goings Out - using real money and real exchanges in real every-day life. Planning purchases, planning errands, looking at gas prices and driving routes, reality of putting too many miles on the car needlessly, shopping around for the best balance of price and quality for services needed or desired, etc. Just living real life - and involving all family members. 

Doesn't sound like much, but it lays a strong foundation for each family to take those skills and experiences and proceed forward with their own value system in their own family unit. 

What have we incorporated into our Montessori experience to get into finances? 

Financial Peace Jr. - just the kit; we did not use the storybooks ourselves, but did borrow a couple from a friend. They are good for very young children; they did not go over very well with Legoboy at age 7 and 8. He said, "Yeah, I got that already." I felt it was pretty simplistic for Legoboy personally, because he'd been doing the envelope system of give/spend/save using upcycled parmesan cheese containers, since he was about 3. However, I do think the stories were good reinforcement of the lessons we'd been naturally experiencing his whole life. Ages 3-12 - I like it, but wish it had "more" for the 7-12 children who have had these lessons earlier on. I looked into the high school program he has, but it is more than what we need for a 10 year old boy. 

Your Business Math (Charlotte Mason style) - We wrote about the start of Legoboy's pet store here. This has been a great use of percentages, taxes, etc. We've been taking it slowly - and have a few months to go yet. Taking it slower than anticipated has actually benefited us because he can go back to his Montessori lessons, go deeper, then come back to this with new insight. He's even gone back and reviewed a couple of past months to see, "What could I have done different?" or "Oh! Now I see how that part works!"

Just living it - I have involved Legoboy on some level or another in our family finances from the beginning. Frankly, if this step is all a homeschool family does, GREAT! And it is entirely Montessori: real life, real experiences, real discussions, sharing of the family value system. Perfect! In infancy and toddlerhood, the child sees the transactions happening and the parent can verbalize what is happening - "we need $15 to give to the cashier to purchase this food" or whatever it is. In preschool, children can receive a small allowance (Legoboy started with 3 dimes each week: save, spend, give (church)). It is AMAZING how quickly he caught on. He saw a coloring book he wanted at Target. It was 99 cents plus tax. I told him he had his own money now and he could save up for it. When we got home that day, he asked me to write down how many dimes he would need to buy it. I told him "10" (I'd pay the sales tax to keep things simple for him). He TRACED 10 dimes on a piece of paper; then placed a dime on each circle as he got it (only the spend/save ones - he still gave a dime each week to church). When he had 10 filled in, he asked if we could go back. He talked about it off and on during that time of saving up, but he didn't harp on it, and he didn't ask if we could go back until he had them all. 

When we got there, that particular coloring book was gone, but he found another one at the same price that was suitable and he purchased that one instead. With his own money. I won't say he was "proud of himself" because I didn't get that impression; but he definitely seemed confident in himself, patient (he didn't stare at the chart he'd made for hours on end - just looked once in a while), and he definitely cared for that coloring book. 

At 5, he moved up to 3 quarters a week .Later, I introduced the idea of doing extra work for money. By 7, he didn't get a routine allowance, but he did have opportunities to earn money. Recently, approaching age 10, we discussed the idea that all that he does helps Mom earn money for the household, and yes he should have a share in that, in addition to having his clothing, food and educational needs met. He has always earned his own money for Legos, tae-kwon-do belt tests (I cover the uniforms since this is required "clothing") and tournaments, extra books (though it is interesting to see how much I include under "homeschooling" ;) ), and some other entertainment. Now, we have worked out a daily system with his daily chores and expectations where he doesn't get paid to DO them, but he does have to pay me from that money each day when I have to remind him or the tasks weren't accomplished (thus taking my time away from earning household income, or contributing to the amount of work I have to do to keep the household running - so he's "paying me" for my time spent). 

He really takes true appropriate pride in his work. He even said to me one evening, "I am really happy I have to work for the things I purchase. I like gifts, but if everything was given to me I wouldn't be happy - I'd be lazy and not satisfied with anything. But I know how much work I put into having the things I have. They are really mine because I worked for them." 

Our most recent addition to the personal finances education experiences: 

Act Your Wage - We purchased ours through Homeschool Buyers Co-op (a great place to be if you can control what you purchase - only buy what you would have anyway, just at a discount price!). 

This game is great for the 8+ crowd who have some solid basic financial foundation. There is not a lot of math involved - adding and subtracting - comparing greater than versus less than; doubling the emergency fund size. I have read some reviews that suggest it would be boring for adults; and maybe I see that. For our Montessori elementary and adolescent children though? I recommend it quite strongly! 

This was a slightly early birthday gift for my big 10 year old young man (ack - I did NOT just type that!!! he is getting too old!) - and of course we had to cancel our plans for a couple of hours and play the game, then discuss/critique it and now write this post. 

Indeed, as I think about the parts that others have written low reviews on - and ways to make it more satisfying for adults --- there are so many ways to utilize house rules for easier or harder (use fewer debt cards for younger children; more for older; have some choices built-in; etc.). Modify! 

As I look over the few state standards that contain information on personal finances, look over the college level courses I took in accounting, business management and personal finances.... I truly feel that we have really followed a good path. This game is an excellent step along the way; with a high school level course in basic business management or personal finances (both of which fit right in with the Montessori adolescent model!), I am truly satisfied that my son will leave his adolescent years with a solid foundation. The choices he makes will be his own, but I will have given him all that I can. 

Yay! Some satisfaction as we hit the double digits! 

;) 

REVIEW POST: Primary Grade Challenge Math - Zaccaro

(UPDATE 10/28/14: We have added Upper Elementary Challenge Math to our repertoire and couldn't be happier :) See the associated Montessori Trail post.)


Legoboy has another New Love:

Challenge Math by Zaccaro

We are starting with this one - covering grades 1-4 for "gifted children".

I ended up purchasing the entire of books in this series for several reasons:

1. looking for a good set of word problems to review earlier concepts
2. Montessori math and geometry do not align with any other available curriculum (I group the Montessori-inspired curricula options somewhere in the middle)
3. Something just didn't sit right with me concerning the other options. They are useful; I will not say don't use them (especially if they are working great for you! Keep going with what works!) - but there was a mis-match for our family, my principles and my understanding of Montessori. 
4. This set of books (there are several in the series) are designed for gifted children - children of younger ages who have particular gifts that correspond with typically older children. 
5. I wanted to review them for the sake of other families looking for a resource to fill a similar need. 
6. This series also includes some of those allegedly missing concepts, perfectly tying them into the included album pages (associating money with decimal fractions, converting into percents, etc. (NOTE: Please do not flame me in comments regarding missing concepts - I've covered this topic before, I am not saying Montessori is wrong, and I'm not saying the concepts aren't there - I am fully trained, I know where the concepts are and where they fit in. Comments of a flaming nature will be removed. I'm done with flaming when I speak peacefully. Thank you for speaking respectfully.)

Word Problems: 

     A few people have shared a few solutions to the dearth of word problems - and the lack of time to create their own (and my lack of time to create my own!) for each and every concept. Especially in a sporadic co-op/tutoring, mostly homeschooled by himself situation, there just aren't classmates around to pull up the caliber - and I am one person unable to cover everything (stop laughing!). ;) 

Montessori Mathematics and Geometry Studies: 

     Montessori math and geometry use hands-on materials to bring the children to the point of abstraction. In some areas, it seems that the children hold on to the materials longer than their public school counterparts, but once they release the materials, they are almost always ahead in conceptual understanding. Where we have children not able to apply the concepts, we have a situation where the adult likely didn't assure the child was working with appropriately challenging work and likely didn't ensure there were appropriate real life word problems and experiences available. 

Not sitting right: 

     What is about the other options that didn't sit right? I think because they are geared towards public school curriculum, several of the options have already been re-written to correspond to Common Core (the dumbing down of our country's children), and I just don't want to participate. 

     In addition, I really wanted something that more closely resembled Montessori. Life of Fred is a great complement to Montessori elementary mathematics but there are few word problems. 

     I think this is my main thing - I don't want to dig into 4th grade books to find word problems to give to a 1st grader, just to find math skills that fit.  

Young Age - Older Work: 

     Isn't that the mis-match of Montessori to other expectations again? 

Perhaps my reason are the same thing over and over - with different words: I wanted something that better corresponds what we are doing as compared to constantly tweaking, reading, adjusting, pulling "7th grade" materials for a 2nd grader who isn't "special" in that way, but simply has been given the tools to go deep with his understanding.... I was (and am!) tired of tweaking already!!!!

What we are using: 

     Legoboy is 1st year upper elementary, or 4th year elementary - and I would NOT say he is gifted in this way. However, he has received the keys provided through Montessori throughout his life. As a "4th grader", we started with the primary level book to review past concepts - kind of catch up in the word problem category. We did great for 1st-3rd grade, but I'm done tweaking (have I said that yet!?) and I have to be done looking too. 

Legoboy loves it! He is actually working out the math in his head or on paper as needed, then he challenges me with it. Even with Life of Fred, I have to "encourage" him to record any work, or answer out loud. He just wants to read the story (although he can do the math in the books). 

How it is set up: 

Each chapter contains some background/how-to-solve information on a particular topic - most is review for Legoboy, some is new or said in a new way. Then there are 4 pages of problems - 1-2 page(s) for each "level". The chapters can be done in any order, but easier concepts are towards the beginning. Chapters can cover a variety of topics but are generally somewhat grouped together.

The four core books we will be using are the following: 

1. Primary Challenge Math - grades 1-4: Includes chapters on Sequences, Problem-solving, Money, Percents, Algebraic Thinking, Negative Numbers, Logic, Ratios, Probability, Measurements, Fractions, Division. This book includes topics that Montessori has in upper elementary. Guess what? That tells me it is likely to trust a child's abilities and correspond well. I am NOT disappointed. 
2. Upper Elementary Challenge Math - grades 3-5 (this is available for pre-order, shipping in April)
3. Challenge Math - grades 4-9: Includes chapters on Astronomy, Algebra, Problem Solving, Percents, Fractions, Decimals, Ratio & Proportions, Physics, Statistics, Probability, Metric System, Perimeters, Area, Volumes, Trigonometry, Calculus
4. Real World Algebra - grades 4-9: Includes chapters on Language of Algebra, Geometry and Algebra, Proportions and Algebra, Physics, Levers, Pythagorean Theorem, Percents and Algebra, Simultaneous Equations, Algebra and Money

We also have the following that at first skim have been great: 

• Becoming a Problem Solving Genius: A Handbook of Math Strategies
• 10 Things All Future Mathematicians and Scientists Must Know (but are rarely taught)
• 25 Real Life Math Investigations That Will Astound Teachers and Students
• Scammed by Statistics: How we are lied to, cheated and manipulated by statistics and why you should care

I am working on something of a correlation between the AMI mathematics album and these books - slowly creating a correlation. I will share this on the Keys of the Universe Discussion Community in Excel format and will likely post it on this blog at some point in pdf format (this will happen faster if those who are interested, let me know - I'll prioritize it ;) ). 

Sample - Chapter 4 - On Money

 

 

Montessori Economic Geography Stamps - Now Available!

The Economic Geography Stamps are now available for pre-order at Garden of Francis. (click here)
UPDATE! They are NOW available for sale!!!


Shipping NOW! They will begin shipping out prior to March 1. I am taking pre-orders to see if it is worth purchasing the tackle-boxes and the wood holders in bulk, or just buy a few at a time as I need them.

My son is so excited! 

(ok, I am too!)

I am so happy to be offering these for substantially less than the ONLY other set available anywhere online that I can find - and they correspond with our KotU geography album!




By the way, side-note: if, as we are using them, anyone wants a different stamp image made, the process I'll be using can very easily accommodate this! In fact, after this first batch of these ones, I am going to look into making stamps of other images for other themes.





Montessori Elementary Economic Geography Stamps - corresponding with the Keys of the Universe Montessori Elementary Geography Album chapter on Economic Geography.


Each  polymer (not rubber, but like rubber) stamp image measures 3/4 inch at its widest; mounted on a 1 inch square cube - with the image imprinted on the top of each cube for easy reference.


Select which set you would like: the core set contains 26 images of mineral, plant and animal resources; the supplementary set contains 14 additional images in more specific items.


Each corresponding tackle-box comes with a cardstock print-out of the included images for that set.


CONTENTS CORRESPOND WITH AMI MONTESSORI ELEMENTARY TRAINING ALBUMS. And are most specifically designed for Keys of the Universe albums.


Purchase your own ink pads according to the color designations of your choice (see the elementary Montessori geography album for further details).


APRIL 2020: Links updated

Home Science Tools - Geography and Biology Supplies

Just a quick post today to remind everyone moving along in the elementary albums or those who are preparing for next year --- Home Science Tools carries a Montessori kit that includes most of the science supplies needed for AMI Elementary Geography and AMI Elementary Biology. If you have Keys of the Universe albums, your materials lists will specify further details. If you have other AMI albums, check those albums for a materials or scan the materials for each album page.

If you have other Montessori albums? I can't guarantee a perfect or even a close match - however, Home Science Tools is a fantastic source for your science supplies regardless of doing Montessori or something different. They cater to small schools and homeschools. Fantastic customer service, fantastic prices, small amounts of chemicals....

The kit is 10% lower than purchasing the items individually; and coupon codes DO STILL apply - so a free shipping coupon is great (they have a flat rate of $7.95 regardless of order size - I ship out a lot with my Garden of Francis business - this is a fantastic shipping price!) - or a 10% off coupon still takes another 10% off the kit itself. I bought mine for $83 or so. Their computer automatically generates the kit price according to current prices of the other items.

Caveat: chemicals can only ship to continental US (check your order contents if you live elsewhere).

NOTE: If you live elsewhere, contact me with your location, and the science supply companies that you do have access to - I'll see if I can set up a kit or package with them for Montessori homeschoolers in your area.



Home Science Tools

Small Home Montessori: Impressionistic Charts Storage - UPDATE

The original post on the Impressionistic Chart Storage in our home.

Background: 
I have had this over-the-toilet unit since Legoboy was a baby:
Sample at Amazon (not an affiliate link) - I bought ours locally

haha! yeah right we have that much space around our toilet! 

At the time, I did not want to put baby locks on everything - I had a swing gate at the kitchen door and a variety of outlet covers (mostly ones that could allow things to be plugged in but still locked - child couldn't pull the cord from the wall either).

For daycare licensing purposes I did need a safety handle on the pantry door (because I had to keep the cleaning chemicals below the food - despite that most of the cleaning chemicals WERE food such as baking soda, vinegar and cornstarch... I digress).

When it comes to safety equipment, that is all we had. Our lower drawers/cupboards contained only child-safe items; lower cupboards in the bathroom held cloth diapers, mom's cloth items, towels and washcloths, cup of extra tooth brushes, and toilet paper. All else was stored in the cabinet or on the shelf shown above. It was high enough for daycare licensing, but I still kept "attractive and somewhat dangerous" in baskets on the shelves to minimize attention.


Times have changed. I now have few consistent young visitors to our home - and for them I can close the bathroom door, keep them in arms, or mom is with them.

And I needed the shelf somewhere else:

This shelf fit perfectly (I had to disassemble portions of it to get it to fit under the upper shelf in the closet, but once in, it fits perfectly) and is currently the only place I can safely store the long division with racks and tubes. The charts fit perfectly underneath it - almost like they were made for each other! The bonus is I can now use that space between the charts and the upper shelf much more efficiently. While I am still trying to be cautious what I bring home permanently (from our rented co-op) - to only bring home what we'll use - now I have found a bit more space I didn't know I had!

One bummer: our blue lamp we use for the sun still doesn't fit. I'll get it figured out.

In the bathroom, I was able to place a very low shelf in the corner that held all the things I thought I still needed this tall shelf for (and it has empty space! AND my bathroom looks so much more spacious now!!!). We're obviously far from cloth-diapering at this point and we've gone even more food-based and all-natural with our cleaners, etc. that we just don't have as much as "stuff" in the kitchen and bathroom anymore. Plus in this apartment we do have a small bathroom closet to hold towels and washcloths and art supplies.

I remember having every nook and cranny crammed in with nothing but STUFF. I wish I'd known then what I know now! But it's a journey, that's for sure! And we're not entirely where we want to be just yet.


Hm. Perhaps a photo of our bathroom is in order. Only because this bathroom is actually larger than most and it is the primary place to do artwork. Sounds strange? I'll get photos ;)

Review Post: Kingdoms of Life Connected

I have the current edition as of December 2013: 2nd printing, published in 2008/9

I own the pdf version;
purchased for my own use

Short story: I cannot highly recommend this resource. I can recommend it with much trepidation and with several caveats - as a potentially useful resource for an older discerning student (adolescence and above).

This resource is not appropriate for elementary Montessori students except those who are keenly interested in the subject matter at hand.

If you have a focus on Biblical-based Creation, this is NOT the resource for you at all. It is clearly an evolution resource, with no qualms about pointing out the outdated beliefs of Creationism. There is simply too much modification work to be done, to really be of value (unless you receive a copy for free - even then, the modification work is heavy). Could you gain some tidbits? Probably; not worth spending the money for the tidbits though.

Short-short story: I find this book at odds with the Montessori approach to scientific classification at the primary and elementary ages.



The author presents a great lay-out and makes an earnest attempt to "update" the Montessori scientific classification materials. There are so many examples of snubbing what has been previously given to the children that it leaves a bad taste about the rest of her words, accurate words or otherwise - it leaves me questioning her rather strong bias. If the information could be presented without the strong emphasis on anything but the information in this book being "outdated", implying that children have been harmed in the process of their past learning - and without the accompanying emphasis that "we don't have a final system in place but we have to teach the children something so we're going to give them something that is based on what they can't observe and that is changing very quickly in the scientific world, so we'll go with this one which will ALSO be outdated very soon" - well, that just doesn't sit well with Montessori - so if she could leave out the very strong statements to these affects, I could work with the remaining information much more easily. Except that elementary need to work with what they can observe. Molecular levels need to be saved for strong interest and middle/high school.

Thus this resource is simply a mis-match of content and age, if the bias is left out.

There are a few places where she lists old names with new names, which is oh-so-helpful for those of us genuinely trying to "update"; I think this information can likely be found elsewhere though.


From chapter 1 - some quotes - italics and parentheses are mine:

Classifications with fewer than five kingdoms belong in the history of science, not in current studies.

(ignoring that for the young children first presented with these concepts in a Montessori setting, 5 Kingdoms is getting too detailed - instead we focus on "plants and animals" and slowly build from there as the child is ready to explore how Kingdom Vegetalia has been replaced with 4 other, more accurate Kingdoms --- we need to leave children room to explore, pointing them in the right direction and providing the materials - by giving them too much, too soon, we risk (and very likely are guilty of!) filling them with information rather than exploring with them. Best to start with plants and animals, add in fungi upon interest (typically before 1st grade), then the other two in middle to upper elementary)

What changes have recently been made in the kingdoms and phyla? 

Changes are part of classification. They reflect the dynamic nature of science. Students need to learn terms that they will encounter in current encyclopedias and juvenile literature, not obscure or obsolete labels. Here are some suggestions for changes in lessons on classification. At the same time, older publications may have useful information about organisms, and it helps to know something about previous identities of organisms.

(So do the children need to know the obscure and obsolete labels or not? The auther is not clear.)

For introductory study, it will be better for them to define plants as organisms that are adapted to life on land.

(yet many children have direct experience with aquatic 'plants' (algae are not plants, they are protists) --- fish tanks... If she is striving for greater accuracy in teaching an evolutionary hypothesis (yes, she says the arrangement taught is only an hypothesis), and is upset about the present/past Montessori experience of scientific classification, then let's keep these definitions accurate too!)




This part, I am ok with:

Should we use kingdoms to classify life?

Kingdoms classify whole organisms. Children who are able to perceive the characteristics of whole organisms, but not yet able to think abstractly about cells and molecules are likely to be most engaged when they are working with kingdoms. They can learn that there are three “true” kingdoms (fungi, animals, and plants), and two “kingdoms” that we group together for convenience (prokaryotes and protists).

(we are saying here that we can indeed start with what children can observe (fungi, animals, plants) --- and move into the prokaryotes and protists which are less easily observed (these are not going to be a typical lower elementary study - and almost never a primary study)).



The straight information on observable characteristics is great. The activities contained in the book that could be perfect for elementary and middle school students are readily found in other resources on the same topic. Nice to have in one place? Yes.



In the end, the biggest factors for me relate to the BIG picture being presented:

• too hypothetical - while I agree that we need to teach children what we have available even if the information is changing as new discoveries are made ---- there is TOO much hypothesis here that is CONSTANTLY changing - links between the different forms of life
• the children can't "see" it - boh because of the hypothetical nature and the reality that the children can't go back in the past - when they look at a set of organisms, Kingdoms of Life Connected will lead to children believing that they can't trust their own sense of observation, but instead must be fed information by someone else before they can do any real work with classification. Rather the Montessori way is to provide "keys" and encourage the children to explore, to come to their own conclusions, to discuss and share and perhaps change their conclusions - but ultimately learning to trust in their own powers of observation and intuition as well as collaboration with others. I see the "direct teaching" happening far more heavily on the front-end here, in contrast to the Montessori way of exploration first.

Thus even as an evolution-based resource, I CANNOT recommend this resource at the elementary level. Perhaps at adolescence and/or high school. 

A more useful reference for biological studies that does not get into creation OR evolution (minus the potential of the last chapter), but simply what children can observe with their own eyes:
The World of Biology by John Hudson Tiner
(I have neither read, reviewed nor utilized any of his other books)
Good basic information on each kingdom - easily understandable. Combine with some good living books and videos and real life experiences.

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!!!

Elementary Biology - Scientific Classification

Within the AMI elementary biology album, there are two levels of classification:

• simple classification - primarily for the lower elementary student as plants and animals are being explored; simple classification based on observable characteristics - essentially "practice sorting" while being able to explain one's choices
• scientific classification - primarily for the upper elementary student. The "traditional Montessori" system utilizes a dichotomous system for Kingdom Vegetalia and a not-so-dichotomous for Kingdom Animalia.

The simple classification is truly simple - it is organizing specimens that are on hand or through photos. No extra or particular materials necessary. 

The scientific classification though... not so easy. And that is where Legoboy is heading in less than a very few number of days. I have intended to get this material prepped at various times over the course of the last 4 years, but it just hasn't happened. So here we are. 

And oh my. What a chore! 

What troubles I am causing for myself: 

• studying up on others' takes on the Montessori approach, including a prevalent science author with materials available on several Montessori websites. I purchased some of the material to get a feel for it. It doesn't sit well with me - particularly the sections that say, "We'll use those old outdated ways for now until the scientists get all the new naming structures in place." It is all just very complicated. And if you're looking at anything from a faith-based perspective? Well, her intention straight-out in the introduction to the book I own is to get away from humans as stewards of the earth - we are simply part of the earth (she's puts the words "an important part" in parentheses perhaps to downplay the anti-stewardship statement she'd just made?). Sorry - the whole attitude rubs me entirely wrong. 
• studying up on more recent scientific classification methods, without the Montessori component. Yep, up in the air. At least the above-mentioned author is right on that one. So whatever I create now to "match" will be in-progress anyway, needing updates sooner and often. 
• There are so many varieties of classification. 
• the fact is that evolutionary-based classifications, which can only be based on current hypothesis (which change as the times change) are simply not appropriate to provide to young children. We want to give them the unchanging facts first - then with that solid foundation we can build upwards into the unknown or unclear areas. 
• And some kids won't care - so let's give them the foundation they need for a solid education and let them be, without over-complicating the matter. 
• Convincing myself that the Montessori materials for scientific classification are outdated - is spinning me around in circles. The only clear path is to accept the materials as they are, present these to the children.....
• and leave "The Tree of Life" and other materials for adolescence, where they belong; NOT in elementary.

With that load off my shoulders, I can move forward, create the materials I received in training, enjoy my son's childhood instead of nitpicking all of these details - and if it works for him, we'll pick up further biological studies down the road. 

So our material might still include phylum for the plants - and that may be outdated for now (the above author states they might come back but with a different name) - but this system is based on observable characteristics that an elementary child can handle. 

Like utilizing the mind for foreign languages, this work will prep the children for further classification down the road - it is not the only way to organize the world - it is ONE way. And it is one way that works for the elementary child. 

UPDATE 10/15/2013: Progress is being made! I hope to have a download available for purchase at Garden of Francis and Keys of the Universe very soon. Keys of the Universe discussion community participants will access it for free ;)

Montessori Co-Op Language materials

I have these two language materials stored in my elementary impressionistic charts box - mostly left over from co-op, but Legoboy recently found this one and loves it:

I made this parts of speech display for my elementary co-op children - to remind them what each symbol meant. They had not had these symbols in primary, so this was a very helpful chart for them. 

This is one of the handwriting charts from my AMI primary language album. It used to be framed - not sure where the frame went ;) This is a sample of the banded line paper (faded on one side), placement of the letters on the paper and one of the several handwriting charts the children should have in primary (and sometimes in lower elementary) - I find the ones with cursive and print together especially helpful for children who learned print first.


These two very simple charts allowed my lower elementary co-op children with no primary level experience to fully integrate into a part-time Montessori classroom, without the need for outside resources or modifying the true Montessori experience in any way - any modifications made were the same ones I would use in a full-time classroom.

First Paper - On Respect

Recently, Legoboy was required by his tae-kwon-do instructor to write a one-page paper on respect. This is the first outside "assigned paper" he's ever had, outside of some paragraphs here and there. At home, we've had other types of writing assignments, easing into writing "papers".

The pictures throughout this post are some of the resources he used to write that paper.


Despite having all the keys he needed, he felt quite overwhelmed. So, while I was occupied with my own work, I non-chalantly reminded him of the writing process:

1. get your ideas down on paper (wide variety of options - notecards, bubbles, lists, etc.)
2. organize those ideas under main headings
3. consider any other headings that should be included (look at "audience requirements") - edit as needed
4. physically organize all these ideas in order, and begin writing on paper with complete sentences.
5. Edit from there as needed.

Praying for Gifts of the Holy Spirit

So he did just that list. As he considered the types of respect, he decided to divide it up under "Mom (and Dad, if ever)", "Teachers/Instructors" (to include all the teachers and instructors he has such as catechists, speech teacher, TKD instructors, any camp leaders, etc.), and "Other Adults of Authority" (godparents, grandparents - the sort of people whose opinion and advice he seeks out on a routine basis). 

He then proceeded to write his paper - one paragraph for each type of adult. It turned out great! And he even capitalized where he was supposed to do (an ongoing idiosyncrasy of his is to leave out capitalization).

learning the names and definitions of the Gifts of the Holy Spirit

Before I proceed forward, let's look at some background: 

Why do we homeschool?

We homeschool because it is the best available option for us at this time. If we had a full-time local Catholic Montessori school - or if I could open one at this time - Legoboy would attend. 

Why Montessori or homeschool and no other option?

I want my son to think for himself, be a productive and contributing member of society, be self-assured and live as a true Child of God. Unfortunately, I find these things difficult (not impossible!) to achieve in a public school or most of the locally available private school settings (including our local Catholic schools). The local school system is an excellent one - it just doesn't meet our needs. Legoboy interacts with a full society on a daily basis, as he would in a multi-age Montessori classroom with Goings Outs. 

Level 3 (ages 9-12+) - Peoples and People of God
Peoples are the nations and civilizations that have risen up,
made discoveries, invented, created gifts -
then faded away - but left their gifts to others (horizontal connections amongst peoples).
The People of God are the Jews and Christians.
This work explores the connections amongst peoples, and the moral responsibility
to utilize the gifts received from others, develop them, and pass them on
on a national level - and on a very personal level.

I also do not believe in wasting time. Rising before 6 am to be on a school bus with ages 5-18, before 7AM, to return after 3PM, with a total of 90-120 minutes on the bus each day - when you are 6 years old (now 9yo) is not a good use of time. Driving back and forth to pick-up/drop-off is not a good use of my own time (I did this for 2 years when I had in-home daycare - picking up and dropping off children during what would have been our family prayer-times - but I was paid to do that). Legoboy has been able to accomplish the schoolwork of the public school in a matter of minutes each day, without additional homework time; he has time to explore his own interests and go very deep with them. He has time to participate in activities that others have to say "no" to (or that others say "yes" then back out when it gets to be too much).

My son is learning to maintain his commitments, because he does not over-commit. Each new activity, whether on-going, short-term or one-time, we are able to discuss the realities of the situation and make an appropriate commitment level, such that we don't break promises. We have the experience repeatedly with children attending full-time schools of broken commitments, tired children, cranky parents who over-step their boundaries in public. It is simply not a culture we seek for ourselves. 

source for the Gifts: Scripture itself
Scripture is the primary reading reference in our household

It is so easy in school to just "get by" - our Montessori-homeschool is based on mastery: while we might move on to other areas of study within that subject, we continue to review and work on skills that need to be mastered - they don't just get passed over and left behind as so readily happens in schools. As homeschoolers (and Montessorians), we review just what needs to be reviewed and reinforce all else. 

Some of the definitions - particularly COUNSEL

Also, we can take our time when needed - have a deadline for a project at school and turn it in late? Grades get knocked down, but you move on with life; don't do so well in 5th grade, you move on to 6th grade without enough time to ensure basic skills are thoroughly covered. Most schools simply cannot handle the developmental needs of a child who has a wide variety of ability levels - one-room school-houses and Montessori schools address these appropriate developmental needs of their students. It is not the fault of most teachers - it simply how "the system works". What a sad fact. How many times, I (the "good student") learned how to play the system when I was in school - sometimes to my own long-term benefit, but many times to my own long-term detriment. "Playing the system" is NOT something I want to my son to learn. I want him to respect legitimate authority, learn to function within it, and know when and how to properly address concerns. 

The Mystery of Life and Death

As a Montessori homeschooler, we have our foundation and framework provided by the Montessori albums ("lesson plans") and we have the construction of this growing human being fleshed out by his own interests, local educational standards (he's been studying US History because that is what the local schools do in 3rd grade - that is the ONLY thing they've done to date that's he wouldn't have done on his own), and parental requirements. To flesh out these interests and go deeper with our work, we utilize other resources. This is a Montessori practice at elementary. 

Level 2 (ages 6-9) Maxims Cabinet
maxims are moral statements of Jesus calling us to our "maximum"

He has responsibility for his own work - my responsibility lies in assuring he has the necessary keys to get the job done to his greatest potential.

Level 3 study of some of the moral parables

What does this have to do with writing a paper?

Short answer: I don't do his work for him. I don't homeschool to DO his work, his study, his learning, his projects FOR him. I know this is common practice in schools - for the parents to do so much for the kids. NOPE. Not a chance in THIS house. My mother didn't do my work for me when I was in school - my experience was my own - for better or for worse - and for that I am SO grateful. I wish she'd been on my case a bit more, but there's another bonus to homeschooling. Want Lego-playing time? Get that project of yours done.
(funny thing is - those parents who do the work for their kids - could spend the exact same amount of time homeschooling their children instead - and there'd be a lot less stress in those homes, a lot more responsibility, and time to just be together as family - all the reasons I homeschool)

Legoboy has been writing with pen and paper since he was 3 1/2, when he started writing "thank you" on cards of his own accord (I thought he was drawing pictures until he asked me how to make a K). Not consistently and he wasn't writing out a college thesis at that age (he's still not ;) ). I do not consider him a genius, but I do consider that he has had the proper keys to learning, via Montessori and homeschooling, that allow him to blossom forth at the proper time for HIM. 

We have used some writing resources outside of the Montessori keys: 

• Creative Communications: a series of writing exercises designed to get the children thinking and utilizing real writing skills - nothing arbitrary here! These are assignments from me, but he enjoys them. 
• writing prompts from the history and science magazines he reads - these have never been "assigned" by me, but have been freely worked on by Legoboy
• Typical writing experiences: letters to family, grocery lists, write-ups to me about why we should spend our hard-earned money on specific purchases (what would be the benefits and drawbacks, how much will it cost, how long will it last, maintenance, where will it be stored, etc.)
• summaries of Scriptural passages, with some quotes

No formal writing - he's not even in middle school yet. We did purchase this resource to utilize when he is done reviewing some elementary materials for me: 

http://www.coverstorywriting.com/

He is REALLY excited to do this work, because over the course of the curriculum a magazine is created. He's already selected his topic. Anyone's guess what the topic is ;) (I'm not telling - it's too obvious!)
I have looked the material over and I know that at age 9 1/2 he is just barely ready for this middle school work. Go Montessori! (and homeschooling!)

I repeat the short story: I DON'T DO THE WORK FOR HIM. That is ridiculous to think of anyway - who checks his work? Me. Who doesn't assign grades? Me. If it basically wouldn't be considered "A" or "B" work in a school setting, who works with him to make sure he understands the concepts at hand and has him re-do it? Me. Who is with him every step of the way and knows the progress he is making? Me. 

So why would I do any of it for him!? I spend my time TEACHING him (or providing the tools that he uses to learn it for himself) - what benefit do either of us get for me to do his work for him? I don't have to report his work or show it to anyone. And it would go against all my parenting goals of raising a responsible adult.

Reading the Scripture itself

The Respect Paper:

So there we are, in the level 3 atrium at our local parish - I am working on materials and organizing boxes of mixed items. He is sitting at a low table surrounded by the Moral Formation materials, working on his respect paper. He reads the first paragraph to me (about parental respect) - great; he reads the second paragraph to me (about teacher/instructor respect) - not so great - I am a HUGE stickler against blind-obedience. So we discuss that I only want him to obey when it is not a sin (my words) - he can do a tae-kwon-do form wrong by instruction, his speech therapist can correct his pronunciation wrong - and these he needs to obey and speak to me later about it - but if someone tells him to commit a sin, he is NEVER-NEVER-NEVER to obey. So he re-wrote his second paragraph to say that he would "obey all moral instruction" - perhaps "morally correct instruction" would have been better, but at the time I let it go, because he got the concept and this is HIS paper. 

His words. 

Not mine. 

Level 3 Prophet studies - moral and messianic

Then he struggled with the 3rd paragraph - he struggled for quite a while on this one - he knew what he wanted to say, but didn't have the words for it. I, in my impatience at the sound of a whining voice and busy with my own work, tired and hungry at the time, told him in a rather (too?) sharp voice, "You have everything you need to figure this out - use the materials in the atrium if you have to."

So he did.

He wrote about seeking the counsel of those who have moral authority over him and considering their words when making decisions of his own. 

HIS WORK. 

I thought it was great. I was so proud of him. I AM still proud of him. 

Typology studies - this one is creation (How does creation continue today?)
Legoboy has also studied Sin (How do we fight Sin today?)
and the Flood (How are we renewed by God today?)

So here I am feeling guilty about snapping at him - when he's writing a paper on respect. Seriously, talk about a hypocritical Mama, right!? 

He was told by the tae-kwon-do instructors to re-write it with the insinuation that Mom did the work; that he couldn't possibly have written it himself. Later, after I explained that he had taken bits and pieces from several of the atrium materials to construct this paragraph, the accusation was changed to him copying it from somewhere. There was so much mis-communication during this time period, I am not sure how any of us got to the other side of it (but we have!).

The two instructors involved continue to state that Legoboy is obviously intelligent, surpasses his peers in many ways especially academically, they see the books he reads. So why is it so hard to believe he could write this paper BY HIMSELF? 

Because for every belt test there is a paragraph supposed to be written - and he previously only wrote a sentence. Well, no-one told him to do otherwise. Once he was told to write more, he did. He's a boy - and a child - and it's not school-work - he's going to do the bare minimum needed on something that is not of direct interest. So if you want more, TELL HIM - then he'll do it. He also took a short-cut (which I stopped as soon as I caught him) - he went through the entire book and tried to fill them all out something like 4 belt tests ago - he is supposed to write one PER belt test - the progression of growing and maturing is supposed to be shown. He's efficient, I'll give him that. 

The one instructor then had the audacity to tell me that Legoboy couldn't have written that 3rd paragraph specifically because if he'd written those words, he would be living them out in his life. Ummm.....

This man is a father of several grown children and he has already forgotten that head-knowledge isn't always heart-knowledge? And that sometimes the act of writing something down and thinking through what one believes about something turns it into heart-knowledge. That's not copying - or getting help - that's figuring it out and making it one's own (one of the other reasons we Montessori and homeschool).

Ever since Legoboy wrote that paper, he has been living it out - to a T. He didn't "live it out" beforehand because he hadn't organized all these thoughts and teachings yet - this paper has been GOOD for him, let us allow the child to grow up now and not hold him to his understanding BEFORE the paper!

10 Commandments and the Level 3 maxims
(same as the level 2, on smaller tablets - and 5 more of them)

I appreciate the assignment from them, because of this growth in my child. 

I also appreciate the bitter side of this gift in that I see my son growing stronger through being in appropriately accused of something - yet still respecting the very people who falsely accused him. 

Level 3 History of the Gifts of God
(level 2 is bigger but covers the same concepts)
Level 3 requires personal responses
regarding the Gifts we have received.

Yes, I'm offended. This started a month ago - and the more I consider it, the more I pray about it, the more I let it go - the more I realize how much pain could be inflicted here, how much trust is being broken, how much my son is hurting because of the pain and the dropping trust - and how much he is growing by working through that adversity and forgiving. He is a better person than me. 

We ALL have so much to learn from the children.




In the end, Legoboy was asked to provide examples of respect - because I refused to have him re-write his legitimate work, and I am his ultimate authority here on earth. I think this is the first time ever I have modified a requirement from someone in authority over him. So they provided a new assignment. Since they didn't give any other guidelines to it, he created a "graphic paper" for them:
UPDATE 10/7/2013: It turns out they loved the fact he used a combination of art and some words to show the examples. They also love the examples he utilized. Success!

For the PUBLIC record - I edited the first page of his paper entitled "respect in graphic" - I replaced his name for obvious reasons - you can tell where that was/is.
He provided 5 examples of "this/not this":

• practicing low-block while the instructor isn't watching (do it right, or do it sloppy)
• putting a book on the shelf properly in our home (yeah, there's a history here on this one)
• saying no to drugs
• seeking counsel (I love this one: say "hmmm" to consider someone's counsel - or say "I don't care what you think" in the other)
• speech therapy (he listed the things the could think about if being disrespectful (Legos, etc.) compared to what he would think if respectful (whatever it is she is telling him to work on)).