Recently we had the opportunity of presenting a workshop on mini-books and lapbooks, types of graphic organizers, to our homeschooling support group.  We were pleased to have such a good turnout and spent a delightful evening with old and new friends.  It was especially enjoyable to see some ‘textbook’ moms learn that hands on projects such as mini-books and lapbooks were not only fun, but also educational!

What is a Graphic Organizer?

For the benefit of those of you who were not present, a graphic organizer is any tool that allows your student to organize his thoughts and record what he’s learned in a visual way.  Examples of common graphic organizers include:

• Charts and Graphs
• Venn Diagrams
• Scrapbooks, Lapbooks and Mini-books
• Library Pockets and Envelopes

We made two different types of mini-books at our workshop – an accordion book and a layered-look book, and we showed  examples of mini-books and lapbooks that had been made by our children as well as some we had made in teaching a Reluctant Writers class a few years ago.

For example, here is a very simple mini-book that can be made by an elementary aged student:

Directions:

1.  Using one single piece of 8 1/2 x 11 inch colored paper, hold the base piece of paper vertically, then fold it in half lengthwise.

2. Out of contrasting paper colors, construct a simple flower clearly showing the petals, leaves, stem and roots, as shown in the picture on the far left.

3. After gluing the flower to the top half of the folded paper, cut through the flower and the top half of the paper, to the fold.  Make three cuts so that the flower, leaves, stem and roots each have their own section.

4. On the inside of the flaps, label each section, as shown.

5.  Write a short description of each flower ‘part’ opposite each label.

What is a Lapbook?

A lapbook is a innovative, visual, creative, kinesthetic, way to organize information.  Examples abound of lapbooks online (and see our resource list at the bottom of this post), but on the right is an example of one my son made a while back about space.  The base is simply made from two file folders glued together.

Directions for making the lapbook:

1.  Take two file folders, laying vertically open on the table in front of you.

2.  One at a time, take the outside edges of each file folder and fold them in towards the center fold.  Crease well, then let them open.

3. Glue together the sides of each folder that are next to each other.  Voila!  That is all there is to it – you can make lapbooks bigger by gluing on more folders or attaching additional flaps inside.

At the left is a photo of the inside of the lapbook.  There is space for vocabulary, illustrations, charts, book reports, clip art and anything else your study included.  The multicolored mini-book is a favorite of ours, the layered-look book.  It allows students to do a fair amount of writing, depending upon the number of pages it contains, but is much less intimidating than that dreaded big, blank sheet of paper because it is divided into many different sections.

Lapbooks are not only fun to make but:

• they are kinesthetic and visual, maximizing other learning modes
• they beg to be shown to others, giving students an automatic and painless review of the material contained in their lapbook, every time they show it to someone else
• they can be used for studying almost any subject and easily may integrate several subjects, maximizing learning
• they are great at enticing reluctant writers because they are divided into many smaller sections
• they can also be used as an assessment tool, especially when assigned with an accompanying rubric outlining what is to be included in the lapbook
• they can be used for all ages, kindergarten through high school

As with all graphic organizers, anytime your elementary student is organizing information, he is building a foundation for learning more advanced writing skills as well as for learning how to take notes.

At every grade level and in every type of curriculum we have,  Epi Kardia curricula uses mini-books, lapbooks and graphic organizers!

Online Resources for Mini- and Lapbooks

Here is a resource list for mini- and lapbook resources including instructions, ideas and even free lapbooks:

• This site has every type of mini book imaginable as well as  free templates!

• This site has guided reading materials and  MANY mini book ideas and resources for elementary ages.

• This is one of our favorite original sites with great instruction and ideas. Check out the blog for this site as well.

• This has an array of lapbook information for all ages. In fact, at The Homeschol Lounge (highly recommended!) you can join a group of homeschooling moms who share lapbook ideas and resources.

And for those of you who want to incorporate notebooking and scrapbooking into your homeschooling (or you like to scrapbook yourself):

• These are resources and other links for educational scrapbooking.

• This is a free software download (full version) to begin digital scrapbooking immediately.

If you read our last post, Six Steps to Start Second Semester, mini- and lapbooks might be just the thing to add some pizazz to your homeschooling this semester.  Even if you use a traditional curriculum, please give your students a chance to do some thing hands on, colorful and creative!  Enjoy!

In His Service,

P.S. If you have a reluctant writer or two at your house, in addition to trying mini-books, you might find our reluctant writer series helpful.  See Reluctant Writers – Part 1 The Early Years, Reluctant Writers – Part 2 The Middle Years and Reluctant Writers – Part 3 High School and Beyond.

Picture Study for Older Students

Although not addressed directly in Charlotte Mason’s original Homeschooling Series, Picture Study is valuable for older students as well our younger ones.  Through consistent observation and enjoyment of a variety of artists’ work in the younger years, older students are ready to take on a little more detailed and guided study of art work.  Even if you have not been regular in your picture study, it is never too late to begin!

We organize our research of artists and their work chronologically according to which unit in history we are studying. Charlotte Mason suggests studying six or so works of one artist during a term, and although we usually recommend following that tried and true pattern with younger children, with older ones we sometimes study more than one artist at a time.  Charlotte’s primary goal was for students to experience art for themselves, not become experts on the artist or a particular piece of art. For older students, however, especially for students who are particularly interested in art, a more structured approach might be helpful.

If  picture study is a new addition to your academic education, take a look at last week’s post to help you begin.  If you have older children, say middle or high school students, a little guidance might be what you need to get started. (The following  is taken from our Middle School Lesson Plans.)

How to Critique and Write About Art

This method is simplified from Edmund Burke Feldman’s method of evaluating art, commonly known to the art world as Feldman’s Method of Critiquing Art. You may use this as a guide in having your students study and write about art.  Always remember you may tailor this to the level and interest of your students; you may want to choose just a few questions for your student to write about if it is the first time he has studied and/or written about artwork, or you may just use these questions as discussion prompts. If you decide to use this guide, it may help for you to talk through it a few times before you actually have your student create a written interpretation.  If you choose to have him write, have him respond in paragraph form in complete sentences.

We will work through this critique together using this painting by Diego Velázquez:

1.  List

State the name of the artist, the title of the piece, and, if you know it, its current location.

This is Diego Velázquez’ Equestrian Portrait of King Philip IV, currently located in the Museo del Prado, Madrid.

2.  Describe

Describe the work to someone as if the person you were talking to could not see it.  Stick to the facts, listing everything you see in the picture.

Answers will differ here—if your student is new to this, please be positive about his or her answers.  If needed, it is okay to ask questions to help him, such as, what do you notice about the background?  What is in the foreground of the painting?  What else do you notice in the painting other than the horse and rider?

Example:

In the center of this picture is a man on horseback.  They appear to be on a hill or on the side of a mountain, as you can see small trees in the background and one behind the man and horse. The man is dressed ornately and he is looking straight ahead; from the title of the painting he must be King Philip.  The horse looks strong and he is standing on his hind legs. There is not a lot of light in the picture; it looks as if it is very early morning or late afternoon – or perhaps it is an overcast day. On the left hand corner of the painting it looks as if there is a open piece of paper that had been folded in half.

3.  Note First Impression

What is your very first reaction to the piece?  (Note:  There are no right or wrong answers here!)

The king looks strong, serious and determined.

4.  Analyze the piece

Here you want to look at what the artist has done to achieve certain effects.  You could refer to your first impressions and try to figure out how the artwork caused you to have that reaction.  Possible questions:

• How are the elements of art (color, shape, line, texture, space) and the principles of design (balance, contrast, emphasis, movement/rhythm) used in this artwork?
  • Questions you might ask in discussion here to help your student include process this:
  • What colors did the artist use in this painting?
  • Did the artist use color to lead you to look at some particular object in the painting?
  • What do you notice about how the artist uses light in the picture?
  • Do you see any kind of movement in the picture?
  • What strong contrasts to you see in light and color in this picture?
• What do you notice about the artist’s choice of materials?
• What grabs your attention when you first look at the piece?

Example:

In this portrait of King Philip IV of Spain, King Philip on his horse is obviously the most important part of the painting because he is painted so largely and in the middle. The horse is moving; he is standing on his hind legs.  He looks spirited and powerful,  but the King on his back looks even more powerful than the horse.  The artist uses light to balance the king’s glistening armor with the horse’s glistening coat. King Philip looks very serious.

5. Interpret the piece

All art is about something. It may be about light, color, the subject matter, or even a political statement of some kind.  Some art is easy to figure out and some is more symbolic.

• What is the theme or subject of the work?
• What is the work about; what do you think it means?
• Why do you think the artist created this work?
• What do you think the artist’s worldview is? (this question may or may not be relevant to all of the artwork you evaluate…)

Example:

The King is painted high on a hill.  Everything else is literally beneath him. He is confidently looking straight ahead, in control of his powerful and spirited horse, ready for whatever is ahead of him.  His expression looks pensive and serious, rather than frivolous, for example—the kind of look you would want to see in your leader. (In fact, it was customary at this time to paint royals on horseback, which was a symbol of authority.) Perhaps the purpose of this painting was to help King Philip’s subjects to have confidence in him as a strong leader.

(By the way, the paper painted on the lower left would have been the place where Velázquez presumably had signed the painting.)

Helpful Resources

For some help in learning more about art, I recommend the Art for Children Series, by Ernest Raboff.  Although it is out of print, used copies are readily available from Amazon.com.  Each book offers full color, large scale copies of each author’s work, as well as interesting and pertinent facts about the life of the artist and background and study of each featured work.  I learned tons from these books.  (As every homeschool mom knows, the best way to learn about anything is to read a kid’s book about it, right?)

Albrecht Durer (The Art for Children Series)
Henri Matisse (The Art for Children)
Frederic Remington (The Art for Children Series)
Michelangelo Buonarroti (Art for Children)
Paul Gauguin (Art for Children Series)
Rembrandt (Art for Children)
Leonardo Da Vinci (Art for Children)

Have fun!

Did you know that Abraham Lincoln wrote poetry? He also wrote several letters to Stephen Douglas prior  to their infamous debates. You can read one of his poems and some of the letters, in Lincoln’s own  handwriting, online at the Library of Congress. I know I can be pretty nerdy and I do love history more  than many people, but when I discovered these primary source documents and realized that they  were within a few clicks on the computer of being in my grasp, I became giddy! By the way, Lincoln had less than perfect handwriting!

In our American History I high school curriculum, we teach students about primary source documents:

Letters, diaries, legal documents and photographs all may be considered primary sources as well as other documents created during the actual time period in history being studied.  Primary sources contain first-hand accounts or contain direct evidence of historical events.

Just as a detective looks for the details of first-hand accounts and evidence to help him solve crimes, an Epi Kardia student uses primary source materials to acquire a thorough study of history.

Primary source documents present a beautifully relevant way to help our students examine the truth in history. So often, our children read books that present historical figures and events as biased, based on the author’s own opinions and impressions. Primary source documents leave less room for such error. Bias can occur innocently or with malice. It can also be extreme, with one author presenting all of our founding fathers as pure men of God while another author focuses only on their human weaknesses. Neither of these extremes is realistic or healthy for our children to study. We know that all men are born with a sin nature and can only be saved by the grace of God, and what we really desire is for our children (and for us) to learn from other people’s mistakes, rather than repeat them. History, when studied properly, is a wonderful tool for seeing God in all things, even the past.

Some examples of primary source materials from our American History I course include:

• Benjamin Franklin’s Autobiography – You can’t read Benjamin Franklin’s autobiography without hearing a hint of arrogance, or at least an abundance of confidence. The words are his exclusively and he knew what he was writing when he wrote it to his son. It’s fascinating to learn about the man while examining his historical contributions, as well.
• Benjamin Banneker’s letter to President Thomas Jefferson - pleading on behalf of slaves, Banneker’s humbleness and intelligence could never be questioned. I was emotionally moved when I first read this letter as it moved slavery from a philosophical issue to a real life event for me. Banneker’s character is revealed through the letter as he demonstrates his compassion for slaves and his respect for Thomas Jefferson, the President of the United States.
• Photographs from the Civil War – these sources offer a realistic and sometimes devastating view demonstrating the affects and seriousness of war.
• Strategy Maps from the Civil War – Maps created and used during various time periods offer a   clearer picture of specific battles and allows students to see the tools that soldiers worked with during that time.

The value of primary source documents when studying history can’t be overstated. The interest level for students tends to be much higher if they feel connected to the history they’re studying. They can relate better to a historical character when they realize that they’re studying a real person, and not a flat character from history who is only known for his accomplishments or failures.

With Epi Kardia, we strive to use primary source materials in our curriculum. In our recently published American History I, we incorporated all of the above examples and more. Through primary source books and internet sites,  Epi Kardia students have the opportunity to see the reality of history and the impact of primary sources makes history more memorable for many students.

The next time you choose curriculum, consider not just what you want your children to learn but also how you want them to learn. Living books, primary sources and other valuable materials create a path to learning that teaches children not only a specific subject matter, but also instills in them a methodology of learning and hopefully, a love for learning that will be useful to them all of their lives.

As you consider purchasing curriculum, don’t miss out on our current special! If you order our American History I by midnight on Monday, October 26^th, at our discounted introductory price of $34.95, you may also receive a second high school course of your choosing for half price*.  That’s a great savings on two courses!

At Epi Kardia, Dana and I have worked hard to create curriculum that teaches more than just content. We hope to empower you to instill in your children a love for learning and a Biblical worldview as well as the educational skills they need.

*Note: if you order online, your American History I curriculum order will show the reduced price, but the discount for your half off curriculum will not show up in your shopping cart until your credit card is actually processed. We do not process any credit cards until the order is actually shipped. Please let us know in the note section of your order form which curriculum you are ordering for the half price option.

In Christ,

Beth

Limited Time Offer on Epi Kardia’s

Newest High School Curriculum!

American History I: Colonization through the Civil War

If you order our American History I by midnight on Monday, October 26^th, at our discounted introductory price of $34.95, you may also receive a second Epi Kardia high school course of your choosing for half price.* That’s a great savings on two courses!

Should you order American History I from Epi Kardia?

Only if you want your high school student to:

• study history from a Biblical worldview.
• be immersed in history through reading great works rather than just receiving a sketchy textbook overview.
• improve his or her writing and comprehension skills through a variety of activities and assignments.
• have a number of different organizational and higher level learning tools at his or her fingertips.
• receive one high school credit, plus the opportunity to receive honors credit.

Only if you want:

• a course that not only provides historical overviews, project and assignment ideas, student directions and learning tools but also includes evaluation tips and many rubrics to make it easier for you to do your job.
• to receive a great value with a tremendous 151 pages of curriculum for an awesome price!
• have peace of mind about what your high school student is learning and how your high school student is learning.

What books will your student use with American History I?

This curriculum not only allows your student to learn history, but it also exposes your high schooler to great writers and their works including primary and secondary sources. All of the titles are easy to order from Amazon by simply going to the Books! page on our Epi Kardia website. By ordering your books through our site, you’ll be sure to have the correct version that corresponds with the curriculum assignments.  Titles include:

• Everyday Life in Early America by David Hawke
• Good Newes from New England by Edward Winslow
• Governor William Bradford’s Letter Book by William Bradford
• The Autobiography of Benjamin Franklin by Benjamin Franklin
• Beyond Stateliest Marble by Douglas Wilson and George Grant
• George Washington and the Founding of a Nation by Albert Marrin
• Benjamin Banneker by Charles Cerami
• Give Me Liberty: The Uncompromising Statesmanship of Patrick Henry by David Vaughn
• The Patriot’s Handbook by George Grant
• Abraham Lincoln’s World by Genevieve Foster
• The Essential Lewis and Clark by Landon Jones
• The Flag, the Poet and the Song by Irvin Molotsky
• Harriet Tubman: The Road to Freedom by Catherine Clinton
• Call of Duty by J. Steven Wilkins and George Grant
• The Day Lincoln was Shot by Richard Bak

What other courses should my high schooler take to be prepared for this course?

We recommend that your student become familiar with the common essay types encountered in high school writing before or while taking American History I. If your student has never taken a high school composition class, we recommend Epi Kardia’s Essay Styles for High School, which may be taken concurrently with this course.

Don’t miss out on the opportunity to receive this curriculum at a reduced price and another Epi Kardia high school curriculum for half price!* Be sure to order by midnight October 26^th to receive this special introductory offer!

*Note: if you order online, your American History I curriculum order will show the reduced price, but the discount for your half off curriculum will not show up in your shopping cart until your credit card is actually processed. We do not process any credit cards until the order is actually shipped. Please let us know in the note section of your order form which curriculum you are ordering for the half price option.

Please feel free to share this with anyone you feel would benefit.

As always, we look forward to serving you, in Christ, at Epi Kardia and God bless your homeschooling endeavors!

Beth and Dana

We, believing that the normal child has powers of mind which fit him to deal with all knowledge proper to him, give him a full and generous curriculum, taking care only that all knowledge offered to him is vital, that is, that facts are not presented without their informing ideas. Out of this conception comes our principle that….’Education is the Science of Relations’; that is, a child has natural relations with a vast number of things and thoughts: so we train him upon physical exercises, nature lore, handicrafts, science and art, and upon many living books… (Emphasis mine)

One of Charlotte Mason’s most popular tenets is that children do not have a natural affinity for twaddle, which includes second rate, predictable stories, dry compilations of others’ ideas, and incomplete textbook summaries.  Just as it is our job as parents and teachers to feed our children’s bodies, it is our responsibility to nourish their minds with living ideas found in what Charlotte termed living books.

What Are Living Books?

Charlotte Mason described living books as bursting with vital, vivid ideas written by authors who are passionate, knowledgeable and obviously fascinated by their subjects.  These books have noble ideas and often heroic characters.  Facts are usually combined in these works with fiction, and by that I don’t mean “made-up” information, I mean, a story. What young reader’s attention is not captured by a fascinating story?  All the better when the story contains or is based upon factual information and is accompanied by detailed, accurate illustrations.

Along with a large segment of homeschooling parents today, Charlotte and many of her devotees believed that living books should have a preeminent place in children’s education.  Charlotte observed that children had a natural affinity for literature and were distinctly susceptible to picking up living ideas from well-written, living books.

Interestingly, she also thought that our place as teachers should be ‘second place’ to children experiencing a book themselves.  Not only with books, but we should take a back seat when children study nature, artwork and music, as well.  First, children are to interact, or develop a relationship with, the book, tree leaf, painting or sonata. Then, they are to narrate (we will deal more with this in a later post), or tell back, what they observed, learned or thought about the work. Only then may we discuss our thoughts with them on the subject.  Giving them time to reflect on the object before we add our two cents is certainly contrary to many classrooms wherein students are expected to listen all day to “pre-digested” information in the form of teacher’s lectures.

We remember what that is like, don’t we?

Not Only For English

Did Ms. Mason believe living books were useful just for literature studies?  Absolutely not! Living books are appropriate for most children’s subjects, and should be included in many areas, including history and science.

• History – Fortunately there are bountiful numbers of wonderful children’s books that are included in the historical literature genre.  Believe me; an exciting story based on accurate historical and cultural details will engage your child’s imagination like no history lecture ever could, and help your children learn and be able to recall many details about a culture or historical period. Our family often discusses favorite books that we read together as many as ten years ago! Now that is retention.   Some of our favorites are The Golden Goblet (Newbery Library, Puffin)
  Johnny Tremain and RIFLES FOR WATIE.

• Science – Often considered a science book, The Librarian Who Measured the Earth contains fascinating historical details and describes a higher level scientific/mathematical concept in language that can be understood by an elementary school student.  Like so many living books, this one can be considered as doing ‘double duty’ and can be used not only for science, but also for history, math or even geography.

• Fine Arts – Add well-written biographies of musicians, artists, books about the history of instruments or how they are created, or about how different cultures express themselves in fine arts.  Charlotte would probably have you expose your children to the literature, art or music prior to reading the book, though.

• Geography – Read stories that take place on the plains of Africa, in the rainforests of South America and the bleak tundra of the Antarctic and use maps, globes and other activities, after written and oral narrations, to fill out and solidify the knowledge gleaned. Reading about missionaries and about explorers are other ways to include living books in your geography studies.  Check out Shipwreck at the Bottom of the World: The Extraordinary True Story of the Shakleton Expeditionfor an exciting story about Antarctica!

If you haven’t already, whether you use a literature-based curriculum or not,  we recommend you making a large place in your school day for an abundance of whole, living books, as Charlotte Mason did with her students.  Time to put away the predictable series books, the teenage romances (please!) and the dry textbooks (unless they are used as references or to fill in here and there.)  Liven up your homeschool and give your children the gift of enjoying learning.

Read more about some of our favorite books, coming soon. 

Happy Reading!

America n History I

Colonization through the Civil War

You’ve been asking for it and we’ve been listening! Our newest high school course is days away from publication and you won’t want to miss out on the great savings during the first week of availability!

Just a little peak to let you see why we’re so excited about this latest Epi Kardia publication! Your student will be able to:

• Learn history from a Christian worldview and develop a healthy, realistic view of our true American heritage with God as the Designer and Orchestrator of our nation!
• Read living history books that truly make history understandable and relevant, with many primary and secondary sources included!
• Examine and evaluate real historical documents such as letters from Benjamin Banneker and poetry written by Abraham Lincoln!
• Learn about who our founding fathers really were and not just what they did!

With over 140 pages including teacher’s notes, book lists, specific assignments, evaluation tips including tailor-made rubrics for all major assignments, and many additional tools, you and your student are sure to have a greater understanding of our country’s history upon completion.

So, watch your email and our blog for this awesome opportunity to share our nation’s childhood with your high school students and bring history to life!

God’s blessings,

Beth and Dana

It’s here!

Epi Kardia’s brand new British Literature course is now available! This seismic 113 page high school curriculum incorporates the best of British Literature, with a special emphasis on the Victorian Age.  The classic works utilized in this curriculum include:

–Beowulf translated by Seamus Heaney (epic poetry)

–Julius Caesar by William Shakespeare (historical play)

–A Study in Scarlet by Sir Arthur Conan Doyle (short story)

–The Canterbury Tales by Geoffrey Chaucer (short stories)

–Jane Eyre by Charlotte Bronte (novel)

–Mansfield Park by Jane Austen (novel)

–Oliver Twist by Charles Dickens (novel)

–Screwtape Letters by C.S. Lewis (novel)

–The Importance of Being Earnest by Oscar Wilde (play)

–Selected poetry printed in the curriculum appendices.

As well as many of the traditional elements of literature such as theme, characterization, plot, irony, symbolism and poetic style, this course emphasizes excellent essay writing skills, literature analysis and the discovery of the unique characteristics of British writing through the study of exceptional models, allowing British Literature: a Study of British Writers to serve as an excellent precursor to further college level studies.  Written assignments and projects employing non-traditional learning modes engage students and help them encounter these works and their authors, as well as the time period during which they lived.

Features of Epi Kardia’s High School Courses

As is true of all Epi Kardia high school courses:

• Assignments are written directly to students, with special sections and appendices written for the benefit of the teacher.

• Evaluation tips and individual grading rubrics for all major assignments are included, allowing you to have full confidence both in communicating to your student what is expected and in fairly evaluating course work.

• This course may be utilized at either college preparatory or honors level.

We recommend that your student be familiar with the common essays encountered in high school writing before taking this course.  If your student has never taken a high school composition class, we recommend Epi Kardia’s Essay Styles for High School, which may be taken concurrently with this course.

Special Price on all Orders Containing British Lit!

We are so excited about British Literature: a Study of British Writers, we would like to offer you 20% off your ENTIRE order if it includes the purchase of British Literature.  For one week only, from 9/24/09 to 10/1/09, you may take advantage of this special offer when ordering from Epi Kardia’s online catalog. Remember, British Literature has to be included in your purchase.  Note: After you place the order and BEFORE your credit card is charged, we will manually reduce your order by 20%.

Please feel free to share this with anyone you feel would benefit.

Coming soon:  a pre-announcement of two more Epi Kardia literature based high school classes:  American History I (from Early Colonies through the Civil War) and American History II (Immigration through Modern).

In His Service,

You can register your student today for any of my online courses listed below. Classes begin September 9th and are taught using a secure online forum. For the literature and history courses, students not only receive assignments and evaluations online, but they also participate in discussions twice a week to evaluate comprehension of material. Best of all, Epi Kardia curriculum and materials are used for these courses! Please note that there are a limited number of spots available for each course.

Detailed course descriptions are available at www.epikardia.com. Classes for the 2009-2010 school year (all courses are full year):

· High School Writing Prep (7th – 8th grade) – based on my years of teaching Essay Styles, the first year high school course, I discovered that many high school students are still making the same errors in writing repeatedly. This course troubleshoots those specific areas allowing students to enter high school courses with a distinct advantage in writing skills!

· Essay Styles (high school) – our recommended first year course for high school students covering the five basic essays.

· British Literature (high school) – discover great British authors and poets from the Middle Ages to Modern.

· American History I (high school) – whole books, timelines, research projects and more are incorporated to discover American history from Colonization through the Civil War.

· American History II (high school) – covers Immigration and Modern historical time periods.

Other important details:

Tuition for online courses: $320 per year with a monthly payment plan option of $40 per course, per student, for a total of 8 months. Parents are committed to pay for the entire course except in extreme cases of job loss or serious illness.

Tuition discount: For families with more than one student and/or students taking more than one course, the second student’s courses or any courses for the same student beyond one cost $280 per year or $35 monthly.

Curriculum: Students will need to purchase the appropriate Epi Kardia curriculum but will receive a 25% discount.

Registration:  Students may be registered by email (send to beth@epikardia.com) by submitting the following information.

· Student name

· Parent name

· Grade/age

· Course(s)

· Email addresses (parent and student)

· Physical mailing address

· Contact phone number (parent) – this number is only for extreme cases when a parent or student is not responding to email

Important note: Email registration is considered a commitment for completing the course.

Please contact me personally at Beth@epikardia.com if you have any questions or would like to register your student. I’m looking forward to a year immersed in wonderful literature and fruitful discussions!

God bless your school year!

Beth

]]> http://www.epikardia.com/blog/curriculum/online-courses-taught-by-an-epi-kardia-author/feed/ 0 http://www.epikardia.com/blog/high-school/the-big-transition-homeschool-to-college/ http://www.epikardia.com/blog/high-school/the-big-transition-homeschool-to-college/#comments Wed, 04 Feb 2009 01:41:44 +0000 Dana http://www.epikardia.com/blog/?p=383

This is the time of year when homeschooling parents traditionally begin contemplating next year. (Sometimes with that daunting 2nd semester ahead, it is more appealing to consider next year than to finish this year. ) Parents of 8th graders may be terrified as they consider what they are going to do next year for high school.  They might wonder whether they measure up academically; if they’re capable of leading their children through high school and preparing them for college. Even as their high schoolers pursue college dreams, parents often speculate whether their kids will be able to adjust to the rigors and social climate of college after being at home for high school.  Understanding the latest research on this topic could be reassuring for both parents and students!

Although there have not been a multitude of studies in this area, there have been a few with some interesting results.  Among them is “Transitional Experiences of First-year College Students Who Were Homeschooled,” by Mary Beth Bolle, Roger D. Wessel, and Thalia M. Mulvihill, published by the Journal of College Student Development (Vol. 48, No. 6, Nov.-Dec. 2007*). This study examines the adjustment of first year college students who entered college directly after finishing high school at home. Beginning by citing previous related findings:

• According to the National Center for Educational Statistics (1999), the number of homeschooled students has nearly tripled just since 1991
• Homeschooled students outranked public school students on standardized tests by 15-30 points and “perform well in college and leadership activities and tend to be independent and critical thinkers who are gainfully employed.” (Ray, 2003)
• Other benefits of homeschooling include “better relationships with siblings and parents, more opportunities for interaction with people of different ages that lead to developing friendships with various ages and genders, and a better relationship with adults.” (Cox, 2003)
• A favorable quote from Brown University’s Dean, Joyce Reed, who stated:  “These kids are the epitome of Brown students.  They’ve learned to be self-directed, take risks, face challenges with total fervor, and they don’t back off.”  (Sutton, 2002)

In spite of the above accolades, the study also cites some common concerns about homeschoolers entering college, such as the familiar “What about socialization?”  And an added apprehension: “Do homeschoolers have a broad enough view of the real world [to successfully deal with] the exposure of different people and views?” These are very pertinent questions you may have asked yourself as you have considered whether or not to homeschool high school.

The Bolle, Wessel and Mulvihill study discussed the various transitional stages of a group of homeschooled students as they:

• left home
• adjusted to living with greater independence
• met others with differing values, backgrounds and worldviews
• compensated for more traditional teaching styles and academics
• had to comprehend new behavioral norms
• formed new relationships
• eventually acquired a sense of ownership and belongingness to their new college community.

Interestingly, these are a few of their findings:

1.  Although all of the students in this study experienced loneliness upon arrival at college, all of them were able to “step outside their comfort zones and meet new friends.”  In this particular sample of students in a diverse student body, homeschooled students were able to meet other like-minded students as well as come in contact with others who were very different.

2.  Although they all eventually made like-minded friends, it took some longer than others.  Those who maintained “close ties with their community and home and [called] home frequently” made friends quickly. (Bolle, Wessel and Mulvihill, 2007)

3.  All of the students had to adjust to different teaching styles and academic expectations.  Some students found college classes easier and some found them more difficult. Those who initially had difficulty were able to develop the tools and methods they needed and became accustomed to their professor’s expectations and, ultimately, to modify their academic activities to meet the requirements.

4. Resources on campus such as student orientation, RAs, campus programming and student organizations were very helpful in successfully transitioning homeschooled students into college life.

5. Bottom line: there was little difference between what homeschooled and publicly/privately schooled students experienced in terms of their transition to college.

Additional favorable reports came from another fascinating study on this topic, “An Exploratory Study of the Transition and Adjustment of Former Home schooled Students to College Life” (Lattibeaudiere, 2000).  This study examined how well homeschooled students transitioned into college life by the time they were sophomores and juniors.  This body of research found that homeschooled students “had a positive and successful experience transitioning from high school to college.  In fact, the longer that students were homeschooled, the better they adapted to college life.” The study speculated as to why homeschooling longevity was helpful.  Factors that were considered as benefits to college adaptation included “students having  individually tailored instruction, the ability to learn at their own pace, options to study subjects of interest, opportunity to be taught in a loving educational environment, and availability of hands-on opportunities that developed curiosity and love of learning.”  (Quoted in Bolle, Wessel and Mulvihill, 2007.)  Personal note: we have always known those are benefits of homeschooling, but it is gratifying and reassuring to have them substantiated by scientific study!

Incidentally, other findings of the Lattibeaudiere study included:

• Rather than living off campus, students who lived on campus were better adjusted.
• Educators felt that homeschooled students took a little longer than traditionally educated students to adjust socially to college. (That is not necessarily a bad thing…)
• Homeschoolers “exhibited great skill in relating to individuals of all ages” (quoted by Bolle, Wessel and Mulvihill, 2007).

Moreover, a dissertation by Holder (2001) stated that homeschoolers were academically and socially adept in college.  Additionally, homeschooling students reported that they felt “homeschooling helped them develop the ability to learn on their own, [have] good study habits, [learn] self-motivation and how to be responsible, [have] flexibility in learning at their own pace and [be] self-disciplined.” Although it was found that there were some difficult areas, specifically: “the extensive writing and research required, meeting assignment deadlines…and getting accustomed to class schedules,” homeschooled students assimilated well. It was thought that such students’ participation in volunteer work, activities outside of the academic arena and part-time jobs aided their transition to college.

Although these studies are few in number, their conclusions have paralleled what Beth and I have experienced in our own families.  I hope this research will put you at ease as you consider homeschooling high school or if you are currently doing so.   Continue to mentor and train your children as you have always done, teaching them right from wrong, shepherding their hearts, and preparing them for God-honoring, productive, full lives.  Whether you prayerfully decide to keep them home for high school or not, please don’t make the decision out of fear that they won’t be able to adjust.

Past posts that might be helpful on related subjects are The Big Decision and Do Not Fear.

*Click here to read the Bolle, Wessel and Mulvihill study in its entirety and see complete references for all studies mentioned in this post.

With hope in Him,

In a previous blog, Should You Join a Co-op?, I addressed how to evaluate whether a specific co-op is the best situation for your family. Now, weeks later, after spending the first quarter of the school year in a successful co-op, I’d like to share with you what has made our co-op work well.

I believe there are some very specific qualities that have made our co-op successful. If your current co-op doesn’t demonstrate these characteristics, don’t despair. Rather, use them as guidelines for improving your current co-op situation. Our co-op underwent some changes and with thorough communication, we worked out the kinks, creating a helpful and encouraging environment. But the key is that we worked through our challenges rather than giving up our co-op. While that’s not possible with every struggling co-op, you might want to give it a shot before quitting.

1. Prayer – as with any endeavor, the amount of prayer put into the project has a tremendous affect on its success. We prayed over our co-op during planning and regularly lift it up in prayer as we progress. With God in charge, we become less worried about our own endeavors and more focused on Him.

2. Consistent Communication – while it may be time consuming, particularly at first, the strength of your communication will greatly determine the value of your co-op overall. Miscommunications cause frustration and that can lead to further problems. As with so many home schoolers, our co-op families have very busy schedules, so we found that with most issues e-mailing worked best. However, there were certainly situations when a phone call prevented a dozen e-mails. Talk with the other moms in your co-op to determine the best way to consistently, but respectfully, communicate.

3. Flexibility - we spent a great deal of time planning our history and science co-op during the summer. With all of that time invested, we thought we had things pretty much mapped out. We really overplanned and didn’t take our sons’ other academic and outside responsibilities into account enough. After the first four weeks, we revised our reading list. After six weeks, we revised our Bible study and science plans. You have to be willing to be flexible enough to change what’s not working. It was a little disconcerting after all of the planning that we did, but we decided to count our summer work as an intense learning experience. Should we do another co-op next year, we’ll know what not to do!

4. Student Personalities – It is not easy to work out how different personalities will respond in a co-op situation prior to actually interacting with each other. For example, we found that two of our boys fed off of each other and became really silly at points because they found each other so entertaining, while another boy was less likely to actively participate due to the distraction. At times, I am sure he wondered if he’d ever get a word in during some conversations. So, we had to lay down some ground rules that we really hadn’t expected. Once those rules were established, the co-op was more valuable and pleasant for everyone.

5. Grace – The personalities of the moms should be considered as well. We have had a few moments here and there when one or another felt left out or overwhelmed by the co-op responsibilities. Only one of us had actually ever taught prior to the co-op starting and there was insecurity at times about dealing with specific academic material. Grace plays an important role as you deal with these types of issues. Gently loving one another through such times prevents walls or negative memories from being created. It can be tempting during crunch time to be condescending or take over rather than allowing everyone to do her part, even if she does it differently that you would. I love the idea that my son gets to learn from other moms because it offers him the opportunity to interact and communicate differently than we do daily. Even though we may be very different in some ways, those differences can translate into precious learning experiences.

6. Workload Balance – For the most part, we have been able to balance the responsibilities amongst us fairly evenly. At times, that balance may be off momentarily because of sick children or other demands on our time. But a successful co-op most often spreads the workload evenly for all participants, preventing frustration or feelings of being taken advantage of.

7. Compatible Curriculum - By using Epi Kardia’s 9-12 Complete Units, we were able to personalize and design our history plans to suit our families’ goals. The booklists made quick work of selecting our reading materials; the project ideas kept us from having to think up hands-on activities and we utilized the research lists as mini-research study topics for the boys to present each week. The organization of Apologia Chemistry, along with the experiments that can be done at home, made it ideal for our situation. Considering that the three of us were never science majors, the articulate presentation of the material greatly supported our needs. 

8. Academic Progress – It has been wonderful watching the academic progress of the boys that has already been achieved. History and science discussions not only demonstrate their comprehension but also allow them to develop better communications skills. Completing science experiments together promotes discussion of the results and new ideas that may not have been considered while doing the experiments alone. As I previously noted, being responsible to another adult takes accountability a step further and also provides the opportunity for praise and encouragement from someone besides mom. It has been a joy watching John Paul interact with the other moms in our co-op and also observing how he has developed more respect for them over time.

These qualities may not be exactly what you’d want in your co-op, but generally, I believe they are foundational for most co-ops. If you have ideas or have participated in a successful co-op, we’d love to hear your comments. Many thanks to my co-op sisters, Sharon and Cheryl, and their boys, Erik and Robert, for hanging in there and working together in an attempt to teach our sons with a spirit of Christ!

Blessings on your week!

Beth