"In the world ye shall have tribulation: but be of good cheer; I have overcome the world." –John 16:33

San Pedro Garza Garcia

Category: Homeschool Page 3 of 5

Homeschool, Sonlight, and long term goals

Day 863 of 1000
Betty Blonde #29 – 08/26/2008
Betty Blonde #29
Click here or on the image to see full size strip.

There are only 137 days left in our 1000 day count.  The idea of the count was to track the last days leading up to Kelly and Christian’s graduation from NCSU as the culmination of our second start at homeschooling in the Fall of 2004.  We are still on track.  The start of this blog coincided with that restart of our homeschool after a three year hiatus during which Kelly and Christian attend government schools in Oregon.  The restart was for Kelly’s fifth grade and Christian’s third grade years.  I thought I would take a few minutes on this New Year’s Day 2014 to reflect a little about our goals when we started homeschool and where we think we are relative to those very earliest ideas about what we thought we might accomplish.

What we thought we might be able to do when we started

I had a year of homeschool experience behind me when we started up again in 2004.  I tried to put together my own homeschool schedule and curricula from scratch during that first pass.  It was a great year and we accomplished a lot, but it was WAY to much work for a dad with a day job to accomplish well.  I found that curriculum development, materials searches, and all those other things required to do a “from scratch” program was a bridge too far.  So, for the second pass, I knew that my focus needed to be on teaching, correcting, planning, and the day to day operation rather than all the effort required to develop and deploy a curriculum for each kid on my own, too.

How did we set our goals?

We set some long term goals very early in the process.  I would like to say that it was on purpose, but it really was not.  It was an outgrowth of how we did our homeschool planning.  We based our homeschool program around the yearly plans provided by Sonlight with the normal customizations most homeschool families make to meet the unique needs of their children.  I worked from the Sonlight materials to plan one or two weeks at a time.  It usually took me an hour or two on a weekend to figure out what I wanted the kids to do for each week.  It was a thoroughly enjoyable experience and I involved the kids in the process.

From the very beginning, I liked to look ahead at the programs for future years.  It dawned on me pretty early in the first year that, if we followed the plan, the kids would not have to be rocket scientists to start college a couple of years early.  That became our goal.  We wanted the kids to start a hard degree at a community college after their sophomore year in high school. The degree had to be a hard degree in something like math, statistics, engineering, or physics because that would give them a better chance at getting a good job.  We wanted them to start at a community college so they could stay at home and pay low tuition.  We wanted them to go to a Big State University after the finished community college for the same reasons.

How did we stay on track?

The amazing thing is that we did almost nothing to stay on track other than follow those Sonlight based curriculum guides.  We added ideas of our own, and then we just arrived.  The few things we added, like the use of CLEP preparation and testing I have written about so much in this blog pushed us even further ahead.  We signed Kelly up to start at our local community college after her sophomore year and through a fun and interesting, but hectic set of events, signed Christian up at the same time so he ended up completely skipping high school rather than just skipping the last two years.  I guess the best advice I have on this is to make a reasonable plan and stick to it.

So where are we now?

Kelly and Christian are both on track to graduate from NCSU this Spring with degrees in Statistics and Applied Mathematics (respectively).  We do not have any illusion that any of us are geniuses, but they have both been on the Dean’s list every semester for which they have been eligible. Both have applied to graduate schools on the West Coast.  We are not sure they will get in, but they will certainly be prepared to enter the workforce. It was the plan and sticking to it that got them where they are.

Common Core math just wrong

Day 824 of 1000
Betty Blonde #8 – 07/28/2008
Betty Blonde #3
Click here or on the image to see full size strip.

This is an excerpt from a World Magazine article about how the Common Core government education standards treats math:

Two years ago in September, Heather Crossin’s 8-year-old daughter Lucy came home from her Catholic school in Indianapolis with a math problem that seemed unusual.

“Bridge A is 407 feet long. Bridge B is 448 feet long,” the problem read. “Which bridge is longer? How do you know?”

“Bridge B is longer,” Crossin’s daughter had written. “I found this out by just looking at the number and seeing that 448 is greater than 407.”

The youngster’s answer was mostly wrong: According to her new textbook, enVisionMATH Common Core, she was supposed to compare the hundreds column, the tens column, and the ones column individually. The teacher gave her one point out of three.

Read the whole article here.  The sad part is the Common Core is not only bad in its philosophical biases, but in that it will effect even those how do not buy into the governments really bad educational methods and ideas–home and private schools.  Here is an excellent analysis of Common Core and its impact from people who have done their homework and have an excellent record of supporting educational methods that actually work.

Betty Blonde redux

Day 816 of 1000
Betty Blonde #1
Betty Blonde #1
Click here to see full size strip.

Kelly drew a daily comic strip for two years from when she was fourteen until when she was sixteen.  I thought it might be fun to start posting these strips again, one at a time until they are all again available for public consumption.  My recent start on an index to all our homeschool art program posts got me to thinking about it.  The drawing of the strip was not bad when she started because she and Christian had practiced quite a lot on comic strip art before she started the daily strip.  Christian actually drew a graphic novella that I will eventually put up here, too.  We had all her comic strips up on the internet until a couple of years ago.  I hope to create an index for them as I have time.

Kelly’s and Christian’s homeschool art program

Day 813 of 1000

Chrsitan draws Grandpa LauroKelly's water color of CeliaDad draws Grandpa LauroKelly’s watercolor of our friend Celia (middle left) got me to thinking about the art classes we all did during our homeschool years.  We all learned how to do pencil portraits during those classes.  You can see Christian’s effort at drawing Grandpa Lauro at the top left.  Mine is at the bottom left.  We sat down every day to do art together for a period of five or six years.  We still like to do it when we get the chance.  We started with something titled Mark Kistler’s Draw Squad.  This post will serve as an index to posts we made on our art training.  I say our art training because I got trained at the same time as the kids.  The astersiks are posts that include drawings.

Mark Kistler’s Draw Squad
July 15, 2005 – Mark Kistler’s Draw Squad
July 26, 2005 – Drawing with the kids
August 10, 2005 – Cleaning up the bonus room
June 12, 2006 – Starting the summer
June 26, 2006 – Homeschool 2006/2007 prep I
June 30, 2006 – Drawings*
July 25, 2006 – Drawing with friends
October 10, 2006 – Fourteen years with Lorena
October 24, 2006 – Designing t-shirts
January 23, 2007 – Learning to draw
April 16, 2007 – A successful party

Portraits
April 22, 2007 – Our second drawing class – Robert Hutchings Goddard
July 18, 2007 – Continuing our portraits
July 19, 2007 – My drawing today, Kelly’s tomorrow
July 19, 2007 – Dayanita drawing
Betty Blonde

…I did not get them all.  I plan to continue this.

Kelly does a watercolor of Celia

Day 811 of 1000

Kelly learned to draw pencil portraits when she was in homeschool, but her skills have advanced greatly since then.  Here is her last watercolor.
Celia watercolor

Ten years of homeschool socialization

I have written a good number of posts about the issue of “socialization” in homeschool over the years. Since the subject still comes up regularly, I thought it might be good to make an index of some of the more interesting posts on the subject. I will list the posts in reverse chronological order with a brief description because some of the titles are not very precise with respect to the content of the articles. I would like to state for the record that we know home schools, government schools, children, parents, and teachers vary. These posts are about our experience and observations.

Memorization, learning to read, and homeschool

Day 767 of 1000

The sound quality of this video is not so great, but it shows Kelly recite The Owl and the Pussycat when she was a little past four years old .  It was not too long after this that she learned how to read for herself.  We read this book to Kelly and Christian many, many times.  We did not know she had it memorized until she just recited it to us one day.  She received lots of accolades for this memorization, mostly from grandparents, aunts, uncles, and older friends–other kids did not care so much.  This happened often enough, Christian wanted to get in on the action, so we worked with him on memorization, too.  We mostly memorized Bible verses, but there was some poetry and other things thrown in there, too.

The next thing that happened is Kelly started associating the words she had memorized with the appearance of the words in the books.  At about the same time, we bought a computer game program called Reader Rabbit.  Kelly loved to sit on my lap and play that game.  We did it, on a schedule, for about ten minutes per day.  Before we knew it she was reading.  At first, she only read aloud, but one day it dawned on her that she did not have to say the words to read the book and proclaimed that loudly to Lorena, “I am reading in my head!”  This all started with memorization.  We think it is a wonderful tool for the entire learning process, not just reading.

We believe this little event was what put us on the road to active participation in the education of our children and eventually to homeschool.  The kids memorized longer and longer passages throughout their homeschool education.  One of the key goals we meet toward the end was the Sermon on the Mount, Matthew 5, 6, and 7 in the Bible.  I had told them they could get their drivers license they completed this memorization.  I never really held them to that, but both of them were able to quote it all.

Now that the kids are in college, we feel somewhat of a void.  We get great joy out of seeing other people teach their kids to memorize and read.  What we did not know at the time is that practiced memorization gives kids a “super-power” through college and even on into their work life.

Update:  One of our homeschool friends left a comment.  I went over to her website and found they have big time trumped us with an entire alphabet of memorized, little kid poetry.  Pretty awesome.  Check it out here.  Click on the individual letters to access the videos of the poetry.

Are homeshool children too sheltered?

The article my cousin Trisha sent me yesterday made me think again about how thankful I am our children were not subjected to government school.  The article is a nice one about some really positive things that happened at a public high school in Utah.  Still, these kinds of feel good stories are the exception, not the rule.  We remain grateful to the Albany Public School system in Oregon for providing our children with such a horrific educational experience that we were motivated to pull them out and homeschool them.  In thinking and reading about this I ran into a great blog post on the whole homeschool socialization thing.

Early in our journey of homeschooling a friend pointed out to me that if your child does not know Spanish, you do not put her in a large group of other people who do not know Spanish and expect them to learn Spanish from each other. Yet we say that children need to learn ‘socialization’ from each other- we stick children into a peer group of immature individuals who admittedly are not socialized and not skilled in the graces of getting along with one another and say they are there to learn those skills from each other. We’ve been doing this so long that the results of this seem normal and healthy to us as a culture- while they may be ‘normal,’ I want something better for my family and do not consider the typical age based model of social interaction and its results to be the standard I am aiming for.

The author of this blog post really nails it.  This was our experience, too.  Even though we do not believe our kids are any brighter than the bulk of kids that go to “Big State U”, they have had a great social and academic experience there and are scheduled to graduate with STEM degrees this spring.  This has given me cause to reflect on exactly what is described in this blog post.  We believe the powerful socialization aspects of our children’s homeschool experience uniquely prepared them for entry to into college at an early age and the ability to perform well after they got there.

When the kids transfered from the local community college to the local Big State U, they were saddened to see their fellow incoming freshmen herded into dorm settings, orientations, and entry level classes where they were patronized and treated like children for another year.  This special treatment was provided to them to give them a more gentle opportunity to transition from government school to the real, “real world” of college.  Of course, whether college is the real, “real world” is debatable, but many if not most of them did not make it. 

There are remedial classes, tutors, study sessions, and a plethora of other mechanisms to help students overcome the abysmal education they received at the hands of their unionized, government school teachers .  These kids are not different from any other kids around the world.  They are bright.  The did well enough on the SAT/ACT to get accepted into Big State U, so it is certainly not the case that they have defective minds.  Really, they seem to be smart enough and are provided with sufficient help to thrive, but they do not.

Our kids feel the reason many students fail or embrace diminished opportunity is because they can not handle the social aspects of the real world.  Or it could be that they are at college for the college social experience rather than an education.  So after all the special help afforded to them because they are neither socially nor academically prepared, they either drop out of their STEM degrees to pursue Communications, English, Sociology, or Psychology degrees that do not lead to good jobs or they just drop out.

I have talked to the kids about this a lot.  We really do not think our children are brighter than other kids at Big State U.  They have to study very hard and it is not easy for them.  What is different about their preparation than that of their government school peers?  They honestly believe the powerful socialization experience they received during homeschool gave them an advantage.  Like other homeschoolers, they did sports, music, art, church, and a bunch of other stuff out of the house.  There were large and small group activities and activities with people of different ages, ethnicities, and languages.  They were not confined to a single room with a fixed group of same-age kids guided by one or two adult supervisors in a truly artificial social setting year after year after year.  They traveled more because they were not subject to government school schedules and budgets.

When they were fourteen, they took classes at the community college with Iraq War vets using the GI bill to go to college, housewives trying to finish a degrees in nursing or accounting, dual-enrolled students from the local government schools, other homeschool students, people working menial jobs trying to improve their lot in life of a wide range of ages, recent high school graduates who did not have good enough grades to get into college, and retired people taking a class just because they were interested to learn something new.  That is the real world.

That is why their sheltered homeschool experience was more “real-world” than anything that happened in the government schools.  It is why they were better prepared for what they would face at Big State U.  It is also why I cringe whenever I see young mothers send their children off to pre-schools and kindergartens.  It is the first step in road that provides serious social and academic roadblocks for their children.

Boys are not well served in government school

Day 758 of 1000

There is an article by a self-described feminist, Christina Hoff Sommers, on how government schools serve boys (as opposed to girls) very poorly.  This is a fairly hot topic amongst homeschoolers.  I recently discussed this with Eric, a fellow homeschool parent with boys of school age.  We probably have different ideas about how boys should be raised and encourged in their masculinity, but we agree whole-heartedly that it necessary to raise and educate them differently from girls.  It is interesting that there is such a strong argument from a feminist worldview for allowing boys to be boys and avoid shoving girls toward career paths they might now want to follow.  Typical of her answers is the following:

Q: They would see this as a result of gendered socialization: of boys and girls being pushed down different paths. I assume that you see it as indicative of different preferences?

A: Yes. Of course gender identity is both biological and cultural. But we have had three generations of feminism encouraging children to enter different fields. And very little has changed. If you look at college majors, boys are still engineers and girls go into the helping professions. Many children will defy the stereotypes of their sex, but the majority seems to embody them. I think that’s a reality.

Sommers talks about faulty research and claims about research that do neither withstand scrutiny nor support the idea that girls should be raised, educated, mentored, and encouraged in the same way as boys.  I liked the article a lot.  It confirms my belief that we were saved from a lot of things by homeschooling that we never even considered.

Just so you will know…

Day 750 of 1000

Shame, shame, shameI received mixed reviews from my family on my post about Christian’s 18th Birthday.  Lorena and Kelly loved it, but I received a stern lecture on grace and humility from Christian.  He is not so keen that people know his age nor does he advertise his accomplishments.  I am pretty sure he is right and I am letting pride get the best of me.  I am sorry.

Still, there are not so many opportunities for homeschool kids to get accolades for academic achievement.  It is not like the kids sent to government schools for warehousing in a Lord of the Flies style social settings so their mothers, at least the ones who are not forced to work for a living, can get their “me” time at their yoga class and their lattes at Starbucks.  There are selfies that need to be posted on Facebook and Instagram and kids get in the way of finding time and the right venue for just the right picture.  In the meantime, much effort is expended to provide accolade opportunities in the name of building self-esteem in badly socialized kids who are often not so accomplished at either learning or doing.

So, I am really going to try to back it off a bunch, work on my humility, and not be too prideful–at least until (and if) the kids graduate.  Even then, I will try to keep it brief.

Another homeschool story: Starting after elementary school in Texas

Day 721 of 1000

Homeschool friends from Texas at the Hill Library (NCSU)Kelly came back from her internship at the Johns Hopkins University-Applied Physics Laboratory just in time for a visit from the Larsons. They are dear homeschooling friends from Texas. Age-wise, the twin boys fall right between Christian and Kelly. That have gotten along famously since late elementary school. We spent a great weekend with them visiting the NCSU Hill Library and the North Carolina Museum or Art, playing games, talking, playing music, going to church, and generally just hanging out together.  The Larson’s are great musicians–voice, violin/fiddle, accordian, piano–really they are amazing.

At any rate, it got me to thinking about the Larson’s homeschool trajectory.  It was a little different than our trajectory due to the normal reasons:  differing interests (medicine, law, and business rather than engineering and math), amazing music skills, access to great Texas homeschool resources, differing teaching styles and curricula, etc.  Still, the spirit of their homeschool was more similar to ours than just about any we have seen.  They put worldview above other academic subjects, skipped two years of high school to put their kids into the community college, focused on hard science and math, but backfilled with music, international travel, language, hunting, and community service.

Some of the things they did much better than us include their participation in things like youth symphony, youth court (as lawyers and judges), EMT training, medical research, and I am sure there are others.  It is great to see these boys prosper in ways that would not have been possible in a government or private school setting, but what we admire the most is their humility and the joy they derive from the path they have chosen as a family.

Sonlight Homeschool Curricula (Part 4): History

Day 619 of 1000

This is the fourth in a series of articles about why we used Sonlight Curricula in our homeschool.  Here is a page that holds an introduction to the series and links to the other posts in the series.  We bought core packages for what would be third through tenth grades in a traditional school.  Kelly used the program from fifth through tenth grade.  Christian used the program from third through eighth grade.  This series mostly describes what we did for all the subject areas except math, music, and art.  I have already written pretty extensively on this blog about what we did for math and plan to do a future series on our art art program.  We bought most, but not all of our core materials from Sonlight and followed their curriculum guides with a fair amount of rigor.  Like most other homeschoolers, we deviated in minor ways where we saw fit.

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I have written what I have to write about the Sonlight history program in other places so this will be a brief overview of how it served us and a link or two to the posts that go into more detail.  In a nutshell, there were some things we absolutely loved about how Sonlight handles history, but there was one part of the program-the Joy Hakim series for US History–we found totally unsuitable for our needs both in terms of the quality and depth of the history coverage.  We made the mistake of buying the stuff that did not work for us before we sufficiently checked it out because our previous experience with the Sonlight History curricula had been so stellar.

The Landmark History of the American People Volume IIn a nutshell, the things we really liked about the History program is that the Literature and History books and study guides are so will coordinated with each other.  As mentioned above, we started back into homeschool when one of our children entered third grade and the other entered fifth grade.  The curriculum we picked for the third grader featured The Land Mark History of the American People Volume I.  I started reading it aloud to Christian, our third grader, but after the first chapter, it was so excellent, we started over so we could include our fifth grader in the reading even though she was working her way through the equivalent of what I think is now called the Eastern Hemisphere.

So in the final analysis, we highly recommend the first two-year pass through US History called Introduction to American History I and II.  We loved the wonderful one year pass through the Eastern Hemisphere and the two year survey of World History I and II.  We strongly recommend skipping the one year American History in Depth.  We used the provided Literature books, but found something to replace the Joy Hakim books with what we believe was a much better written, more in-depth, interesting, and honest account of American History.  The adjustments were required to allow us to better prepare our children to study History in college.  We write more about our thinking on this material here, here, here and here.

Sonlight Homeschool Curricula (Part 3): Science

Day 618 of 1000

This is the third in a series of articles about why we used Sonlight Curricula in our homeschool.  Here is a page that holds an introduction to the series and links to the other posts in the series.  We bought core packages for what would be third through tenth grades in a traditional school.  Kelly used the program from fifth through tenth grade.  Christian used the program from third through eighth grade.  This series mostly describes what we did for all the subject areas except math, music, and art.  I have already written pretty extensively on this blog about what we did for math and plan to do a future series on our art art program.  We bought most, but not all of our core materials from Sonlight and followed their curriculum guides with a fair amount of rigor.  Like most other homeschoolers, we deviated in minor ways where we saw fit.

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Apologia ScienceWe believe the homeschool curricula from Sonlight is good, but not great.  The clarity of the explanatory materials was always excellent as were the laboratory materials and experiments.  We worked our way through all of the science materials and benefited greatly from them.  We just felt the materials did not go deep enough.  The supplemental materials we used can be divided into two categories. The first category is the material before Apologia Biology which ran from the third grade up through the seventh grade and included Apologia Physical Science.  The second category included only Apologia Biology and Apologia Chemistry because our kids started college after that.

Real Science-4-Kids curriculaWe found a set of materials that perfectly complemented the science during the younger years.  Sometimes it did not perfectly coordinate with the Sonlight materials in terms of what the kids were studying at a given time.  This was the case because the material was interesting enough that we read the text together as a family in the evening and the kids did the experiments on their own during the following school day.  The name of the program is Real Science-4-Kids from the Access Research Network.  I cannot recommend these books highly enough.  They benefited the kids greatly through a systematic look at at Biology, Chemistry, and Physics.  The program features real experiments done in the way working scientists do science rather than the demonstration type experiments which are fairly normal in most junior high school science curricula.  We do not recommend using either program in isolation.  We derived great joy and learned a lot by combining the programs.

REA CLEP BiologyWe believe the Apologia Introduction to Biology and Chemistry curricula are stellar, but again, we did not think they went deep enough.  To mitigate that concern, we decided to have our daughter Kelly supplement her Biology studies through preparation for the CLEP (College Level Examination Program) test for college credit.  One of her CLEP enhanced units was Biology where she used the REA CLEP Biology preparation book in conjunction with Exploring Creation with Biology from Apologia.  I have written in some detail about how we did that for Biology in this post which is part of our series on CLEP testing, so I will not got into that in any detail here.

Conclusion:  By complementing the Sonlight materials with other excellent materials, we believe our children well prepared to go on to college level science.  That has been manifested in a good level of performance in Biology, Chemistry, and Physics at the University Level.

How to teach computer programming to kids (Part 9) A suggested curriculum

Day 617 of 1000

This is the ninth in a series of posts on how we taught our children to program, what we did wrong and how we think we could have done better.  You can see the introductory post and index to the series by clicking here.

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This post describes how I think I would teach an eleven year old kid how to program.  I explained the many things we did wrong and the few things we did right in teaching our kids how to program when they were young In the previous posts in this series.  We really did not do so badly with our son.  He is a good programmer with a solid knowledge of the fundamentals of object oriented programming in C#, C/C++, and Python.  His college level Introduction to Java class was a trivial exercise for him.  We did horribly with our daughter.  So much so that she struggled mightily with the same Introduction to Java class at which our son had excelled.

We have a good (certainly not perfect, but good) track record teaching our kids things like reading, math, art, typing, and all kinds of other stuff, so I have tried to think about what I did wrong and how I might do it if I had it to do over.  I think the main reason we did not do so well is that we did not see programming as an essential skill.  We were wrong.  All STEM majors need to know how to program and that knowledge is a huge advantage to kids who enter a STEM degree in the University.

What language should you chose?

So, what could we have done to teach our kids programming at an early age?  There are a lot of small concepts a new programmer has to learn before any attempt is possible to learn the big picture programming ideas, particularly object oriented programming.  There are lots of books that explain these details quite well.  A language that handles some of the minutiae for the new programmer so they can learn these small concepts one at a time is a big advantage.  Languages like C#, Python, and Java all qualify.  C/C++ does not for reasons #3 and #4. There are good reasons for selecting one of these languages:

  1. These are serious languages for serious programmers that can perform anything from small embedded applications for single board computers to game programs running on personal computers to full-blown, big data, internet enabled monster programs running on “big iron”.
  2. They have large sets of libraries that the new programmer can use without a lot of knowledge about what is going on under the hood.
  3. Garbage collection (a technical detail we don’t need to go into here) is managed by the language so the new programmer can concentrate on learning the small concepts without the program breaking for mystifying reasons.
  4. There are very good Integrated Development Environments (IDE) for all of these options.  An IDE is a program that is used to write programs.  It has an editor, a compiler, a linker–everything need to write, debug, and run a program in an easy to use environment that usually has a hint systems (intelli-sense) for computer commands in case the programmer forgets what he should type next.
  5. There is a TON of documentation, tutorials, examples, and books on the internet and in print for all these languages.

We started in C# because it meets all the criteria above, I had good knowledge of the language, and we found what looked like a good tutorial book on C# that featured something of interest to my son.  That was a great reason to go that direction at the time.  I think if I had to do it over, I might start with Python.  There is no particular reason that Python would be better than C# or Java, but I am aware of a number of cool, hobby projects written in Python and I would like to get a little deeper knowledge of Python myself.

What book should you chose?

Programming the Raspberry Pi, Getting Started with PythonThese days, it is possible to get all the information required to program online.  I have learned languages that way (Python and R).  Nevertheless, for a sit down class with an 11 or 12 year old kid, it is nice to have a book to follow.  In addition to the book we used to get started (Beginning C# Programming),  I have been looking at a book with great reviews titled Programming the Raspberry Pi, Getting Started with Python.  The thing that is great about this book is that, if you already have a USB cable and a reasonably capable PC, you can be complete set up with an embedded computer to write robotic, internet, game, and other kinds of programming for less than $100.  Here is the blurb from Amazon for the book, a Rasberry Pi embedded computer, and the Raspberry Pi user manual:

Rasberry Pi + Manual + Python book

The reason both the books are good is that they start from ground zero, they feature good starting languages as defined above, and they have project goals that are likely to interest kids of the age of 11 or 12.  The Raspberry Pi is particularly good because it features a chunk of hardware to which the kids can hook up other stuff and/or connect to the internet.  These are just examples, but the concepts behind both these books are great.

How should I do the teaching?

This is an especially good question if you, yourself know nothing about programming.  The beauty of the above setup is that the books walk you through the set up of the computer, the download of the language and IDE, etc.  They give button push by button push instructions.  If you do not know anything about programming, this will teach you.  As for your kid, it has been my experience that at 11 or 12, kids generally love to do stuff one-on-one with their parents, even if they sometimes do not admit it.  The one-on-one approach is the right way to go.  Here were my rules for a structured program like this:

  • Go by the book.  You might think you have a better idea.  You might ACTUALLY have a better idea, but if you stick to the book you will be assured you and your kid have all the materials to go on to the next chapter.
  • Sit down with your kid for 20-30 minutes per day, at least four days per week.  Be present with him the whole time, but quit after the alloted time so you want to come back for more.
  • Let him do ALL the reading.  Have him read every word, aloud.  Talk about it when you or he don’t get it.  Look up explanations on the Internet when needed.
  • Sit on your hands.  Let your kid hold the book and turn the pages.  Let you kid plug in the computer. Let your kid download and install the programs and software.  Let your kid do ALL the typing.

That is all I have.  I wish I would have done it that way.

Sonlight Homeschool Curricula (Part 2): Why we thought it would be good for us before we knew much about it

Day 616 of 1000

This is the second in a series of articles about why we used Sonlight Curricula in our homeschool.  Here is a page that holds an introduction to the series and links to the other posts in the series.  We bought core packages for what would be third through tenth grades in a traditional school.  Kelly used the program from fifth through tenth grade.  Christian used the program from third through eighth grade.  This series mostly describes what we did for all the subject areas except math, music, and art.  I have already written pretty extensively on this blog about what we did for math and plan to do a future series on our art art program.  We bought most, but not all of our core materials from Sonlight and followed their curriculum guides with a fair amount of rigor.  Like most other homeschoolers, we deviated in minor ways where we saw fit.

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There were six main reasons we chose Sonlight rather than the many other available homeschool curricula.  They were the following:

  • The quality and number of the books
  • The coordinated curricula for Literature and History
  • The choice of Math options
  • The very helpful and comprehensize instructor guides
  • Sonlight’s very helpful web page on Reasons NOT to Buy Sonlight
  • The price

This post is about why we chose Sonlight before we knew much about it other than what we read on forums and Sonlight’s on web pages.  We will address how we felt about the curricula after we had used it for awhile in later posts, so will confine the discussion in this post to the six items we felt justified the original purchase of two sets of Sonlight for third and fifth grade.  You will notice that I have left some pretty important elements of a well-rounded curricula out of my list, things like science, art, and music.  That will become more clear in future posts on science and the arts.

The Witch of Blackbird PondBooks and reading were important elements of our family life from the time our children were old enough to understand.  We easily spent an hour a day reading books such as the Homer Price, Henry Reed, and Laura Ingalls Wilder series.  I do not think that is uncommon among families who value education (not just homeschool families). The fact that Sonlight’s curricula were so strongly based in the reading of great literature and history was what made their programs so attractive to us.  We recognized a lot of the books in the curriculum lists, but there were a lot we did not recognize.  Some of the ones we did not recognize had great reviews.

This reason was entirely vindicated with one of the earliest books we read aloud together, The Witch of Blackbird Pond.  For the most part, there were enough books with each program that the kids had plenty to fulfill their reading addiction.  We added a book or two not in the program on a fairly regular basis, but the Sonlight books formed the core of our reading material.  We had a few quibbles after that, but on the whole, the quality and quantity of the literature books remained a constant during all six years we used Sonlight curricula with the exception of the abysmal Joy Hakim History series,

We loved that the Literature and History were coordinated.  It just made sense.  The first history book read aloud together was The Landmark History of the American People Volume I.  It was an amazing history book, particularly well suited for the age of the children for which it was selected.  We could hardly wait to get to Volume II.  We did not know the History and Literature fit so well together at the time we bought the program the first time, but we quickly saw the excellent way those programs had been put together for the early years.  Of course that fell apart when we got to the Joy Hakim series.

Math is also a big deal for our family.  Before we looked at the Sonlight curricula, we investigated math curricula.  We decided we liked Singapore Math for third and fifth grades.  Sonlight carried Singapore and they also carried Saxon Math, our second choice.  Sonlight chose to provide other math programs rather than develop their own.  I think that was a wise decision.  Their strength seems to be in Reading, Writing, History, and Literature.  There are a lot of good math programs and Sonlight provides a choice.  I checked around for pricing and we ended up buying our math curricula from Sonlight because they had great pricing.  I have written about math curricula previously, but plan to do an additional series on our entire math trajectory as our kids both ended up in Math oriented degrees in college.

When we started back into homeschool with children in third and fifth grades, we wanted to assure we covered all the basic.   We did not want our children to get behind their government and private school peers.  We quickly found that was the last thing we needed to worry about.  Still, the fact that Sonlight had extensive, easy to follow, day-by-day, study guides that gave us confidence we were covering everything they needed for a well-rounded, academically acceptable education was a huge help in allaying these fears.  As we got more experience over the years, we changed things around a lot to meet the needs of our kids, but we always started with the instructor guides as a base around which to form our daily study plans.

How we taught our kids exactly why we believe what we believe was an important consideration in choosing curricula.  Sonlight has a page on their site titled Reason’s NOT to Buy Sonlight that addresses their philosophy in this area quite well.  Our entire school program was informed by our Christianity.  That being said, we wanted our children to know as much as possible about different types of religions, non-religion, and even different types of Christianity.  I think Sonlight has tried to strike a balance between their obvious Christian beliefs and the need to introduce children to the non-Christian reality of much of the world.  In addition, some of the values represented in the books in the program written from a Christian worldview, did not really match too closely with our view of Christianity.  Nevertheless, Sonlight was very upfront about this and, I believe very thoughtful in how they had put their program together.  There were no suprises and we wanted our children to learn about differing Christian worldviews as well as non-Christian worldviews.  Sonlight did a good job of presenting them all.

Our final issue was the cost of the program.  When we decided to homeschool, we decided to, within our means, spend whatever it took to educate our children.  Sonlight was a very big purchase decision for us.  It was not as much as a car or a house, but, in terms of our means at the time, it was very expensive.  In terms of the value of the packages with respect to other programs and the level of education our children received, we believe it was absolutely stellar.  We do not think we could have gotten a better value anywhere else, especially considering how much planning time is required when a program does not have such good planning guides.  That is why we have recommended it so highly inspite of a some minor quibbles and one or two major quibbles.

How to teach computer programming to kids (Part 6) C++, Python, and browsing the web with a dumb phone

Day 612 of 1000

This is the sixth in a series of posts on how we taught our children to program, what we did wrong and how we think we could have done better.  You can see the introductory post and index to the series by clicking here.

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C++ Primer PlusPart four of this series describes how Christian studied C# during the first half of the homeschool year when he was 11. Part five describes several computer software projects he performed during the second half of that same year.  At that point, he had gotten to know quite a lot about the build process (compiling and linking).  He could do some procedural programming in C# with a fairly top level understanding of object oriented programming.  He could program pretty well in PHP and use Drupal to build a good website.  He had modified a pretty sophisticated C program to run on a new platform.

All that he accomplished was great, but he had such a strong interest in the topic, it was pretty shameful I had let him do virtually all of this on his own with almost no tutoring from me.  So the next year, when he was 12, I decided I would help him learn C++ so that he could learn more about pointers and garbage collection as well as get a deeper understanding of object oriented programming.  We did something similar with C++ as what we did with C#.  Christian began to work his way through the book for about fifteen or twenty minutes per day.

We set up Christian’s computer with the Unbuntu Linux, the Qt libraries, and Qt Creator as an IDE.  I should him how to work in that environment and he got started.  I sat down with him more than previously, but more of my time explaining concepts and performing code reviews would have helped the process a great deal.  After two or three months, we decided he needed a project.  He decided he wanted to be able to be able to send commands from his SMS phone.  It was not a smart phone, just a phone that could make calls and send and receive SMS and MMS messages.

He created a gmail account just to pass messages between his cell phone and his Linux computer running as a server at home.  When he wanted to do something on his computer from his phone, he would send an SMS message to the gmail account.  The Linux computer continually looked for message on the gmail account.  When it received a message, it interpreted it, ran the command on the Linux computer and sent the message back to the phone via SMS message.  He got his program up and running fairly well about half way through the school year.  About then, he was getting a little bored because he had finished this project and moved further up the curve with respect to object oriented programming and the lower level aspects of C++ programming.  He was not great at it, but was no longer a beginner.

I knew we needed to do something to maintain his interest because we had started to bog down.  He had the idea that he would like to figure out a way to use his SMS/MMS phone (not a smart phone) to browse the internet.  He found some Python libraries that would make this task easier, so he asked if he could switch to Python for awhile.  I thought that was a great idea.  Again, the thing that keeps him engaged is a project he really wants to make work.  Python is an object oriented language that would serve to continue solidification of his object oreinted programming skills.  At this point, for reasons mostly having to do with work and the kids other homeschool subject matter, I disengaged from my teaching efforts with respect to program.

Over the rest of the year, Christian was able to get a fairly amazing program up and running on his Linux server.  It did the following:

  • An SMS/MMS phone sends an SMS message that holds a URL for a specific web page to a specific gmail account.
  • Christian’s Python program running on a Linux server (at home) continually checks for emails arriving at the specific gmail account.
  • If an arriving message holds the URL of a web page, the following sequence is performed by the Python program:
    •  A web browser is opened to the web page specified by the URL.
    • A screenshot of the web page is captured and saved as a jpeg image.
    • Numbers for the links are added to the image.
    • The image is transmitted back to the calling phone as an MMS message.
  • When the phone receives the image of the web page back, the user can send back the number of a link on the page and the Linux program will transmit that web page back to the phone as an image.
  • If the user selects an input field by selecting its number from the web page image and adds some text after the number, the phone will enter the input text into the input field.  That is how he could enter the username and password to check his email accounts and/or enter restricted web sites.

Again, the first part of the year was a little bit tedious for Christian until he got to the point where he could do a project that interested him.  He came way up the programming curve specifically because of that.  He was not a great programmer by the end of the year, but he was pretty good for a 12 year old and had two great little programs and some cool stuff to show his friends to show for it.

Why not skip high school? (Addendum 1) Starting college by age 12 (not us)

Day 611 of 1000

This is an addendum in a series of posts on the benefits of skipping high school and going straight to college. The introductory post and index to all the other posts in the series is here. You can see their undergraduate results and post-graduate (PhD) chase here. I try to keep the results updated as they occur.

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Shortly after I finished writing this series of posts, articles started to show up in print media and on the internet about the Hardings, a family of 12 (10 children) that homeschooled and graduated their kids into college at age 12.  You can see an example of one of these articles here.  It is an awesome success story.  You can see the family’s website here. They have a homeschool framework they follow that allows them to succeed early at their own pace, go really fast, and own the material well enough to succeed at higher levels.

One of the things I really like about the mother of the family, Mona Lisa Harding, is that she clearly states her kids are not geniuses.  Sometimes when we say things like that about our kids, people think we are fishing for compliments.  We are not.  We want to think the best of our children, but we have no illusions about their level of intelligence.  After all, we taught them.  I understand exactly what Mrs. Harding is saying.  Normal, non-genius kids can handle school at this pace.  But they have to work hard.  The good part is they learn to love to work hard after they have had some success.  Younger kids raise their expectation when they see their older siblings benefit from performing at a high level.

One of the great strengths of homeschooling is that just about everyone within the community acknowledges there is more than one way to do it well.  The way the Hardings do it is very successful.  I am sure we would learn a lot from their methods.  I doubt whether we would have made wholesale changes from the way we did it ourselves.  It seems like the Hardings were able to provide good worldview education along with the academics.  Our kids might have been able to handle the move to community college by age 12, but even if we would have thought to put them there at the time, I do not think we would have done it.

The two years before they started college helped them academically with CLEP testing and the like, but the benefit that was derived from two additional years of hard work on worldview issues was invaluable.  They knew what we believed all along, but they acquired a much deeper understanding of why we believe it in those last two years before college.  That is just the way our family worked.  The Hardings did some things differently.  It surely looks like they have served their family well.

Mona Lisa Harding has written an eBook about the way they do things.  I have not read it.  I encourage others who are interested in this topic to read a few of the articles on line (Google:  Harding College by 12).  If you like what you find, her book might be worth a read.

How to teach computer programming to kids (Part 5) Projects in C, GaugeCam, and PHP

Day 608 of 1000

This is the fifth in a series of posts on how we taught our children to program, what we did wrong and how we think we could have done better.  You can see the introductory post and index to the series by clicking here.

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Sandisk C200 MP3 Audio PlayerChristian only spent half the school year at age 11 learning to program C#.  We really only got him going on it as an afterthought because he was interested.  After he had established a foundation, he got a little bored, I think because he did not have a specific project in mind to practice his skill.  The reason he asked to switch from C# programming to was that we got him a little MP3 audio player.  When he gets a new “toy” like that, he really likes to investigate its capabilities.  He found that it was possible to convert many MP3 players from just audio playback devices into little, general use computers that could run games, videos, and other programs.

The conversion is made by replacing the firmware provided by the hardware vendor to perform audio playback with an open source program called Rockbox.  Rockbox is written in C and Assembly language.  The problem Christian wanted to solve was to make the fonts look better for Rockbox on the Sandisk C200, the one we bought him for his birthday.  To do that Christian did the following:

  • Downloaded the source code
  • Learned how to build and install the code with the gcc compiler
  • Found some anti-aliasing font code to improve the appearance of the fonts
  • Modified the code to run on the Sandisk C200

This new pass through the whole configure-make-install process was much less automated that with the Linux environment.  It moved him up the curve a little bit further and got him his first experience at modifying someone elses C/C++ code to work on a new platform.  The problem was that he finished that in just a couple of months and wanted to move on to a new project.  That is when he decided he needed to know how to build a professional quality website.

Rather than start with something already packaged like WordPress, Christian decided he would use one of the professional quality open source, content management frameworks and build a site from scratch.  After eliminating the idea of using WordPress, he decided on Drupal, so he had to learn PHP.  PHP is a scripting langauge that looks (speaking very roughly here) like HTML with embedded C functions.  It also requires a working knowledge of the MySQL database program.  He spent several months learning how to use the tools, then built himself a site.

In addition to learning how to program a website, he also learned how to work on the aesthetics of his site. I am notoriously bad at making this blog look good.  Christian browbeat me into adjusting the site’s appearance this very weekend.  He still thinks I did a pretty bad job, but he that it is better than it was before.  Part of that is due to the help he gave me on such things as using complementary colors and using the Color Scheme Designer website for help in their selection.

During this whole time, Christian volunteered his time at the GaugeCam project under Dr. Francois Birgand in the Biological and Agricultural Engineering Department at North Carolina State University.  While most of the GaugeCam spent their time gathering data, performing research, testing equipment, etc,, Christian was tasked with building a server to run the website, capture and process results, host a blog, and generally act as the systems administrator on the project for a couple of years.  We gave him an old computer on which he installed a LAMP stack, the operating system and programs to run the server.

The take-away from all this is that Christian stayed engaged in computing with the help of a variety of projects that had specific goals the he wanted to finish and make work.  He learned a lot along the way, a little at a time as it was required for his projects.  The gift of interesting projects with specific goals is one we believe is essential in the effort to learn how to program.  He had one additional project that fits into this category, but that is sufficiently interesting that it requires a post of its own.  Christian figured out how to browse the web on his “dumb” cell phone.  That will be the subject of the next post in this series.

Lorena’s five years at the YMCA

Lorena's five years at the Kraft YMCA
Our family belongs to the beautiful Kraft YMCA in Holly Springs.  We initially joined the YMCA as a resource for our homeschool physical education efforts, but it rapidly became a favorite destination for the whole family to swim, work out, and lounge by the pool.  Even when I had work, I could sit in the lobby, have a cup of (free) coffee, and work (great wifi) while everyone else got their exercise.  Now that the kids are at NCSU and have their PE classes there, Lorena is the main user of the Y.  The good thing is that there is a sister YMCA right by the NCSU campus where Lorena often gets a workout in while waiting for the kids.

My hat is off to Lorena, she has hammered through a hard aerobic workout (usually the elliptical machine) and weight lifting three or four days per week five years.  Longer than that, actually, but five years at this YMCA.  She has the t-shirt to prove it.  No wonder she looks so good.

How to teach computer programming to kids (Part 4) C#

Day 605 of 1000

This is the fourth in a series of posts on how we taught our children to program, what we did wrong and how we think we could have done better.  You can see the introductory post and index to the series by clicking here.

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Beginning C# Game ProgrammingAt the beginning of the school year, just before Christian turned 11, we decided it might be a good thing for Christian to learn a object-oriented, non-garbage collected language with a lot of libraries and support.  The three obvious choices were Python, C#, and Java.  If I had to do it again, I probably would hanve started Christian with Python or Java, but I was doing some work in C# on Windows for my job at the time and was playing with Mono (a cross-platform C# implementation).

I wanted Christian to work toward the ability to program something in which he was interested so when I found Beginning C# Game Programming, it seemed a good fit.  The first few chapters explained the concepts of object oriented programming and the C# programming language.  Visual Studio Express, Microsoft’s Integrated Development Environment (IDE) for learners and hobbyists had come out not too long before this, so I spent a couple of hours on a Saturday downloading the program with Christian and showing the fundamentals of how to write, build, and run a “Hello, World!” program.

Next, as part of Christian’s daily homeschool plan, I assigned him to work on C# for fifteen minutes per day.  I wish I could say I assigned the work as part of a rigorous, well-thought plan to teach Christian to program, but the reality is that I assigned it to him because he was excited about learning to program.  I was more concerned that he focus on Literature, Writing, Math, and Science than programming.  We spent a lot more time on those core materials than his programming efforts.

The reality is that all I really did in terms of “teaching” him anything about programming (and I use the word “teaching” very loosely here), is review where he said he was in the book, quiz him a little bit about the concepts in that part of the book, look at how his program ran, and give him a few hints about coding style.  He was on his own with this.  The amazing thing is that he came away with quite a good understanding of Classes, Objects, Encapsulation, Inheritance, Polymorphism, and the concepts of Object Oriented Programming, as well as a pretty good knowledge of how to make things happen in a C# program.

Christian followed this program for about five months to get through the first four or five of chapters of the book.  The reason we stopped and moved on to something else is because Christian’s excitement diminished after about four months.  After that, we stopped programming for awhile so Christian could work on other computing projects.  It was a great exercise that was just long enough to keep a 11 year old kid interested.  Again, if I had to do it over, I would do it differently and will explain how I might have done it in one or more later posts.

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