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JuliaT
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| Posted: May 08 2008 at 4:13pm | IP Logged
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This thread has been so affirming to me. I have been trying to figure out a plan for my oldest and wasn't too sure if this was all going to work out but after reading everyone's posts, I think I am on the right track.
I have been doing Waldorf with my kids (well, our version of Waldorf) this year. This has been the best year of our homeschooling experience. I think Waldorf works very well for the younger grades. I love how it all flows together.
I am planning on continuing to do this next year. But the year after that, my oldest will be in Gr. 5. For some reason, I just can't see ourselves following Waldorf the way that we have been. So I was thinking that at that point in time, we would seque into more of a classical education with Waldorf elements sprinkled throughout. I can see where Waldorf and Classical complement each other in a way.
My only area of concern was main lesson blocks. This is the one Waldorf element that resonated deep with my kids. My oldest loves doing mainlesson-type learning. She thrives on this. But I couldn't see how this could be carried out in middle school,esecially in Gr. 7 & 8. I couldn't see how you could just do a math or language arts block two or three times a year. I would think for those grades it would have to be more consistent.
I haven't looked yet at the links that are provided above, but don't Waldorf schools for middle grades have their mainlessons in the morning and then math and language arts in the afternoon? So the student is getting math and language arts everyday. Does anyone know if I am correct in that? If so, then maybe we can still use the mainlesson block format for the middle years. I should probably get out my Christopherus Overview and look through that. I might be able to answer my own question. 
If anyone has any thoughts, though, on doing mainlesson blocks for middle school, I would love to hear them, pro or con.
Blessings,
Julia
mom of 3 (8,7,5)
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Elizabeth
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| Posted: May 08 2008 at 5:41pm | IP Logged
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You know, I've been thinking about this thread all day, in my blech haze....And I really think that Dawn does an amazing job of integrating Waldorf into her planning. She's very intentional and brings in the best of Waldorf components even up through Middle School (her oldest is middle school-aged). It's integrated and a lifestyle. Mittenstrings for God isn't a homeschooling book at all, but the author was heavily influenced by positive Waldorf experiences and brought those into home life. Dawn goes ones step further and brings that influence to her seasonal planning. It's intentional and rhythmic and respectful of the child and very aware of the visual components of beauty and the importance of the natural world. I think there are a plethora of good ideas to be explored with Dawn!
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Elizabeth Foss is no longer a member of this forum. Discussions now reflect the current management & are not necessarily expressions of her book, *Real Learning*, her current work, or her philosophy. (posted by E. Foss, Jan 2011)
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Tina P.
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I've done very similar lists and plans when I had five kids in Germany. They were less detailed, I admit. And I never quite managed the beautiful and diverse crafts Dawn does. But then I had a baby. We moved. I had another baby. We moved again. And now I'm 11 weeks away from having another. My energy level waxes and wanes through all of this. The moving disorganizes us for several months (the more kids I have and the older I get, the longer we stay disorganized). This is when workbooks come in handy in our house, though not *one* of my kids actually likes workbooks for any length of time.
But Dawn, if you're listening in, you've inspired me to attempt the seasonal list approach again. It seems much more natural to school following the seasons. And all of you have inspired me to research methods of teaching that I've only just heard about as I muddle my way through this home schooling adventure.
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donnalynn
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Elizabeth
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| Posted: May 09 2008 at 12:31pm | IP Logged
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Donna,
If you are using a block and studying that topic deeply every day or nearly every day, how long do you think the block should last for a middle school child? In other words, how many different "after lunch" blocks would you expect to cover in a year?
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Elizabeth Foss is no longer a member of this forum. Discussions now reflect the current management & are not necessarily expressions of her book, *Real Learning*, her current work, or her philosophy. (posted by E. Foss, Jan 2011)
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JuliaT
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| Posted: May 09 2008 at 4:26pm | IP Logged
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Thank you, Donna, for your thoughts. After doing mainlesson blocks, I, too, could not go back to doing History or science twice a week. I love the depth of learning that takes place within a block. Now, I just need to figure out how to incorporate all that I want to accomplish in Gr. 5 into lesson blocks.
I like the idea of a poetry or Shakespeare block. We did a Greek Myth block two weeks ago and it was a great success. I wish, though, that I had fleshed it out a bit more but my kids enjoyed themselves anyway.
Blessings,
Julia
mom of 3 (8,7,5)
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Natalia
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Pardon my ignorance, but what is the difference between a lesson block and a themed unit study?
Natalia
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JuliaT
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| Posted: May 10 2008 at 4:15pm | IP Logged
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Natalia, I think the difference between the two would depend on your definition of unit study. In my opinion, unit study is taking a topic and doing every subject under that topic. Let's say you choose chocolate as your topic, you would do math, language arts, science, history, geography, etc. and it would all center on chocolate.
My understanding of a mainlesson is that you take a topic and spend a block of time learning about that topic. You may do art, music, handiwork, language arts under that topic but you don't do every subject with that topic, not like a unit study.
I guess lesson blocks are a form of unit study but not in the broad way that most people think of unit studies. It's a bit more focused.
Now, this is just my opinion and how I see the two. I don't even know if I am making sense. Suffice it to say that, for me, there is a difference. For others it might all be the same.
That is as clear as mud, isn't it?
Blessings,
Julia
mom of 3 (8,7,5)
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missionfamily
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Here's what I'm thinking for my 10yo ds next year:
From August to December we'll do morning prayer and faith work and a math lesson, then a main lesson block.
In the afternoon we'll do language arts work (Ruth Heller books and Latin roots and copywork) and a shorter main lesson block, then independent reading.
I'm thinking three week blocks for history and two week blocks for the others.
First block (3 weeks):
AM--Civil War
PM--US Geography
Second block (2 weeks):
AM--Greek Mythology
PM--Astronomy
Third Block (2weeks):
AM--Life Skills (from this thread)
PM--Nature Study
Fourth Block (3 weeks):
AM--Pioneers
PM--US Geography
Fifth Block (2 weeks):
AM--Greek Myths
PM--Astronomy
Sixth Block (2 weeks):
AM--Life Skills
PM--Nature Study
Seventh Block (3 weeks):
AM--American Inventors
PM--US Geography
That takes us through the first half of the year. I think I'll try to work through the rest of the year for him, then create a plan for the younger set, then begin to work out what a daily rhythm will look like.
I've already begun to think through what other subjects will get woven into which blocks. I feel really good about the pace of this plan and its meatiness.
I have to be really careful not to get so excited that I go too far with ideas and then overwhelm myself. I want to come up with really reasonable reading lists and lots of fun connections, but keep it doable.
Thoughts and ideas welcome.
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dh Greg
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donnalynn
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| Posted: May 13 2008 at 8:45am | IP Logged
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Elizabeth wrote:
Donna,
If you are using a block and studying that topic deeply every day or nearly every day, how long do you think the block should last for a middle school child? In other words, how many different "after lunch" blocks would you expect to cover in a year? |
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For me, it has varied - I have tried to carefully plan out blocks in so many week increments but then "life" always seems to have a way interrupting my plans. Hrrumpf.
And I have to say the idea of "living books" from Charlotte Mason really helped me - I generally choose a good living book to read aloud and however long it takes us to get through that book pretty much is how long the "block" goes on. Books I've used are things like Black Ships Before Troy. I would read a couple of chapters out loud after lunch and then assign the girls other readings. I really like the issues of Learning Through History Magazine. I think they provide a good overview - different articles for different ages - and hands on projects.
This year our family really increased our Maple syruping project - that lasted almost 3 months! But really what a lot of hands on science (and math) we covered in that time. We were especially able to observe quite a lot through the Sugaring season - weather fluctuations - when the bugs appeared - the difference in the syrup as the season progressed. There is a lot we would have missed if we only focused on this for the usual 3-4 weeks.
The downside to this approach is that I do have this *worry* about whether we are covering enough topics. I think ideally - and from past experience - I will look at covering a block in 4 to 6 weeks. I know that in any given week we might get in 4 afternoons but I think a more realistic average is 3 afternoons (with the girls working on their own when I am tied up). I have also figured out that what I really need do is to plan out what the older ones should be including in a lesson book. We always do some writing - something hands on - but I have not been good about compiling everything in one place - I think this is becoming more important to give my middle schoolers a sense of accomplishment. Going into high school I can see that this will help us put together portfolios of work.
I think like so many homeschoolers we do what we can, when we can. I think it also depends on personality - I love to plan and love the order of things on paper - but then I tend to get very discouraged if I perceive that we are "off track". I think for the coming year I will do my planning based more on the content I think needs to be covered rather than setting up a time frame first.
Out of time for now - but this has been so helpful to me to look at how we've done things up now and what needs to change for the coming years. I share that sense that Tina P. expressed. These years going into high school and beyond has brought about a new feeling of responsibilityand accountability (maybe more so for me than my charges!)
Dh is away most of this week but I'll try to pop in again.
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Genevieve
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| Posted: May 24 2008 at 9:36pm | IP Logged
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I was reading on Waldorf recently and came across some potentially useful resources.
A Little Garden Flower Curriculum is publishing a Grade 6 curriculum guide this summer. You can see samples of her previous grade curriculum guides here. You can also view her suggested resources here.
Obviously there are more curriculum guides out there like Spiritual Syllabus and Paths of Discovery. What I like about Melisa's guides is that it appears to contain more details and lesson plans. Seeing something being executed helps me to understand the process a lot better than curriculum suggestions.
I've talked to someone at Bob and Nancy's bookstore and they described Melisa as such. She appears well-read and well-versed with Waldorf philosophy and education. She is however not a trained Waldorf teacher nor has ever attended Waldorf school. Even though the person over the phone disagree on some points Melisa makes in her books, she finds her "refreshing". She has taken Waldorf education and adapted it to her family of four children. You can take a sneak peek at some of her approach at her blog
Like Donna said, it appears from Grade 5 onwards a lot of the main lesson blocks are on more typical subjects like bontany and ancient history versus fairy tales and fables. However, resources like this might give insight into how to adapt a standard subject to include more artistic expressions.
Marsha Johnson of Waldorf Home Educators yahoo group has some files on Waldorf Middle School.
Harmony Valley Homeschool also has a post which is a lovely glimpse into Waldorf Middle School math.
Anyway like I said in my opening, these are just some resources I stumbled upon. Since my oldest is five, I have not implemented any of the above resources but they do give insight into the direction and application of Waldorf education.
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The Good Within
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hereinantwerp
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I have been reading a book from the library, Understanding Waldorf Education, by Jack Petrash. He talks quite a lot about Waldorf high school education. So, this really pertains to age 14 and up. However middle school was just lumped together with early grade school, so I think this could apply to older students in general when it comes to how to schedule and approach Main Lesson blocks, etc. Here are a few things I am gleaning so far:
That Waldorf continues to emphasize a balanced approach between "head, heart and hands". Even though the emphasis shifts to a more rigorous "head", the "heart and hands" are still very important and lead to a more balanced and confident overall adult person, that even those with strong gifts or preferences should develop the other areas as well.
He talks about how arts and music become very important at this age, as a means of self expression, a "refuge" for the teenager to work out their own feelings, and also they become capable of enjoying these areas with more depth.
He talks about how important it is, both at home AND at school, for the teen to be "emotionally engaged", not allowed to just sit through things and be self-absorbed and unresponsive. It is important for the teen to be involved in an engaged community where he/she is known and pursued. I'm not saying it as well as he did, I thought this part was very insightful. Also, if the kids are "bored" by their lessons, it is a challenge to us to engage them.
He quoted 4 basic goals for high school education from a famous educator named Ernest Boyer, which I thought made a lot of sense as basic goals for high school:
1. To help them develop the capacity to think critically, and communicate effectively through the mastery of language
2. To help all students learn about themselves, the human condition, and the interdependant world we live in through a core curriculum based upon consequential experiences common to all people (Petrash later rephrased this as looking deeply at both history/geography, as well as current events, with lots of discussion and etc.)
3. Provide electives that develop individual aptitudes and interests
4. To help students understand their social responsibilities through school, community, (and church  ) service--developing compassion and responsibility.
(I simplified/rephrased all these). I thought these were good basic guidelines. Petrash evaluated Waldorf high school according to each of these 4 criteria.
As far as Main Lessons apparently Waldorf addresses specific subjects like science, history and geography through 1 hr. 45 minute blocks of 3 or 4 weeks each. The students develop their own textbook/main lesson book. They write 3 essays per week, usually in conjunction with this main lesson. The main lesson topics are chosen according to the standards of "goodness, truth, and beauty." Math, English and foreign language are studied everyday in separate classes, and handcrafts (like sewing or woodshop) are mostly separate, too.
A few examples of Main Lesson blocks include Art History (in 2 parts), History of Music, and Architecture, Dante's Inferno, the book Parsifal, Hugo's novel Les Miserables, a literature study of transcendentalists (Emerson, Walt Whitman, etc), the Bhagavad Gita, Ancient Cultures and their myths/wisdom, Modern History and Culture, the Civil War, Optics, Geology, Zoology, Probability and Permutations--?, Boolean Algebra (whatever that is!  )
Some examples of electives included choral singing, stone sculpure, blacksmithing, robotics-----(a bit intimidating to think about but I suppose you would utilize your local resources according to your students' interests!) Examples of service projects were a class serving at a soup kitchen or working for Habitat for Humanity.
So, that is what I learned tonight, while my 3 year old with a mild stomach flu slept 4 hours straight on my lap--!! I actually read a whole book!
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donnalynn
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Sarah M
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| Posted: May 28 2008 at 4:32pm | IP Logged
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I just noticed that Donna Simmons has a new blog about Waldorf high school at home. Thought it may be of some interest here.
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mooreboyz
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Here is a link to a Waldorf school in Wisconsin. You can click through to see the curriculum for each grade up through 8th grade. Maybe it will give you some ideas.
http://www.pleasantridgewaldorf.org/page/
Here is a link to the high school that the graduated students of the elem/middle school started which is Waldorfy as well:
http://www.yihs.net/
Jackie
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donnalynn wrote:
I have always liked the Waldorf general themes of Goodness, Beauty, and Truth. These general themes are linked with seven year age cycles - age 0-7 Goodness, 7-14 Beauty, and 14-21 Truth. These groupings are also matched to the unfolding capacities of the will, the emotional life, and the intellectual life.
Hmmm...the wheels are starting to turn again! |
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Donna,
I am in the thick of trying to prepare for our school plans next year and I was wondering if you could share anymore thoughts on what you are planning on doing with your 8th grader?
I'm also wondering if you might be able to share *how* you have intigrated both your early childhood schedules with your middle school schedules.
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fsuadamson
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Genevieve wrote:
| What I like about Melisa's guides is that it appears to contain more details and lesson plans. Seeing something being executed helps me to understand the process a lot better than curriculum suggestions. |
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Yes, I have a couple of Melisa's earlier grades and they are incredibly helpful. She does give some nice ideas on how to implement the different lesson plans. I think she complements Donna Simmons work nicely and IMHO her materials are definitely the best bang for the buck.
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Leslie
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donnalynn
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| Posted: July 14 2008 at 8:34am | IP Logged
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fsuadamson wrote:
Donna,
I am in the thick of trying to prepare for our school plans next year and I was wondering if you could share anymore thoughts on what you are planning on doing with your 8th grader?
I'm also wondering if you might be able to share *how* you have intigrated both your early childhood schedules with your middle school schedules. |
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This is new territory for me because in the past it didn't seem so urgent to do this - last year I worked with my girls (5th and 7th) together and then my boys (k and 2nd). But I do feel I need to integrate a bit more this coming year.
The younger ones get impatient when I am working with the girls - the girls are not getting the art and handworks that they did in younger grades.
I'm looking at doing something different for our afternoons, especially. If we are doing a block on Roman history say - I hope to gear the readings toward the older students but then include either some kind of hands on work - cooking, art, form drawing that the younger ones could participate in as well.
My preliminary plan for the afternoon is to do a read-aloud like Famous Men of Rome. For the boys I will have a picture book basket for them to peruse if they lose interest in the read aloud. Then as a family I'd like to work on a timeline - older ones do the writing and maybe some sketching while the younger help with cutting, gluing etc or their own coloring pages.
We could all then work on either an appropriate meal or cooking project, an art project (thinking about a mosiac for Roman History).
Or I might mix it up a bit - maybe for a science block I would assign reading for girls. I could read a couple of picture books for the boys while girls are setting up a lab or something.
The "thinking", more abstract elements will be geared to the middle schoolers.
While the activities (for the "will") will be geared toward the younger grades.
And perhaps the idea of "beauty" will help brigde the gap between the two - some lovely picture books, well written stories, art prints, related poetry...
I do have thank everyone at 4real and especially Elizabeth because you've all gotten me over my mindset that I have to do each grade seperately.
I haven't quite set out my eighth grade plan - we are also working on an idea to have a day with another eighth grade homeschooled girl - so things are a little up in the air until we figure out what they could do on what I'm calling their "seminar days".
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Lori B
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I've been following this thread with interest, since we dipped our toes in Waldorf this year (combined with CM), and the kids absolutely thrived, and claim it to be the Best School Year Ever!
One thing that's been a bit of a stumbling block for me is the planning, so I was thrilled to find this blog post about planning (with video !).
Her "year on one sheet" is brilliant!
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Topic: Waldorf in Middle School (
