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AmandaV
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| Posted: Oct 19 2012 at 1:08pm | IP Logged
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So, how do you avoid being led astray by another booklist? They are all great, and I keep trying to combine most of Mater Amabilis with the best of Ambleside Online, plus a little of JenMack's suggestions plus some extra Yesterday's classics thrown in for good measure! I know I can't do it all... but its so hard to decide and settle on one direction. I realized my folly, as well, when, considering buying the Holling C Holling books I don't have, to add to this years studies, I finally looked in depth at Level 2 (grades 4/5) of MA- we are in year 2 of 1A, and realized that they are scheduled right there. I was trying to add them in because Ambleside uses them earlier. And I thought I was missing something. I started realizing that while not everything overlaps, obviously, since MA uses more current texts than Ambleside, some of the classics and very popular living books are in both places, just in a different order. Is it just me, or is it hard to pick? This is without adding in Simply Charlotte Mason. How do I learn to trust my picks for the year/years, and move on? ( I know that I need the framework of MA for the time being)
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Amanda
wife since 6/03, Mom to son 7/04, daughter 2/06, twin sons 6/08 and son 7/11, son 1/2014
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CrunchyMom
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| Posted: Oct 19 2012 at 1:24pm | IP Logged
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One solution I've found is getting all those "extra" books I come across from the library if available. Then, they are available for free reading even if they don't make it onto the official list.
Holling C. Holling books have been delighting children for years, right? I find that it is just as essential, perhaps even more so!, for my children to have access to some of the best in literature to explore on their own. I think that knowing my son will sometimes enjoy a book more simply because it isn't an assigned reading comforts me so that I feel free to just strew them, and there is so much out there to delight. A stack of books from the library or a new book on cd excites my boys no end. I'm glad to have treasures to offer them that they need not view as "school." I even feel a bit sneaky when I get away with it 
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Lindsay
Five Boys(6/04) (6/06) (9/08)(3/11),(7/13), and 1 girl (5/16)
My Symphony
[URL=http://mysymphonygarden.blogspot.com/]Lost in the Cosmos[/UR
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JennGM
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| Posted: Oct 19 2012 at 1:33pm | IP Logged
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I start with the basic structure of the year, what subject areas to be covered. I then look over MA, and if there are books I'm not crazy about, I'll look at the other lists to plug in the substitute.
And then for the extras, I do like Lindsay does.
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Jennifer G. Miller
Wife to  & ds1  '03 & ds2  '07
Family in Feast and Feria
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mamaslearning
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I was in the same boat recently! Actually, I started out trying to add to the Kolbe curriculum plan, then I realized that I was planning out way too much redundant work. Then I decided to revamp and edge every closer to CM as our lifestyle, so I took printouts of MA, AO, and HUFI. I did a side-by-side comparison for several years and looked for overlaps. What I came up with is that HUFI tweaked the AO curriculum to my liking and I like MA's science and religion (and the culture studies), so I melded those two together:
MA (Thanks to Michelle for all her hard work!) - Religious Education, Geography and Earth Studies, Science
HUFI - Literature and Grammar, History (world and American), Recitations, Poetry, Music and Art.
(Add in the other subjects of math, writing, nature, and handicrafts.)
Music, Art, Nature could be either.
I hope that helps! I only did a final draft for Year 3 (my oldest), but plan on getting the final draft for Year 1 completed next week. We are beginning our new approach next week!
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Lara
DD 11, DS 8, DS 6, DS 4
St. Francis de Sales Homeschool
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AmandaV
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| Posted: Oct 19 2012 at 4:56pm | IP Logged
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Yes, I've been looking at Higher Up, Further In (HUFI) lately too. I love her explanations of CM, as well. Thanks Lara. Great choices!
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Amanda
wife since 6/03, Mom to son 7/04, daughter 2/06, twin sons 6/08 and son 7/11, son 1/2014
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Martha
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| Posted: Oct 23 2012 at 9:40pm | IP Logged
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I make a book list for each child every "grade" or year or whatever you want to term it and stick to it until they finish it.
The next year? Who knows. I don't feel a need to stick to a certain program's list every year, except for math.
And I have a rather extensive home library, so I might buy a few reading materials each year, but mostly I rely on what I already have to determine our lists.
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Martha
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Mackfam
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| Posted: Oct 24 2012 at 8:44am | IP Logged
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I tend to work like Jenn. Before I even start looking at booklists when I'm considering our own for the upcoming year, I consider what period of history we'll be studying. This dictates a great deal, and we aren't always in sync with the history rotation of AO or MA.
So, I start with history period and then I consider and identify any formal science older students will be working on.
Once I have those two things identified I choose books based on those requirements, not necessarily what MA may recommend for Form 2.
Living books work across grade levels - which means in your example that it's fine to use the Holling books whenever you think your child(ren) are ready! I mean...I do consider content, maturity, appropriateness of a book when choosing it, but I tend to choose books based on whether or not they fit in OUR year and not based on the year AO/MA/anyone else has chosen the book.
I look at booklists in books (that are organized by history period) before I go to other sites - because I build by history period. Priority choices go to those books that already live on my shelves. Some of those might line up with AO's suggestions for a given Form and some may be off.
I like to use AO to see how my booklist and schedule compares to theirs for a certain Form. I'm looking to see if my book choices are similarly rigorous, if I have a comparable number and style of books scheduled.
AmandaV wrote:
| How do I learn to trust my picks for the year/years, and move on? |
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** IF you are choosing good, worthy books each year - TRUST that!
** IF you are choosing one or two really meaty book choices each year that stretch a child a little at a time - TRUST that!
** IF you provide plenty of worthy, rich choices for free reading opportunities - TRUST that!
** IF you are observing and listening to your children and look for ways to "put them in the way" of books and resources that invite them to explore interests, passions and delights they communicate - TRUST that!
...if you seek to do these things then your home will be literary rich indeed! And I definitely think you can be very content, even delighted, in that!
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Jen Mackintosh
Wife to Rob, mom to dd 19 , ds 16, ds 11, dd 8, and dd 3
Wildflowers and Marbles
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AmandaV
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| Posted: Oct 24 2012 at 11:13am | IP Logged
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Mackfam wrote:
| I tend to work like Jenn. Before I even start looking at booklists when I'm considering our own for the upcoming year, I consider what period of history we'll be studying. This dictates a great deal, and we aren't always in sync with the history rotation of AO or MA. |
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I think this is part of what is hard for me.
*Do I decide **my** rotation is different and trust it or do I stick with MA, which is what I started with?
*Am I combining kids for history, or only for certain family work/overviews?
(For instance, my kids started Mary Daly's First Timeline last year, and we are finishing that this year. They were K and 2nd, and are now 1st and 3rd. I like the "general overview/sweeping history/historical figures" idea for K-2, but I did start American History with my son in 1st, however lightly. 2nd and 3rd have been more heavy. )
*Do I know what **my** rotation is? I love your big picture charts, and actually really like your history rotation. But I haven't completely cemented what exactly my plan will be (as in my very long parentheses statement above)
I keep getting torn about whether to combine the kids for some subjects or just keep everyone on their own track, and then revisit the resources over the years as I would if I was following a pre-made curriculum. Essentially, it would be my own pre-made curriculum that was adjustable depending on the child's needs. I've already realized that each child won't use the same Children's Bible for the same grade, for instance.
( I think I am going off topic here:)
Also, there are things that I planned for my son from MA, but we didn't complete in their entirety. Earth Studies, for instance. In 1st, we did about half of Rivers and Seas, and in 2nd very little of Weather. So do I just combine them this year, (using The World) as we planned, but with more lessons a week than intended, to catch up? I really like those lessons and that book, but its been hard to get to all the hands on stuff.
Mackfam wrote:
Once I have those two things identified I choose books based on those requirements, not necessarily what MA may recommend for Form 2.
Living books work across grade levels - which means in your example that it's fine to use the Holling books whenever you think your child(ren) are ready! I mean...I do consider content, maturity, appropriateness of a book when choosing it, but I tend to choose books based on whether or not they fit in OUR year and not based on the year AO/MA/anyone else has chosen the book. |
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Thanks. Yes, I can tell that they would work in various grade levels, but its the deciding on an order I guess, that gets me. I like the MA framework/order and just hadn't realized that those books were scheduled in a later form/grade. So if I continue to follow it at least as a guide, I will hit that topic/those books. I think maybe I need to take the MA scope and sequence and write in the main books used so that I know what is hit where for comparison. I do like looking at AO, but I also get overwhelmed by all the books, and go a bit nuts.
Mackfam wrote:
I look at booklists in books (that are organized by history period) before I go to other sites - because I build by history period. Priority choices go to those books that already live on my shelves. Some of those might line up with AO's suggestions for a given Form and some may be off.
I like to use AO to see how my booklist and schedule compares to theirs for a certain Form. I'm looking to see if my book choices are similarly rigorous, if I have a comparable number and style of books scheduled.
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I have amassed a lot of books on my shelves already, though not as many as many of you! So maybe I need to say I'll schedule those (or get rid of the duds) before I buy/add anything else! We are in a no-buying time anyway. I also have the YC ebooks set to choose from.
I've also been comparing/looking at the list for the Fredrickburg, TX Ambleside School 3rd grade curriculum in the back of When children Love to Learn. I just get information overload! :)
Mackfam wrote:
AmandaV wrote:
| How do I learn to trust my picks for the year/years, and move on? |
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** IF you are choosing good, worthy books each year - TRUST that!
** IF you are choosing one or two really meaty book choices each year that stretch a child a little at a time - TRUST that!
** IF you provide plenty of worthy, rich choices for free reading opportunities - TRUST that!
** IF you are observing and listening to your children and look for ways to "put them in the way" of books and resources that invite them to explore interests, passions and delights they communicate - TRUST that!
...if you seek to do these things then your home will be literary rich indeed! And I definitely think you can be very content, even delighted, in that! |
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Thanks, Jen, this is helpful. I have succeeded in some of these areas, and not so much in others. This is good to consider. I know for me, that I need to have a plan and stick to it for a good while before tweaking, so I just need to stop looking for a while. :)
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Amanda
wife since 6/03, Mom to son 7/04, daughter 2/06, twin sons 6/08 and son 7/11, son 1/2014
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AmandaV
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| Posted: Oct 24 2012 at 11:20am | IP Logged
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AmandaV wrote:
I keep getting torn about whether to combine the kids for some subjects or just keep everyone on their own track, and then revisit the resources over the years as I would if I was following a pre-made curriculum. Essentially, it would be my own pre-made curriculum that was adjustable depending on the child's needs. I've already realized that each child won't use the same Children's Bible for the same grade, for instance. |
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I meant to expand on this. For instance, I know others who insist they must combine or it can't work. Then there are those who use MODG or Seton exclusively and each child is completely on their own. Same with AO or MA as written, and you seem to do this too, right? You just combine for your Morning Basket, some Fine arts, saints, and character study, right? In many ways this seems less complex to me than, say, using Connecting with History as written for multiple children, and then constantly revisiting the order of things. Plus, my two oldest aren't great narrators together, because they are at different levels but in general, outside of school time, function as equals/peers. Does that make sense? She gets frustrated by his superior narrating. But then there's the time issue :) And I like the idea of having each other to bounce off of, or extend the lesson together. Okay, I think this is a whole separate topic! Sorry! 
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Amanda
wife since 6/03, Mom to son 7/04, daughter 2/06, twin sons 6/08 and son 7/11, son 1/2014
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Martha
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| Posted: Oct 27 2012 at 9:17am | IP Logged
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I do a hybrid of combining.
For example, they might all be studying American history and biology, but obviously on different levels and with different materials and different reading lists.
The personality of the kids plays a big factor. Some are unpleasantly naturally competitive. Or it's demoralizing to an older that a younger can do better or frustrating to a younger to help their older sibling. And some get a kick out of doing it together. So I take that into consideration more now than I did 10 years ago. Before I figured they'd get over it, now I know it can seed some angst to reap later that just isn't worth whatever it spared me at the time.
Also, I know very few home schoolers who actually do use the same materials on down the line. Kids have different interests and needs and that's one of the reasons we home school. ( I know it's not as big a reason in every homeschool.)
I do have tried and true materials I expect each child will use, but it's taken me 12 years of home schooling to reach that point. I think only two things I used in my early years are on my list.
I'm not sure if that answers any if your questions about combining or not. Just giving what is going on in this house.
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Martha
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SallyT
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I just really have always been sort of congenitally incapable of following someone else's plan. I love MA, but from the time I discovered it I've been picking and choosing and mixing levels and . . . basically not following it. Part of it in the beginning was that we'd already been homeschooling for a while and had done some periods in history almost to death, and certain things in MA looked really good to us, though they weren't necessarily in the levels my kids would have been in. And then once you go down the path of "Well, we'll do *this* this year," it's hard to get back on someone else's cycle. With which I think there's nothing wrong, actually.
There's also the factor of wanting to use books I already have on my shelves, vs. buying books, or using books I stumble on at the secondhand bookstore vs. buying the exact books on a given list. And then some years -- last year, for example -- we've just wanted to read our way through a lot of the Baldwin Project books, so that what we did looked kind of more like AO, though again we didn't follow their booklist exactly, because I had other ideas . . .
I've wound up borrowing the idea of doing two history tracks, in broad categories, Old World and New World. I do combine my kids for a lot of our day -- our Morning Basket has become more than just a warm-up, since I use it for things like our history spine texts, a rotation of science/nature read-alouds, German, and so on. The kids do do independent reading and other work, but our basket time is the heart of our day. Combining works well with my younger two, because they're very close in age and grade, the dynamic is good, and I enjoy sharing the learning with them. It's an opportunity for us to be collegial in our reading and discovery, and I really value that.
I dunno, though. I spend all summer deciding and then changing my mind a thousand times, but I am learning to be very, very circumspect about letting myself even look at booklists. I shop my shelves first, which is easier to do now that we've been all the way through high school once. I think about what we did and where we stopped last year, and I look to see what's next on the history shelf, which I have arranged chronologically, with books for all levels in each period, and I pull the appropriate level for where we are. Then I have to decide who's going to read what, what's going to be read aloud, and what I'm just going to have to trust people to be interested enough to pick up and read on their own someday, because we can't do it all.
Where there are holes -- say, I really needed a good spine for ancient Rome, or I needed a novel to correspond with, I don't know, the early 1800s in America -- *then* I look at booklists for ideas. Or if I'm hung up for something to do for science, or geography, or anything else, then I do consult MA, AO, and various catalogs, again mostly to see what's out there and what might click for us, where we are right now. But I try not to let myself get sucked into their big picture, because for better or worse, I'm committed to my big picture.
My big picture won't be perfect -- I'm already fretting a bit over my 10-year-old's transition into more advanced "high-school prep" work during his middle school years, and how I'm going to cover everything I really want to, and how and when I'm going to un-combine the two youngers, if I ever do, and I might well not -- but switching to someone else's big picture won't solve these dilemmas. No matter what I do, we cannot read every single book ever written, and we cannot learn every single bit of historic or scientific information available for consumption by the later-elementary student, and I just have to be okay with that. My job, as I see it, is to offer my children books that will make them want more, and want more so much that they pursue whatever it is on their own.
I don't know if this answers your questions, either. Just kind of rambling aloud here. But I do know how easy it is to feel that whatever you've chosen is probably not as good as what's on that list over there . . . there's definitely a "better books" version of "the grass is greener." And if you're a natural waffler like me, it is easy to think, "Oh, well, if I only did *that* . . . " I also know how impossible it is to hold all of one program in your mind all the time, so that you don't get all nervous that you're not doing Paddle-to-the-Sea at the right time (for my money, there is no wrong time to do Paddle-to-the Sea; see "congenitally incapable of following plans," above). It is always a challenge not to be second-guessing what we do.
Sally
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4Real Forums : Living Learning
Topic: comparing curriculum/book lists
