About a year ago, while I was talking with a friend, I suddenly realized — the organizing factor of our homeschooling has always been what creates engagement in my children.
First I “Periscoped” an overview of Engaged Homeschooling philosophy, but that was not such a successful broadcast because I was apparently too far from the router, causing sync problems with audio and video. Once someone suggested this may have been the problem, I tried Periscoping from a different room in the house to see if I got better results.
That second Periscope broadcast did work out better technically (though really, quality has a lot of room for development, even though the whole concept is something broadcasters couldn’t have dreamed of back in the day) — and it gave me a chance to explain a little more about the Virginia Homeschool High School Symposium.
If you’d like to hear what the Symposium is all about — or you’d like to get a glimpse of how Periscope works for a new user, watch my video on the Virginia Homeschool High School Symposium.
I’m excited to share a symposium for homeschooled teens that I’ve been working on conceptually for a long time. Teens (14 and up – “high school age”) will come together November 4 for an advanced “show and tell” where they’ll share their projects and passions across all fields of interest. The aim is to create a social and academic peer experience for teen homeschoolers and recent grads.
UPDATE: The Symposium has filled with homeschooled teens from around the state, and registration is now closed. If you would like to be placed on the waiting list in case of a cancellation, please scroll down to the bottom of this post. Looking forward to seeing all the great kids at the Symposium!
The event will be held beginning at 12 Noon, Wednesday, November 4, at Passion Academy (3921 Deep Rock Road, Henrico, VA — this is on the northwest side of Richmond).
So I’m putting out the call for homeschooled high schoolers and recent homeschool graduates from Virginia and beyond to participate in this symposium with an original project, paper, video or audio production, performance, creative response, experience, service work, game, experiment, design, journal, observation, invention, solution, business plan, travelogue, code, or composition related in some way to the theme, “Power.”
Students will gather to present, demonstrate, display, read, or perform their work and participate in discussion about its implication, craft, and connection to the theme – POWER.
Works are welcome from any area which can touch on the implications of any aspect of “Power” – including the arts, history, social science, technology, engineering, media, geography, science, math, politics, sports, writing, current events, or other areas.
Don’t let the theme throw you – power exists in many forms, and your presentation, reading, performance, artwork, model, or display may be about power or may depict power or may explain power or may demonstrate power or may show your personal power. Think of all the possibilities – solar power, wind power, the power of music, political power, the power of athletes, the physical power it takes to dance, the power of photography, a paper about the power of Martin Luther King (the power of nonviolence) or – simply – the power of an animation or video you create or a dramatic scene you enact. There are power plants, powerful poems and songs you’ve written, and power chords. We have horse power, water power, brain power, and fire power. And there’s always the question, what’s your super power? If you’ve got a passion, you can fit the theme of power into or around it.
Students are welcome to adapt existing projects they have created previously or use material they are currently working on for a class or current study, or they can develop something new for this gathering. Jeanne is available by email to dialogue with students and parents about their work or about the theme.
Basically — to the students I say this: come sing for us, tell us about your favorite novel, read us your story, show us your scientific research, demonstrate your tech project (robotics? animation? app? code? hardware?), present your ideas on history or politics, play your instrument, do your stand-up, show us your photos and artwork, make us the perfect smoothie, read us your poetry or short story, tell us about your passion (does not have to be academic) – and so on – and see what other teens are working on.
It’s all about what you are engaged in.
Each student will have up to fifteen minutes for presentation followed by up to fifteen minutes of facilitated discussion, review, and guided appreciation. Students are asked to participate in the discussions (but no one will be badgered).
A maximum of twelve participants — ages 14 and over — will be accepted to the symposium. A minimum of six participants will need to be registered to hold the symposium.
Participants will be expected to be open to a wide variety of viewpoints, similar to discussion, presentations, and performances that might occur in a college seminar.
I’ll be leading the facilitated discussion myself. For those who have been in my writing workshops, co-op classes, or conference workshops — the feel will be similar, with respect and support for kids who “are where they are” with their interests and their comfort in sharing their work. We’ll make it relaxed and fun.
I’ll be glad to correspond with teens about their work prior to the Symposium, to give them ideas and support.
And yes, if this idea sticks, I’ll expand it — adding capacity for more teens and also adding similar programs for middle schoolers and late elementary-age kids. Basically, I just want kids to have even more exposure to what their homeschooled colleagues are doing, venturing beyond their usual co-ops, classes, and communities to share the cool things they’re doing and learning.
If you have any questions, use the contact form below, and I’ll get back to you within a day or so.
Pilot program discount registration $30 (available for 11/4/2015 event only; prices will vary for future events). Ask about sibling discounts. (All participants must be age 14 or over).
UPDATE: The Symposium has now met the maximum number of registrants. If you are interested, please complete the form below to be placed on a waiting list in case of cancellations.
The answer? Whatever engages your child.
Think that’s a bogus answer?
The truth is, no matter how long we’ve been homeschooling, experienced homeschoolers can’t tell a new homeschooler which curriculum to use, or even which approach to homeschooling to use (and some homeschooling approaches do not even use curriculum per say).
That’s because we don’t know which curriculum or approach will engage your child.
We can make recommendations. You can read reviews.
But there are some uncomfortable truths about curriculum selection:
- Your curriculum selection will be a process of trial and error. You need to be willing to change it if it doesn’t work. Having spent money on something is no excuse for continuing to use it when it doesn’t work. Sell it or give it away. It might work for someone else. See my two rules for engaging kids through homeschooling.
- Preschoolers should not be required to do early formal academic lessons from a curriculum. They need opportunities to play and do engaging things with people who are important to them. They need you to read to them and take walks with them. They need to make art, use their imaginations, learn to wonder, use their bodies, go places, and do things. Ditch any curriculum or approach for a young child that doesn’t have you snuggling on the couch together with books, playing outside, building stuff, and looking at the moon.
- More important than curriculum selection for most new homeschoolers* is the process of deschooling — getting used to a non-school normal. Read the Engaged Homeschooling links to deschooling to get started. If you haven’t given attention to deschooling, but you’re picking out curriculum, you’re more likely to make a curriculum choice that will not work. And hey, if your child has never been to school, this still applies to you — there’s a five-part series on Parental Deschooling listed there, because parents need to deschool in order to homeschool well.
- *Some new homeschoolers do have to prioritize picking out curriculum. This includes people who may be homeschooling their son or daughter for a year of high school when there is a strong chance that child may return to high school the next year. That’s because high schools in most states get to decide on placement and credits for work done at home. This also includes people who may be homeschooling a high school age athlete who wants to play a sport in college. That’s because they will need to adhere to NCAA guidelines regarding curriculum.
- Your homeschooling approach trumps your curriculum selection. Meaning, your general philosophy about how you want to approach homeschooling is ultimately more important to your child and ultimately a big factor in any curriculum you will choose. Will you use a projects-based approach? A school-at-home approach? A Charlotte Mason or Montessori or Waldorf-based approach? A unit studies approach? An unschooling approach? An eclectic approach? A Classical approach? A co-op approach? An online approach? If you don’t know what these things are, your homework is to read about each of these approaches to homeschooling.
- Engagement is the most important factor. If your curriculum doesn’t engage your child, it is a waste of time. It doesn’t matter whether the math is spiral- or mastery-based. It doesn’t matter whether the reading is phonics- or whole word-based. It doesn’t matter whether the curriculum is Christian or secular. If your child isn’t engaged, the curriculum will not assist in creating genuine learning.
All this curriculum stuff is somewhat akin to how a kid will get a great toy as a birthday gift that a parent is so glad to have found and managed to afford — but then the child spends more time playing with the really cool box it came in.
That happens with homeschooling. You buy a well-respected curriculum you are excited about and sure of (“and it has everything planned out for me”) — and your kid learns more from working on a bike and reading about gears and ratios.
In fact, I have a whole series over at TheHomeschoolMom on what learning resources you can use Instead of Curriculum, because I’m so excited about the power of these kinds or resources in stimulating engagement.
So what’s a new homeschooler to do?
You can take a shot and choose a curriculum, understanding you’ll probably make major adjustments. Please don’t make your kid miserable with homeschooling before making the changes you realize you need to make. You can still read about deschooling and try the recommended activities, and you can still use the “Instead of Curriculum” type suggestions that experienced homeschoolers will be glad to tell you about.
Or, you can not choose a curriculum right away, emphasizing deschooling and “Instead of Curriculum”-type learning experiences. Then after you understand a little more about the experiences and materials that engage your child, you can hone in on an approach to homeschooling and a curriculum that reflects that approach.
For some people, choosing a curriculum and then adjusting is a valuable part of the journey. Getting a curriculum that turns out not to be engaging helps you determine what will engage your child. “Starting somewhere” is getting started, after all, and that’s ok, as long as you don’t become entrenched and insistent on continuing to use a tool that doesn’t fit the job.
Other people like saving money and exploring learning options without choosing a curriculum right away. They, too, are “starting somewhere.”
The important thing to remember is that while it feels like curriculum choice is going to guide your homeschooling in all the right academic directions, it’s really a child’s engagement that is the critical factor in terms of how much he or she will learn.
While curriculum continues to be the hot question for new homeschoolers, we do well to be mindful that while curriculum can fill the bucket, engagement will light the fire.
Curious about homeschooling? Want to know facts instead of stereotypes? Need a program for your community group, education organization, university classroom, business forum, political association, or parents meeting?
Homeschooling 101: Homeschooling for Non-Homeschoolers is the perfect introduction to homeschooling for people who would like to get real information about homeschooling in Virginia and the United States.
If you’d like to hear about the new face of homeschooling, let’s work it out so I can speak to your group. We can talk about who is homeschooling, why people homeschool, statistics in Virginia and the U.S., approaches to homeschooling, homeschoolers’ relationships with and attitudes toward schools, and how homeschooling is one of the ways to fully meet the legal requirements for compulsory attendance in Virginia.
We can also talk about how businesses, libraries, community organizations, educational institutions, museums, and others can and do partner with homeschoolers.
Homeschoolers in Virginia, taken together, would amount to the eighth largest school division in The Commonwealth today, according to StatChat, produced by the Demographics Research Group at UVA.
Homeschoolers also tend to be highly engaged in their communities.
That’s a group worth knowing real facts about. The demographics of who is homeschooling, what their families are like, and their main reason for homeschooling are much different than the stereotype. I have crunched the numbers both for Virginia and the U.S., using well-respected sources. I have homeschooled from kindergarten through twelfth grade for 17 years in three states in eight different communities, work as a homeschool evaluator, and speak to many homeschooling families at conferences each year.
If you’d like an orientation to today’s homeschooling — and to understand how homeschooling parents engage their kids in learning — contact me to set up a lively presentation or consultation.
At the VaHomeschoolers Conference yesterday, one of my talks was “Beyond School Daze: The Deschooling Process.”
Deschooling is the transition time between school and homeschooling, a period of adjustment that both parents and kids have to make as they change from school norms to new family norms.
Experienced homeschoolers recommend that families who are new to homeschooling take a period of time to “de-school” before launching into home education. It’s counter-intuitive, but often children need some time to rediscover their interests, their natural rhythm of learning, their sense of curiosity, and what drives them to engage. During a deschooling period, parents can tune in to what is creating a spark in their kids, and use that information to help decide on an approach to homeschooling and what to look for in a curriculum, if they are going to use one.
It’s all part of getting “out of the box” of school. I watched and heard some cognitive dissonance as parents were wrapping their heads around these new ideas. Frequently parents come to homeschooling determined to do it to the utmost so they won’t “mess up the kids.” It can be startling to be told the first thing need to do is . . . not do a formal approach to “school.”
However, I did give them a long list of educational and family-oriented things to do together with their children — read, watch documentaries, go to museums, visit parks and natural areas, tour historical sites, get outside, get moving, create art, make stuff, re-connect with relatives and friends, meet your librarians, and network and find friends.
I also told them to think of whether there is school reason or a good reason to do things with your homeschooling child — noting that there is often overlap (so don’t throw the baby out with the bathwater), but that you don’t have to do things just because those things were done in school. Instead, you can choose to do the things that work effectively for your child.
That’s what results in engagement.
As I promised my audience, I’m providing the links to a lot of deschooling articles I’ve written — which contain links to most of the sources I listed on the thick handout I distributed with the talk. It’s just so much easier to click through, and I know after I attend any kind of conference, I enjoy going home and reading material by the presenters and thinking through things more deliberately.
These articles are over at TheHomeSchoolMom.com blog, where I’ve been given a wonderful space to reach many homeschoolers with my ideas, which frequently lead to my presentations — and vice versa.
“Will Homeschooling Help ADD/ADHD?” (Beginning to Homeschool a Child with ADD/ADHD Diagnosis or Tendencies)
Five Part Series on Parental Deschooling:
And in case all this “deschooling talk” makes you think homeschoolers are anti-school — that’s just not true. It’s just that the two approaches to education are entirely different. For a look at what homeschoolers think about school, read my article “Do Homeschoolers Hate Public School?”
You might also enjoy my Instead of Curriculum series at TheHomeSchoolMom.com, which has a great many very specific ideas of things children learn from at home that are outside the usual idea of “curriculum.” These ideas are for fun and interesting things to do during the deschooling period — and because they are high quality, engaging activities, you’ll begin to see how learning can take place outside of an institutional environment.
Or just browse all the Jeanne Faulconer homeschooling articles over at TheHomeSchoolMom.com. A lot of them fit an aspect of deschooling you may want to explore further.
If you want kindergartners to lose engagement, just cancel their annual end-of-year show in the name of getting them “College and Career Ready.”
Really, you can’t make this stuff up.
Read the Washington Post article by Valerie Strauss, in which she shows the letter from the New York school administrators, explaining that the five-year-olds’ play has been cancelled. According to the school’s letter:
Although the movement toward more rigorous learning standards has been in the national news for more than a decade, the changing face of education is beginning to feel unsettling for some people. What and how we teach is changing to meet the demands of a changing world.
This is staggeringly sad, that educators must rationalize away the childhoods of children and promote the false notion that more early formal academics will somehow be of greater benefit to them than working together to create and perform a play.
On the other hand, when some wonder why “regular people” are choosing to homeschool their children, just send them a link to the article. If they don’t mistake it for a satirical piece from The Onion, they’ll probably get the point.
By that, I mean their interests motivate them to learn both how to do things and information they should know.
Here’s an example, a kind of hypothetical case study similar to what I have seen happen over and over in my years of homeschooling my own sons and in my work as a homeschool evaluator:
An early years child who is interested in birds might have his interests supported by his parents, who help him put up a bird feeder and keep it stocked with food. Together, they observe the birds and possibly think of more ideas to create a better habitat — adding water, shelter, or nesting materials.
With parent and child learning at the same time, they can use field guides and binoculars to learn to identify the different species that come to the feeder. The parents can model keeping a “life list” of bird species they see and help a child create his own list.
They can sketch the birds with colored pencils or take photographs for a scrapbook/notebook or upload them to a personal blog. Young children might dictate notes, original poems, or short stories they write about birds, which their parents add to the blog or notebook; slightly older children might put these writings in their own handwriting for a notebook, or work on keyboarding in order to update their blog with text all on their own.
They can watch documentaries and read library books about bird migration, mating and nesting habits, and the types of environments that different species need to thrive.
They can also explore humans’ fascination with the possibility of winged flight for people, talking about various inventions that failed and how the Wright Brothers invention ultimately succeeded — though with far from bird-like flight.
They might study homing pigeons and their role in carrying messages during World Wars I and II.
Depending on where the child’s interest goes as he gets older, the parents may find themselves supporting further and ongoing interest in birds — their role in the food chain, how birds of prey can be trained to hunt (falconry), how scientists theorize about their evolution from dinosaurs. The family may support parrot rescue/adoption, build bluebird nesting boxes, and take field trips to watch bald eagles or ospreys or hummingbirds.
Parents may help the child participate in an Audubon bird count and review the national results, comparing trends to previous years.
Over time, this interest may wane and another may take its place. The new interest might be related — such as another biology or nature interest, or it may be something entirely new, or the child may delve ever more deeply into ornithology.
What did this child learn?
- Handwriting. Learning to copy Mom or Dad’s printed bird names for his own life list (just like a grownup’s!), the child learned to recognize and print letters, and was motivated to learn them because he saw them as useful to managing his interest in birds.
- Composition. Nature and science notes added to a notebook or blog began the process of how to write nonfiction; poems and short stories inspired by bird study provided an imaginative roost for learning to write creatively.
- Observation. Sketching and photographing the birds helped to hone the ability to pick out detail and see the birds’ distinguishing characteristics and mannerisms.
- Research. Looking in a field guide to determine a bird’s species is a basic research skill. In my role as a homeschool evaluator, I recently worked with an elementary age boy who confidently used the index of his bird field guide to help him locate the pages with information about a bird he wanted to show me.
- Library skills. Picking out bird books from library shelves or using the online catalog is something that begins at Mom or Dad’s side, but becomes second nature as a child figures out how library books are grouped and classified.
- Reading. Reading those library books and field guides, as well as stories about birds, improves vocabulary, fluency, and comprehension.
- Construction. Building those bluebird boxes and bird feeders provides motivation for a hands-on project that involves planning and/or following directions, measuring, sourcing materials, and assembling.
- Statistics. Analyzing the trends present in the bird count numbers is an introduction to the usefulness of statistics and how to interpret data.
- Art. The child practiced sketching birds and using art media.
- Technology. The child practiced keyboarding, learned internet search skills, and learned how to blog.