Posted in On Our Journey

Except for the ribbons, which haven't been awarded yet, we've successfully finished our first year of 4-H.  

When I was growing up, I don't think there was anything to do with 4-H until you'd completed 3rd grade.  Sometime, in the intervening 30 years since I started, they added two "pre-4-H" levels - Cloverbuds (ages 3-6), and Mini (completed 1st and 2nd grades).   For these levels, everyone gets a participation ribbon and that's about it.

Regular 4-H starts the year you are in 3rd grade - with the fair as a culminating event happening the summer *after* your 3rd grade year.  This is when there are blue/red/white ribbons, with Champions, etc. and State Fair entries.

The activities and requirements for any given subject are set by each individual county's extension office.  They often borrow information, or even whole manuals, from other counties, but it's very locally run.

I was a "10 year" 4Her - meaning I participated in 4H for all of the years one could participate.  So my perspective, though changed, is based upon ample experience.

Now, I realize it's quite easy to talk about the "good old days" when one was younger.  So there may need to be a grain of salt taken with this.

What I enjoyed about it was that I was given enough information to begin learning about a topic *on my own* at whatever level I could achileve.  I loved this.  Being a product of the public school system, it was liberating and I really did learn a lot. 

My most memorable, and overall most useful, project was a Veterinary Science poster on genetics. 

Don't ask me where, in the mid-80s, I found anything written about genetics that was even remotely written at a lay-person's level.  But, I must have, because when I got to college-level biology, I ended up tutoring a portion of my class on the same topics I'd researched two years previously. 

However, I'm guessing that my impressions will change with dd's experience.   My first clue is when we found it difficult to tear ourselves away from our regular studies and activities to complete the 4H projects. 

Obviously, in Mini-4H, the level can't be too difficult.  The topics are geared toward 1st and 2nd graders. 

But, as any observant homeschool parent can tell you, there's a big difference between a student who is in 1st grade and one who is going into 3rd grade.

Making a model rocket from recycled materials seems a bit "slow" as a space project to a student who has created a "working" rocket - even if the "fuel" was only seltzer tablets! 

I guess being a homeschooling parent, I'm less likely to be impressed by "fluff" masquerading as "learning."  But when the child complains...you know it's a problem!

Honestly, I expected more because I kept hearing (from non-homeschoolers) how "great" 4H is for "supplementing homeschooling." 

I think "supplementing homeschooling" is an oxymoron, isn't it?

All I can hope is that the next level of 4H has more to offer than these pre-levels. 

But I fear that the requirements might be lower for the projects than they were when I was involved and doing them 25-ish years ago, in an overall sense.  I will definitely take that into consideration as we move forward into the more complete 4H program.

When I think about what I most enjoyed about 4H - the self-directed learning - I realize that dd is going to get that anyway through homeschooling.

Which isn't to say that 4H, even our local program, has nothing to offer.  But it's a reminder that even something positive that still exists from our own childhood may not require the attention, or level of participation, from our homeschooled children that we once would have given it ourselves.

Activities, like books, need to be chosen wisely, no matter how nostalgic we might feel otherwise.

Posted in Teaching Thoughts

A dear friend who is a former librarian BHS (before homeschooling)suggested that something I posted recently on a group list might make good blog material.

I'm assuming she knows what makes for a "good read," so I'll follow her advice. 

There are SO MANY good homeschool programs and curriculum out there.  It's often very hard to choose, and there are so many different aspects to consider within that choice.  Do I need scripted lessons, or am I fine "winging it" on my own?  Do I need a list prepared for me, or will I prepare my own?  How much can I spend?  What suits my child/ren's learning style best? 

With all of these facets, it's not surprising that some folks get a bit muddled between "programs" and "philosophy of education." 

Programs are compelling.  A very popular program, Sonlight, seems to garner some strong adherents.  This literature-based program appeals to so many people because it seems entirely *unlike* anything they have encountered as "history" in their own educational experiences.  So much so that some seem to find it difficult to switch to another program, despite very good reasons to do so, because they feel a loyalty to the program or its method. 

More than once, I've seen people list programs that they like, followed with the query, "What do I do?  I can't do it all!" 

Acknowledging that one "can't do it all" is the first step in a recovery program. 

Most programs are based around a central educational philosophy (see the sidebar for a site-link to teaching method descriptions).  If your likes about various programs seem to cluster around one of these methods, then you've revealed your teaching method or philosophy.

Let me provide a realistic conundrum (drawn from my own experiences, so as not to offend or embarrass anyone else!). 

I've always like a literature-based approach to education.  It seems to work well for my daughter, too (which is optimal, of course).  I've tried Sonlight, used books recommended from Ambleside, and I love the concept of multa non multum (less, but more) from The Latin-Centered Curriculum.

From these sources, I've pulled various materials and cobbled together my own history.

Understandably, history is my strong suit.  But it is possible to combine aspects of various, compatible, programs to create your own mix, based upon a single learning style - or even multiple styles if needed. 

Another thing to consider is that a teaching style is just that, a style.  And, as our wardrobes know, styles do change.  In this case, it might not be a style change that is needed as much as it is a break.

There's no reason why you can't have a general learning style for most of the year, but take breaks to do things differently. 

We intersperse lapbooking, which is more crafty and hands-on than our usual studies, during the year.  Sometimes it's related to our regularly scheduled work, but sometimes it's entirely learning-for-fun. 

One last thing to consider, however, comes to me from the book Climbing Parnassus by by Tracey Lee Simmons.  While addressing the need for a return to the classical methodology, Simmons does point out that teaching our children values, thinking skills, and the classics (for their cultural relevance if nothing else) are the primary goals of education.  A student trained in this manner will be able to learn anything else with little trouble.

When you think it through, it makes a lot of sense.  Most of the materials we spend time imparting to our child/ren could be classified as "information."  If you can google it, it's information.

The real meat of our teaching comes from our discussions with our child/ren.  It comes from passing on our values and beliefs and applying those to the information we read. That's the stuff you can't learn or teach once the opportunity is past.

Therein lies the soul of all educational philosophies.

Posted in On Our Journey

I'll be up front about this - I'm doing a quick post on The Old Schoolhouse Magazine because of their prize promotion. 

That said, however, I really do enjoy their new digital magazine option!  Since I do most of my homeschool research online, I really like the clickable links in the articles and ads. 

No more "post-it" notes to remind me to go to www.seenew curriculum.com.  No more trying to remember to actually look at the websites OR wondering why I wanted to look in the first place.  Really, it's a time saver.

Admittedly, I usually prefer cuddling up with my reading material in bed.  But this is one magazine that I much prefer to peruse with a mug of tea and some time to make notes where I work most often. 

Thanks for making that, and this blog, a reality, TOS!

The Old Schoolhouse Magazine's Spring Promo is in full bloom.
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Posted in Beginning the homeschool journey

You know homeschool convention season is upon us when all of the following begin to converge:

1. The sheer volume of posts on any given forum goes up about three-fold, at least, as folks start to think about the next school year or what they intend to look for at their convention.  Posts starting, "Has anyone ever used....?" become the norm.

2. It seems like everyone has something to sell on every forum, list, and board.  (That's because they are cleaning off their shelves in preparation for their upcoming convention.)

3. Nearly every homeschool vendor sends you an e-mail reminding you to "visit their booth" at a convention.

4. You start trying to track down the lists of recommended resources that you've been compiling over the past few months - and are shocked at just how long that list is!

I love conventions, though I've only had the pleasure of attending a few. Our large state and area conventions seem to find important family birthdays are their preferred dates!  (Hmmm...only niece's first birthday or convention - that was a toughie!  OK, not really.)

We are blessed to have a very fine convention in Indianapolis, which is relatively easy for me to attend.  But it's shockingly easy for me to become overwhelmed by the event, even though it's a positive type of overwhelm (assuming that isn't an oxymoron).

There's so much to see, so many great speakers, and so much to accomplish in the vendor hall.  And *all* those people! 

For a highly visual individual, I find it almost too much.  Which is why I make  a point of leaving the building to go somewhere else for lunch - just to change the scenery.

The vendor hall is a big draw for me - and probably for many folks living in the mid-west where we don't have much in the way of brick-and-mortar stores to touch and feel products.

I find that vendor halls require a battle plan.  I usually make a list of specific vendors I want to see, being sure to check out vendors with products I might not need this year, but in the near future. 

I also combat the "cereal aisle syndrome" (you know, too many choices) by coming prepared.

In the weeks preceding a convention, I do indeed pull out those lists I've made of things other folks have recommended.  Hopefully, I've already looked into them some and have a gut feeling as to whether or not these might be useful for us.  If not, I start pruning the lists.

Since we don't follow a set curriculum for history (and we add-in a lot of alternative things to our math and science), I try to generate some sort of topic list of what we might cover in the coming year. 

Then, to this topic list, I note what materials we already own or that I can borrow from the library.  Let's face it, if I know I've got two or three really good options already for, say, the Boston Tea Party, then I'm less likely to get sucked into purchasing another great-but-unneeded book.

Maybe.

Then, I make a list of those creme-de-la-creme recommendations.  The books or products that others have suggested and that are still on my list after researching them on Amazon or another website.  Most of the time, if I can view these in real life at convention, I'll know whether I want them or not. 

Finally, if I'm looking for a program - as I usually do use something specific for science as a spine - I list what I *think* I want to use AND I list another reasonable alternative.

Both times I've gone to a convention looking for a science program, I've come home with something other than what I had initially thought I would use.  In each case, the program I thought I wanted just didn't look like a good fit for my daughter at this age. 

Most recently, I'd intended to use the chemistry portion of a science program that we're currently doing for biology.  But, when I looked at the chemistry books in total, as opposed to just samples online, I realized that it just seemed too heavy for an introductory program in science.

In looking at my alternative choice (and, admittedly, "getting over" its title, which includes both a number and the word "kids") I realized that this was the thorough, yet fun and unintimidating introduction to chemistry that I wanted to use.

Flexibility is key.  And that applies not only to programs, but, if possible, to your convention budget as well.

Even though you might have a shopping list, convention isn't like going to the grocery.  It pays to have a bit extra for those surprise discoveries.  I've seen fun games at convention that we've loved, but never knew existed.  I've picked up great stickers that made an activity "pop" when we did it.  Math manipulatives and science extras are fun to explore and often seem better "in real life" than static images online.

I haven't mentioned speakers or workshops.  Those, of course, are what the "meat" of a convention ought to be and, as such, deserve a seperate post.

Unfortunately, I won't get to our state convention this year.  Another birthday interference - I mean, celebration!  But I'm anxiously awaiting the dates for 2009!

Posted in On Our Journey

In fact, homeschooling has been a large part of why I haven't blogged in months! 

As most people know, homeschooling parents tend to be an involved lot.  They don't just drop their children off at an activity and come back in an hour or at the end of class. 

They tend to stick around.  They ask questions.  They participate.  They observe.

Which also means, in my case, they volunteer.

My daughter has been in dance classes for several years now.  This past holiday season (I'm referring to Christmas, though we're now past Easter I know!), her studio produced The Nutcracker - a biannual event.

I produced a LOT of costumes.    Not just hems and some alterations, but complete pieces in some cases.

Oh, and for the record, one does use algebra after high school.  Especially if one is constructing a hoop skirt with a 25 foot circumference, intended to hide nine adolescents beneath its frame.   Fortunately, I only made the skirt foundation; the costume was a rental.

However, being a homeschooling family, that meant my daughter was pressed into service - I mean, asked to help with the costumes as well.

She learned to thread elastic through waistbands.  She pinned pattern pieces in place.  She painted bands on straw hats to match costume trim.  She served as as an unflinching model for costume parts and pieces. 

And, of course, she learned a few dance steps and a lot of choreography as well.

After surviving the aptly-named Nutcracker, we entered the Christmas holidays.  Then flu season.  After that, we seemed to hunker down and really focus on learning and having some fun together. 

We probably didn't advance too far in our history studies.  I seem to remember being perpetually stuck at the fall of Rome for a while there.  Science consisted mostly of experiments with just how far one can bend various forms of pipe to construct a 25 foot circle.  Math was mostly about estimating - fabric usage, trim length, time.  Art was the obvious.  Somewhere in all the rehearsal schedule chaos, dd did manage to read a six book series called Warriors, a fantasy series about cats and started writing a book herself.

I think our first foray into unschooling was successful! 

After the this experience, we headed into convention season.  But, that's a story for a seperate post.

...me?  For an award?  So unexpected!

I've been awarded the "Blogger Reflection Award" by Kris at CM Living Science.  Wow!  Thanks, Kris! 

The award was started by Jocelyn Dixon, a fellow Hoosier and blogger. 

The intent is to "pay it forward."  Therefore, here are my nominees for the Blogger Reflection Award:

Donna Conner's Homeschooling Only One - Donna's blog, book, and especially her forum are a huge inspiration to many people.  Her life experiences, and the wisdom and courage she has to share these with so many people, are truly an inspiration.  

Honeybee - Lots of practical insight and reflective thoughts on parenting, homeschooling, and life in general.  Somehow, I feel more relaxed after visiting the "hive." 

SheilaG - Sheila's perspective on life is a lot like mine - quirky, satirical, but usually downright honest.  She writes a lot better than I do, though!

These last two awards go in the "true spirit" in which the creator of it intended - to not give it to "just anyone" but someone whose blog has made a difference for you in some way.

Stephanie at Throwing Marshmallows - This blog wins hands-down as the most thought-provoking blog I've encountered in a while - at least from a personal standpoint.  Her observations regarding learning styles gave me a huge leap of understanding, for which I am eternally grateful. 

Finally, a new blog - PreK Human Rights Education by Jessica - This is a new blog, but one with a heart.  While the concept may not apply to everyone in their homeschool journey, the resources are a terrific springboard to further discussion on this important topic.  It truly made me think about my own beliefs and why I hold them, even if I ultimately come to a different conclusion. 

Another meme come and gone....

Posted in Reading

... in Harry Potter? 

[Warning - Out of sensitivity to my friends who disapprove of the Harry Potter books, this entry will be discussing what I feel are the positive aspects of the characters and themes found therein based upon the book Looking for God in Harry Potter by John Granger.  No spoilers for the series' conclusion, either.]

I've always been a fan of the Harry Potter books.  Mostly because I enjoy a thoroughly crafted story, full of details, that is capable of transporting me to another place with a different world. 

If that very aspect of reading isn't a form of magic, then magic doesn't exist. 

I started reading the books before I had a child old enough to listen to them.  And I've listened in, at times, to the debate about the Harry Potter books, their influence, and their relationship to the Bible's injunction about "suffering witches" and tolerating magic.  I've considered the intent of these words and their relationship to literature.

Yet, I undeniably found the books to be full of positive, indeed Christian, role models. 

Harry, and his friends, while occasionally making a bad decision, ultimately choose good over evil (clearly presented); choose to do the "right" thing over the easy thing; stand against cultural, social, and even authoritarial pressure in order to either obey or support those to whom they give their allegience. 

Pretty heady stuff, actually.  The books also provide a "short hand" way of exploring these topics.  Now that my daughter has had the series read to her, we sometimes use the characters and situtations from the books to discuss issues we see in day-to-day life. 

So, being acutely aware of these things, and seeing some symbolism and other bits in the books that reassured me I was on the right track, I then stumbled across the book by John Granger titled Looking for God in Harry Potter.   Of course, I had to read this and see if I my thinking was on the right track and, hopefully, why this was so.

I was not disappointed.

The book is doubly interesting because Granger shares with his readers that he used to belong to the "banned Harry Potter from his house" world.  However, after some trusted friends encouraged him to read the first book, he instantly saw the inherent positive aspects of the books and recommended them to his daughters.

The biggest credit to give Granger regarding his analysis of the HP series is that he brings to the work a pretty thorough understanding of classical literature and how Rowling uses this to craft the HP stories.  This is crucial because, without this understanding of the classics, it's all too easy to dismiss the series as another foray into fantasy literature.

The mythical creatures that populate the HP books are predominantly chosen because of their Christian symbolism.  The griffin, the phoenix, the centaur, the hippogriff, the red lion - all are ancient symbols representing either Christ or the Christian journey, or both. 

Unlike the Narnia books, these creatures are not just part of the common populace of Potter's world, but typically are symbols or beings that encourage, rescue, or restore primary characters in the books.  Thus, they are Christ-like in both symbolism and action within the story.

The most fascinating parallel Rowling creates, and Granger elucidates, is the dichotomy between the Muggle world (the non-magic world) and the Wizarding world.  One of the arguments against accepting the Harry Potter story is this very division.  

Most of the Muggles encountered in the stories refuse to believe in what they can not see or explain, so they are, literally, unable to see members of the wizarding world.  And, if they do see wizards, they invent ways to explain-away what they have seen. 

Out of a need to keep the wizarding world safe from persecution, if some sort of "obvious" magical incident occurs in the Muggle world, wizards modify the memories of Muggle witnesses. 

It's this "hidden" nature of the wizarding world that bothers some people regarding the HP series.  They argue that in works like Lord of the Rings or Narnia the witchcraft isn't "hidden."  Everyone in the magical world *knows* that the characters practice magic.  The concealment of witchcraft in HP bothers folks. 

This tension between the worlds is readily apparent in Harry's own Muggle relations (as an orphan, he lives with his aunt and uncle).  At every opportunity, they try to deny Harry's wizard-ness, calling him a "freak" and refusing to even say the word "magic."  Harry, being a minor, has no choice but to live in this world for part of each year. 

Granger, however, makes the excellent parallel between the Muggle/Wizarding world and The World/Christian life.  As Christians, we are exhorted to live "in" the world, not "of the world" (John 17:13-16).  The Muggles are "of the world" - living in denial of anything that cannot be seen, touched, or proven.  Most Muggles are presented as heartless, nearly soulless, individuals, interested mostly in personal advancement and gain.  You learn to dislike them intensely.  

The wizarding world, while not perfect and definitely hosting some truly evil characters, is inhabited by people believing in and seeking something beyond themselves.  There are flawed characters even among the "good guys" - but all have sinned and fall short (both in Potterdome and our world.)  Overall, however, the wizarding world is a place where bravery, honesty, intelligence, and loyalty trump every time.  

And, in the final novel, the "final battle" is played out on the cosmic scale.  True to the reality of our world when the End Days approach, the Muggle world, in denial as much as possible, becomes inextricably (and inexplicably for them) involved in what is a symbol of the grand battle of good vs. evil. 

There is much, much more to Granger's book, and the Harry Potter series, than I would care to write about here.  But let me close with a final thought about highly prominant cultural entertainment and it's place in our psyche.

A great story is like a language all of its own.  It gives us images, words, and situations that explain, parallel, or mirror our lives.  Life is less threatening to talk about if we can do so in the context of characters whose stories we have shared.  Complex ideas are easier to understand, if we can give them life and make them more concrete through an anecdote or story.

We have a name for these works, though the name has taken a beating over the past many years.  We used to call these "classics." 

However, in order to "save" the term classic, we've taken to relegating it to old tomes that most folks have never read, either out of lack of exposure or simple fear of their difficulty. 

But, a classic work is a work that speaks to us across time, variations in society, and possibly even culture.  A classic presents ideas and themes that most of humanity can relate to on some level.  Oddyseus' need to get home after the Trojan War or Macbeth's avarice and self-seeking agressiveness are ideas that we understand and share, even if our experience of them is different.

And so it is with works like Harry Potter or the Star Wars series.  In them we find important parallels to human history, human thought, and individual experience.  In Star Wars, we can keenly identify with Anakin's fear of loss within the parallel context of the rise of the Empire (which seems modeled on the rise of Roman influence).  Harry Potter teaches us how to value friendship, even when self-preservation seems a more pressing matter. 

Children, given the chance, will gravitate to stories that "speak" to them.  We need to provide them with complex, strong stories with characters who face life's problems and choose the right way over the easy way.  

In this way, we equip them, and ourselves, with the language to discuss the difficult choices in life.  It is through such discussions that we then prepare them to face their own unique challenges.

I have a history of resisting peer pressure.  Actually, I have a history of rebelling against it.  When I was pregnant, everyone told me I'd be having a boy - I was shaped like *this,* carrying him like *that,* sick because it was a boy, etc. 

By month eight, I was secretly hoping "he" was a "she" just to prove everyone wrong. 

I got the last laugh!

However, I've been tagged more than once in this blogging meme, so I'm playing this one time.  Mostly out of respect and deference for Donna C. because of all she gives to the homeschooling community, especially those homeschooling only one.  Hugs, Donna!

However, I *am* breaking the chain.   I used to throw away chain letters, too.  And I seldom forward anything that asks you to.   Actually, I may only be doing this because I wanted folks to learn a new word (see above). 

So, here goes!  Eight random thoughts or whatever about myself.

1. Well, speaking of new words, I don't get the chance to learn new ones very often these days.  Maybe it's because I'm so erudite (!) OR maybe it's because I'm teaching a second-grader?  Anyway, my most recent new word is pertinacity - derived from pertinacious.

Hawthorne seems to have been fond of this word.  I've listened to audio versions of two of his short stories in the past week.  Both have featured "pertinacity" - a word I'd never encountered before. 

And now I've encountered it in Poe as well - it's used in "The Pit and the Pendulum."  Must have been a term much in vogue in the early 19th century.

2. I strongly dislike exercise.  Having said that, my new regimin involves rising at 6:45 daily and walking for 30 minutes (at a 4mph pace).  The first week nearly killed me, but I love having all the newfound time early in the day.  School is going better, too, because we are starting earlier. 

However, no more posts at 2 am, I fear. 

3. I would have said, "I hate exercise" in point 2, except I always hear my mother say, "Hate is a strong emotion.  You should say 'strongly dislike.'"  She was right, of course.  But I do think "hate" is better for point number 2 above.

4. My favorite dark chocolate is Valrhona's Noir Amer 71%.  Critical information, that.

5. A sad random fact - I'm halfway through this list and I have no idea what to put down for the remaining four points.  Oh, well, now three points.  :)

6. We still haven't started Harry Potter and the Deathly Hallows in our house yet. 

I'm not entirely certain I *want* to read, and finish, the last book.  I have admired the character of Harry Potter since the beginning and I'm sorry to see his story end (in whatever fashion). 

7. For the record - I think Dumbledore was right about Snape and Snape will be vindicated in the end.  If you know, please don't tell me!

8. It has taken me about a week to get around to doing this.  Let this be a warning to others who want me to play games on my blog - I'm no good at it!

Cheers!

Posted in Teaching Thoughts

Those who don't remember history are doomed to repeat it.  Those who teach history are admonished to re-live it.  Those who discuss history are doomed to repeat themselves. 

I was recently involved in an online conversation about a specific book often used to teach elementary history.  During the conversation, I repeated many of the comments I'd made in my blog post of May 11. In that post, I pointed out that one needs to impart their own values to their children before exposing them to materials that may cause them to question these same values.

This conversation, however, brought up a few new points that merited further discussion.

Almost any book of history is written with a bias of some type.  Academic history usually can be categorized into one of many ideologies, including socialism, Marxism, feminism, or imperialism (among many others). 

And, while we'd like to think that history books written for children are "just the facts," the reality is that they exhibit bias as well. 

The reason is two-fold.  First, with all of the stories to be told of human history, how does one choose which ones to relate?  Using a "lens" of some sort, either an ideology or theory, to help filter what to tell vs. what to leave out helps narrow the field immensely.

Secondly, every author has his or her own bias.  Many authors writing for history texts for children in the late 19th and early 20th century were Christian and understood that their readers were likely Christian household.  Thus, their histories show Christianity in a favorable way and make the assumption that their readers are reasonably familiar with Biblical precepts and stories.

The important point, however, is that books have power.  They are sources and symbols of authority, especially for children.  Especially in the early elementary years, I think, children are unable to disassociate the written word about "real life" with real life to some extent. 

We tell them that this is history, a true re-telling of the events that came in the many centuries before they were born.   We want them to view books as sources of knowledge and information that can be trusted.

Children hear us say that books are important and can tell us about the past.  This understanding, however, leads to a facile form of trust within the reader as well.  It's easy for them to think, "It's a true book, so what Mr. _____ says is also true."

Early elementary students aren't at the age to question something they've just read, nor do they have the foundation to do so.  (Granted, some of the college students I've taught can't do this either....) 

Which leads to my other line of thought.

One of the major advantages to homeschooling is that we can allow our children to disagree with the books.  Sounds simple, but try doing this in a public school classroom.  We've found "errors" in various books - especially when we've read multiple books on a topic. 

Assuming that a public school student has the luxury to explore a topic through multiple books outside of a textbook, few students are going to be comfortable challenging information that they believe to be inaccurrate or incorrect.  And the teacher would probably be concerned about confusing students too much to discuss such things.

The homeschool setting is a safe place for children to question what they read on all fronts. 

Can we use these books to teach our students if they don't fit our worldview?  Most decidedly yes.  But, we have to also help them to see the bias, instruct them in our views, and keep the dialogue going.

Posted in Teaching Thoughts

Somewhere along the homeschool journey, it's nearly inevitable that you'll either become involved in, or at least read, a conversation about learning styles.

From a casual perspective, knowing about learning styles may seem deceptively easy, maybe even unnecessary.

If you feel like you are connecting adequately with your child and they seem to be enjoying the materials you present, then why look into theories about learning?

Maybe, as in my own case, you think that your child reminds you "so much of yourself as a child." 

Therefore, teaching him or her should be easy, right?  You know what you would have enjoyed as a child, so surely you can teach/present/use this material for your homeschool.

But, you may find some differences that are just a bit baffling.  You don't remember having the same difficulties learning certain things.  You don't remember making these types of logical mistakes.

So, what's going on here? 

This is where theory may be able to inform practice.

A while back, I read an interesting description of learning styles in Deborah Bell's Ultimate Guide to Homeschooling. 

In this, Bell outlines the basic theory of Golay's model of learning styles: visual, auditory, and kinesthetic (or tactile).  For a good overview of these, see here. 

But Bell also presents Golay's patterns of learning, extrapolated from individual patterns of learning.  These she defines as: actual-spontaneous, actual-routine, conceptual-specific, and conceptual-global.  These each have their own traits, building upon the initial basic theory and including temperament, motivation, and relations.  See here for a brief overview of these.

When I read Bell's descriptions, which she breaks down in her book into indicators, dislikes, and weaknesses, I recognized myself immediately as a conceptual-specific learner.  I have been such since around middle-school age. 

But, I also realized that this description did not fit my daughter. 

Surprise!

Two things about Bell's description confirmed my understanding.  The first was her checklist, which described many aspects of my daughter: creative, early reader, outgoing, dramatic, perceptive, popular, and let's not forget - forgetful. 

The second was Bell's analysis of this type of learner: "This is the kid who takes a quick look at his or her math homework and says, 'Oh, I know how to do this,' then proceeds to fill out the whole thing incorrectly."

We've been here more than once. 

What was reassuring to me, though, was to know that these differences weren't something to worry about, but something to work with.

My "detail oriented" nature is going to have to come to terms with my daughter's lack of interest in all details. 

But, realizing that this is part of how she prefers to learn, rather than an issue of obedience or will, allows me to be more gentle as I try to train her to take care of details.  And allows me grace to forgive myself as I deal with my "perfectionist" nature.

There are other theories about learning styles.  I stopped researching when I felt that what I read "fit" what I'd experienced.  And, despite the fact that these descriptions ring true for us, there are areas that are flexible. 

Apparently, one of the weaknesses of my daughter's conceptual-global style of learning is spelling - yet she's a phenomenal speller.  In theory, the careers that conceptual-specific learners (like myself) gravitate toward are science, mathematics, and technology.  I enjoy these topics, but my degrees are in business and history. 

Which suggests that learning styles are not "set-in-stone" - but can change and develop as individuals mature as scholars. 

Which may also be a relief to some parents.

All theories aren't perfect - nor are they excuses.  Standards have to be met no matter what one's preferred learning style may be. 

But understanding how different children approach learning can also help parents figure out how to motivate them to achieve the goals and standards that they need.

And understanding that our method of learning may differ from our child might make some of the homeschool days go a bit easier.