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The Light at the Beginning of the Tunnel

 

By: Michael C. Broome

Home schooling is not only a right of each and every American, it is also a joy with blessings that many home schoolers wouldn’t trade for anything. Not just the children, but the mothers and fathers that give so much of their time to ensure their children have the best life can offer.

Today, I had the pleasure of speaking with Andrea Scully, a homeschooling mom from Arkansas. Andrea shared with me the joys that she, her husband (Adam) and her four children experience. And what started out thirteen and a half years ago, for them as an idea, soon developed into a six month trial before their oldest was scheduled to attend school.  At the end of this trial period, a mutual trust was formed thus paving the road to home schooling all their children. Where did that road end? So far, it isn’t close to ending; but the oldest is a first year student at a college of pharmacy. She just turned 18. The second oldest is a freshman in college. The youngest two are still being home schooled.

Andrea is a disciple of Jesus in her everyday life, and a home schooling Mom with an English degree. Their children were taught to not only acknowledge the presence of Jesus in their everyday lives, but to think of Him as their best friend, their inspiration and foundation.

Being someone that is expecting twins in just a few months, I had to ask, “How did you combat ‘burn-out’ and stay focused on your duel role as a mother and a teacher?”

“Jesus,” she said. Genuine. Confident. And knowing His presence in her life, her husband’s life and the lives of their four children. Jesus is not an entity they fear or hide from or eliminate from their daily educational activities, rather they embrace His role in their lives as their pillar of strength.

Andrea told me that whenever adversity turned its ugly face her direction, she always found the presence of Jesus offering an answer. Like the time she was searching in vain for a more “user friendly” grammar curriculum.  She took her kids to a dentist appointment and found a young girl diligently doing her grammar work on the floor. Andrea asked the young girl’s mother what grammar she was using, and the woman was more than willing to share what curriculum she used. The two younger Scully’s are still using this grammar to this day. 

“Andrea, one of the main complaints home schooling parents deal with is the question of socialization. Was this a struggle for any of your children?” I asked.

“That’s funny. I hear that one all of the time too,” she said. “Honestly, my children are comfortable around anyone. They do what kids do when they are around other children and aren’t afraid of talking to adults. I’m not sure if that is just them or the home schooling, but socialization has never really been a concern for any of them.”

We talked more about this issue and eventually the word “confidence” materialized. We talked about how home schoolers tend to have confidence without the swagger. Confidence without the ego. Confidence to be approached or approach another, without the fear that is generally associated with immaturity. My philosophical side emerged and tried to claim that public schools can categorically force a bully system based on age, size and grouping by grading that forces children to learn where they belong and squeeze themselves into that space, either with comfort and ease or with force and shame.

Andrea wasn’t willing to comment on the wrongs with public schools, but rather what worked for her and her children. We did agree though - society questions home schooling socialization. Home schooling parents don’t. And the kids tend to laugh at not fitting in, since as home schoolers they are taught to fit into the entire world, not merely the class of children their same age.

“Andrea, are you familiar with what is going on in California and home schooling?” I felt compelled to ask.

“I am, but only from what I’ve been able to follow on the internet,” she said.

I briefly explained some information about it, and Andrea responded by telling me a quote her Grandmother constantly repeats, “I don’t know what the world’s coming to.”

We again agreed.  People don’t send their kids to church anymore; it’s no wonder why there is so much evil creeping its way into their lives. Without Jesus, we are robbing the world of hope. Christianity nurtures our youth with hope. Hope for today, tomorrow and for the entire foundation that is. Without Jesus, we are without hope. And without hope, we are without the foundation to build a sound platform.

Hanging up with Andrea, I thanked her and let her know that her story is one worthy of more than merely a blog posting. It is bigger than the papers, and stronger than one person’s account of home schooling. She politely interrupted me and told me that I wasn’t only capturing her story about home schooling, because without her husband and his support, their lives just wouldn’t be the same. I was also crowning her children’s vast accomplishments.

Truthfully, Jesus and Christianity would certainly remain a constant, but their road to enlightenment would have had a lot of different turns and speed bumps. The children might not be in the same places today, but all of them would have traveled together, with Christ as their guide. For some, perhaps this is a road less traveled. For the Scully family, it has been the best route from point A to point B, earth to God’s kingdom.

Conversation Between Ignorance & a Homeschooler

 By: Mimi Rothschild

“I have never let my schooling interfere with my education.” Mark said as he used a feather and ink to scribble down a phrase on the back of a napkin.

“What, isn’t school and education the same?” Mark’s friend, Ignorance, asked.

Mark shook his head as he looked into the mirror at his age and turned back to Ignorance, “When I was a boy of fourteen, my father was so ignorant I could hardly stand to have the old man around. But when I got to be twenty-one, I was astonished at how much the old man had learned in seven years.”

Ignorance was confused, so he asked Mark, “God created man, and man created schools, right? So why would He create…”

Mark quickly interrupted him and said, “In the first place, God made idiots. That was for practice. Then he made school boards.”

Mark continued with, “Education: that which reveals to the wise, and conceals from the stupid, the vast limits of their knowledge.”

“I’m not following,” Ignorance answered.

Mark said nothing.

“I said that I’m not following, Mark,” Ignorance repeated.

Again, Mark remain silent.

“What are you waiting for? Find the words, Mark!” Ignorance was going intolerant. “Find the…”

“The right word may be effective, but no word was ever as effective as a rightly timed pause.” Mark was smiling at the face of Ignorance as he continued feathering his pen around the napkin on his desk.

“Mark, please, tell me what you are talking about, or, at very least, read me what you are writing. I can’t read it from here,” Ignorance uttered in a dejected voice.

Mark instructed Ignorance to read the words and value the experience of reading. Mark said, “The man who doesn’t read good books has no advantage over the man who can’t read them.”

“Wow, Mark, who wrote that? I mean, you are an exceptional author and deserve…”

Mark quickly interrupted him and said, “It is better to deserve honors and not have them than to have them and not to deserve them.”

He continued, “Keep away from people who try to belittle your ambitions. Small people always do that, but the really great make you feel that you, too, can become great.”

Ignorance told Mark that sometimes he’s not sure about people. He gets confused. He knows some people want to hear one thing, but then get mad when they hear it.

“If you tell the truth, you don’t have to remember anything.” Mark instructed Ignorance.

“Sounds like a lot of trouble,” Ignorance answered.

“My mother had a great deal of trouble with me, but I think she enjoyed it.” Mark said with a chuckle.

“What?” Ignorance lacked the knowledge of Mark’s imposed wisdom.

“When in doubt, tell the truth.” Mark eyed Ignorance until Ignorance understood.

“That’s a classic truth, Mark. I think your words and wisdom could be immortalized for years to come.” Ignorance almost sounded profound in his statement.

Mark turned to Ignorance and looked as though he was going to laugh, cry, or find some sort of light at the end of a tunnel. “You cannot depend on your eyes when your imagination is out of focus.”

“Huh, what?” Ignorance said as he remained fixed in his steadfast position. “Tell me this, then sir. What school of thought led you to all of these turns-of-phrases?”

Mark pointed to his home where he was schooled and above the front door it read, “Twain’s Manor.”

Homeschool Hitting Hollywood

 By: Karlie Margaret Houser

Reading this article reminds me of why we chose to start The Grace Academy…to break from the norm, to share our faith and values with our children, and recognizing that not everything has to be the way society claims it to be.

I trust you’ll enjoy this read as much as I have, and are equally as eager to watch the film release in Spring. These bright young minds will truly capture the future of cinema!

Homeschoolers Launch Alternative to Film School and Hollywood

Contact: George Escobar, 540-751-0518

MEDIA ADVISORY, Feb. 26 /Christian Newswire/ — Advent Film Group (AFG), a new film company founded by homeschoolers recently completed “pickup” filming of their first movie, “Come What May” in Purcellville, Virginia. The movie has garnered wide attention because it features Patrick Henry College (PHC), a national powerhouse in debate and moot court competition. The movie centers on two PHC students who battle to overturn Roe v. Wade at the National Moot Court Championship. They are coached by Dr. Michael Farris, the real-life founder and Chancellor of PHC and a high-profile homeschooling advocate. This is the first of five movies planned by Advent.

With a cast/crew of 40 homeschooled students led by film professionals, AFG’s movies are similar to “Facing The Giants” in scale, budget, and aspirations. AFG’s national network of supporters, now several hundred homeschooling families strong (and growing); will help promote the film’s release in late Spring 2008.

Homeschooled students and their parents, interested in rebuilding culture for Christ in cinema, have sought out AFG as an alternative to film school. “This fulfills part of AFG’s mission,” says Ex-Discovery executive and AFI producing fellow George Escobar, a homeschooling dad. “We are training students who will one-day direct big-budget films with moral integrity and fidelity to a biblical worldview.”

Unlike film schools where students pay large tuitions to make short or student films, AFG productions are feature-length from the start, giving the completed film immediate market value. AFG actually pays college students a small stipend even as they are trained, earn professional credits, and receive profit-participation points.

Escobar explains, “We’re doing this because film schools aren’t working sufficiently for Christian filmmakers.” Escobar claims, “The status-quo is clearly broken, otherwise big-budget faith-based or Christian-authored movies like ‘Amazing Grace’ or ‘Narnia’ would be directed by Christian directors, unless you finance the film yourself as Mel Gibson had to do for ‘Passion of the Christ.’”

AFG is also building a movie distribution system from within the homeschooling, pro-life/pro-family communities. Rather than sharing film revenues strictly with traditional distributors, AFG seeks to channel movie revenue into Christian and family-based organizations. Escobar remarks: “Homeschoolers have already successfully turned the public education monopoly upside down; we will now do the same in cinema production and distribution.”

About AFG

Advent Film Group was founded by Christian filmmakers to champion the mission and vision of Patrick Henry College and other like-minded organizations to shape our culture through media. See the movie trailer at http://www.adventfilmgroup.com/.

Athletes: Finding Their Own Way Home

Reading articles like this one, published by John Sahly in The Beacon News, is a touching example of how promoting our youth can truly make a story newsworthy. The Grace of God has a place in all our hearts, on all of our fields of play and especially in our homes.

I know that there are plenty of success stories out there about you and your child’s experiences as a homeschooled student; I’d love to read every one of them. Share with the group or forward your stories to me personally at Mimi@LearningbyGrace.org.  

I hope you enjoy the read as much as I did…

___________________________________________

Home Away From Homeschooling

Team offers area homeschooled students a place to socialize, play competitive basketball

February 10, 2008

By John Sahly jsahly@scn1.com

R.J. Hallebach is at it again.

The senior guard and on-court general of the Crossroads Crusaders, a basketball team composed of homeschooled kids from the far-west suburbs, can’t be stopped on this cold December night at host Hinsdale Academy.

The Hickory High-like gym with its bouncy rims and musty smell is home to a thriller. Crossroads and Hinsdale are playing a back-and-forth game all the way to the wire and answering each other basket for basket. The game goes into overtime, and that’s where Hallebach takes over.

The 5-foot-11 senior calls his own number and drives to the lane on consecutive possessions, scoring each time to put the game out of reach.

With a defender grabbing at his arm — no foul called because there’s only one referee — Hallebach powers his way through traffic one last time to score two of his 16 points.

Minutes later, Hallebach runs toward the bench and lets out a primal, joyous scream while he and his teammates celebrate another victory.

“They aren’t all this intense,” Hallebach, who is homeschooled by his mother Tracey, says after the game. “But they are all this competitive. That was fun.”

It’s the type of scene any high school basketball fan can find in any gym on any Friday night. It’s the type of scene that, three years ago, Hallebach thought he might miss.

As a freshman, R.J. and Tracey went to Kaneland High School before the season to find out what he needed to do in order to play there. If they meet certain conditions, the IHSA allows homeschooled players to complete for schools in their home district, and Kaneland was helpful with R.J.’s effort. Hallebach registered and quickly got bumped up to the sophomore team after tryouts.

But it didn’t work out. Halfway through the season, technical problems arose with R.J.’s home-school curriculum, making him ineligible and ending his season. Largely because of a couple of uncomfortable incidents during that freshman season — for example, another Kaneland mother once yelled “I hope your kid is getting as much homework as mine,” at Tracey during a game in which R.J. was getting significant playing time — Hallebach decided not to return to Kaneland again as a sophomore.

R.J. tried a couple other outlets, but never found the competitive environment he desired.

Until his best friend, Paul Wood, introduced him to Crossroads.

“I was thrilled to get the chance to play with him and the guys and for Crossroads,” R.J. said.

Becoming a real team

Fifteen years ago, Doug Pierson, now the executive director at Crossroads, noticed a lot of homeschooled kids coming to the church’s gym for physical education. Some of the parents asked Pierson if he would start an organized P.E. class, and he obliged. Two years later, that class evolved into a junior high basketball team composed of home schooled kids, giving them an opportunity to play organized basketball they wouldn’t otherwise have.

The Crossroads Crusaders were born.

“I remember we went out there and we were terrible,” Pierson said of the team’s first game. “But the kids seemed to enjoy it.”

For some, it took a little warming up. After all, most of the new teammates had spent little or no time together off the court.

Paul Wood, now a senior, remembers being nervous before his first practice in sixth-grade.

“It’s just what everybody goes through with any new experience I think,” said Wood, now 17 and on the Crossroads varsity team.

There wasn’t much talking during that first practice. Things were a little awkward, and that was to be expected. But that soon changed. Like any other team with decent chemistry, Wood got along with his teammates and became friends with them.

“It was really easy to find common ground with the other guys,” Wood said. “They’re all really easy-going.”

Crossroads serves as a social outlet for home-schooled kids. It has teen nights, Bible studies and movie nights. Many of the players on Crossroads participate in the Thursday night youth group.

Talking about religion through that youth group and other outlets is just one part of their daily routine. Hallebach’s day, for example, begins just like any other high-school senior. He gets up around 7 a.m. and school starts at 8 with Bible time. After that, Tracey will go into subjects with him and his younger brother. Lunch runs from noon to 1 p.m. and school normally gets done around 3:30.

And like any other senior, by the time school ends, Hallebach is itching to spend time with his friends — in this case, playing basketball.

“I’m ready to go, by then,” he said.

Friendships forged

The home-school route for athletics isn’t the easiest, but a yearly trip to Oklahoma City almost makes the whole Crossroads experience worth it.

Every year the Crusaders go south to the Home School National Tournament in Oklahoma City. It’s a massive tournament; roughly 10,000 people come to watch and play. The Crossroads program usually sends all of its teams, and they all congregate at one hotel.

The beauty of this tournament is the camaraderie among teams. Despite the running-around required by each squad to make its six games in one of 40 different gyms (churches, high schools, recreation centers and more), the parents and players make an effort to watch other Crossroads teams play. That close relationship developed among the parents was something Tracey Hallebach didn’t experience when her son was at Kaneland.

“I think the hardest part (of R.J.’s Kaneland experience) was that we grew up with a lot of the families,” Hallebach said. “And yet, because we pulled our son out of the system, there was a lot of feeling like they didn’t know us anymore.”

The Hallebach’s have had nothing but great things to say about the Crossroads program and rave about the Oklahoma City trip. At the end of each day at the national tournament, the entire program takes a timeout from basketball for prayer and reflection as a team. It’s a group that usually includes eight teams and their families, exhausted from a day of basketball, coming together over the day’s events and a religious discussion.

“When I first came to Crossroads, I didn’t really know what it was about,” Crossroads coach David Finnestad said. “I know bonding is a term we use a lot, but this tournament really draws people together.”

That yearly trip to Oklahoma City is one of the main selling points for Finnestad when he talks with prospective players and their families. And it’s one of the things that impressed the Hallebachs the most about the program.

“I had not come across anything like that for kids,” Scott Hallebach said. “At first I was like ‘Oklahoma City? I don’t know about that.’ But it’s such a great experience to go to the younger kids’ games and give them a good size cheering section.

And some of these kids are really good, too.”

These kids can play

There are plenty of home-schooled athletes who have enjoyed success on the professional and amateur level (see box 2). The most famous is probably Florida quarterback Tim Tebow, who became the first home-schooled athlete to win the Heisman Trophy.

“That’s really cool,” Tebow told reporters at the post-awards news conference. “A lot of times people have this stereotype of homeschoolers as not very athletic: It’s like go win a spelling bee or something like that. It’s an honor for me to be the first one to do that.”

And while no one will confuse any of the Crossroads players with Tebow, the Crusaders are a good team. They work hard. They take pride in their game. They want to be the best. In short, they’re just like most public or private high school teams.

At practice last month at the Sugar Grove Community House, coach David Finnestad was drilling defense for the starters while the bench players ran the newly installed offense called “Aztec.”

The team struggled with the nuances on both ends of the floor, so Finnestad stopped practice.

“I keep telling you this,” Finnestad said. “The best man looks like a zone and the best zone looks like a man-to-man.”

The starters slowly grasped the concept, and begin to pick off passes with regularity.

The hard work has paid off.

Entering this weekend’s home school regionals in Cincinnati, the Crusaders are 17-5, which is better than anyone thought after the team lost three of its best players to graduation. Crossroads won the Christian Liberty Tournament in Arlington Heights, the Calumet Tournament (by winning four games in 24 hours), and finished second at the North Love Tournament in Rockford.

Until this season, when the IHSA changed its rules so member schools can no longer play nonmember and nonapproved schools, Crossroads regularly played the likes of Oswego East, Plano and Indian Creek on either the varsity or junior varsity levels.

“They can play hard,” said Oswego East Coach Jason Buckley. “The kids are just really out there to just enjoy the game and have an opportunity to play. I do remember their kids playing extremely hard.”

That’s partly because Finnestad, who has two boys, Jeremiah and Jacob, on the varsity, is a good coach. He has given the Crusaders legitimacy.

He graduated from Oswego, where he finished fourth in the 1975 IHSA state cross-country meet. He later coached basketball at the lower levels at Dwight High School from 1990-95.

“He’s definitely a good coach,” said wing Joel Carlson. “He knows what he’s talking about.”

Finnestad’s experience in basketball has also allowed him to promote a program that few people in the area have heard about. The Finnestad’s learned of Crossroads in church. Carlson heard about it when his parents took him to Crossroads Christian Youth Center in Big Rock for physical education. Hallebach heard about it from Wood.

“A lot of home school families are independent,” Pierson said. “They don’t know we’re out there.”

But the program is growing: It’s up to nine teams this year in basketball and Finnestad is a big part of it. He almost wasn’t, though.

Finnestad almost put his children in public schools when they were small because of his belief that organized sports can positively affect a child’s growth and development. Because of the family’s lack of faith in the public school system, though, they chose the home school route.

They’re not the only ones who feel that way. Tracey Hallebach homeschools both of her sons, including R.J., because “it’s one of those things that as a parent you get to take responsibility a little bit more of your child,” she said. “You get a little bit of the authority back.”

Hallebach works hard to give her children as many activities and social outlets as possible. That’s where Crossroads helps.

“We love it,” Hallebach said. “Most importantly the kids seem to love it.”

Focused Mini Lessons

By Mimi Rothschild

Here’s another brilliant article to add to your collection of homeschool resources.  This article examines mini lessons, how they work, and why they’re so important for your homeschool curriculum.

 

 

What Is It?

 

A mini lesson is a short lesson with a narrow focus that provides instruction in a skill or concept that students will then relate to a larger lesson that will follow. A mini lesson typically precedes reading workshop or writing workshop, but it can serve as an introduction to a social studies, science, or math lesson. Mini lessons can be used to teach particular skills, extend previous learning, create interest in a topic and generate questions, or introduce strategies.

 

Why Is It Important?

 

As Lucy Calkins explains in The Art of Teaching Writing, the mini lesson allows a teacher to convey a tip or strategy to students that they will use often (Calkins 1986). Sharing tips and strategies in this way allows students to gain valuable, relevant skills on a regular basis without spending too much time on drill and worksheets that might otherwise be used to teach the same skills. The lessons can focus on any number of topics, including reading, writing, problem-solving strategies and skills, or even classroom procedures. Using authentic student work as a springboard, teacher-created mini lessons can serve the needs of students by focusing on a single topic across multiple instructional levels.

 

When Should It Be Taught?

 

The mini lesson serves as a lead-in to a larger lesson in just about any subject area and can be as short as 5 minutes or as long as 15 minutes.

 

What Does It Look Like?

 

The mini lesson may be taught to a whole class, a selected small group, or individual students. The mini lesson should be short and focused on one strategy, skill, or concept. Teachers introduce the topic; demonstrate the strategy, skill, or concept; guide student practice; discuss the topic; volunteer more examples; and talk about what was taught. At the end of the mini lesson, teachers should give directions for the next activity, the literacy centers, or independent assignments.

 

How Can You Make It Happen?

 

A great place to find ideas for mini lessons is right in your own classroom. What are your students struggling with? What errors pop up in their work over and over again? Take those errors and turn them into learning opportunities.

 

1.       Primary

 

If students are having trouble with bigger words, the strategy of finding little words in the word might help. Take a sentence that contains a big word, such as sentence in the following example, and write it for students to read.

 

There were many words in the sentence.

 

Model what would happen if you came across the word and did not know how to read it. Thinking aloud, try to find a little word in the word you don’t know. Are there any words that you know? Show students that you can find the words sent and ten in the big word. You could take the big word and write each letter on an index card to show students clearly how the little words can be found. Then you might ask, “What things have many words in them?” The answer might be dictionaries, books, paragraphs, sentences, and so forth. Tell students that finding little words within a bigger word might help them read a word they don’t know.

 

2.       Intermediate

 

A common problem that intermediate students have is how to use the words there, their, and they’re. Searching through student writing is likely to turn up several cases of correct and incorrect usage of these words. Taking a few sentences from student work to analyze with students allows them to think about the words in an authentic context. These words can also be found in books the students are reading.

 

You might start a mini lesson on the uses of there, their, and they’re by showing four or five sentences from student work that uses these words. Some teachers put sentences on transparencies and use an overhead projector. You might also use a computer to link to a TV monitor to display sentences from student work. Allow students to try to figure out which sentences are correct. From this discussion, guide students toward describing the correct usage of each word.

 

Ask students to find a passage or two from books they are reading that contain the words. Students can use these passages to confirm their ideas about the correct usage of words that they came up with in their previous discussion.

 

As a class, create two correct sentences for each word. Post these sentences on the wall of the classroom so that students will be able to refer to them as they write in the future. This mini lesson might lead into writing workshop.

 

3.       Middle/High School

 

Teaching students to elaborate on their ideas can help them better support and clarify their ideas and write more commanding essays and papers. Reflecting on and evaluating ideas is a strategy that students can use both in discussions and writing.

 

Model how to interact with texts in different ways to show students what it looks like to elaborate on an idea. Think aloud as you model how to clarify, speculate, observe, or argue with texts.

 

Some prompts students can use when clarifying ideas are:
I think ___ because…
I was surprised by ___
This is the same as ___
Now I see ___
One example of ___ is…

 

After modeling these strategies using the prompts, have students practice using the strategies by discussing texts with a partner.

 

How Can You Measure Success?

 

To measure the success of the mini lesson, look at student work to see if it has been affected by the topics addressed in the mini lessons. For example, a week after a mini lesson on there, their, and they’re, look to see if the words are being used correctly more often. What about a month later?

 

It may be necessary to do more than one mini lesson on a given topic before improvement is seen throughout the class.

Think Aloud Strategy: Part 2 of 2

By Mimi Rothschild

Here’s part two of the “Think Aloud Strategy” article I posted earlier this week. I’d love to hear your thoughts about it and also about your homeschooling experience!

 

How Can You Stretch Students’ Thinking?

Reflective journals and learning logs are a natural extension of thinking out loud. By jotting down what you say, you can model the journaling process as you model thinking out loud. As students start to keep journals or learning logs, review them on an ongoing basis to monitor the students’ metacognition and use of essential strategies.

When Can You Use It?

Reading/English

The process of thinking out loud can be used in K-12 classes during all phases of the reading process. Before reading you may think out loud to demonstrate accessing prior knowledge or to make predictions about the text. During reading, model reading comprehension using fix-up strategies or examining text structure to maintain meaning. After reading, model using the text to support an opinion, or analyze the text from the author’s point of view.

Writing

Thinking out loud can be used to model all phases of the writing process. In pre-writing, model the strategies writers use to get the process started; during the drafting process, model creating “sloppy copies”; during revision, model how to ask questions and think about readers’ needs; and during the editing process, model how to use conventions to help readers understand the message. As students engage in reciprocal think-alouds, they dialogue about their texts. This dialoguing helps students to internalize their sense of audience and fine-tune their craftsmanship as writers.

Math

When teaching a new math process or strategy, think aloud to model its use. Ask students to work with a partner to practice thinking aloud to describe how they use the new process or strategy. Listen to students as they think aloud to assess their understanding.

Social Studies

In classroom discussions of difficult social studies topics, such as capital punishment or affirmative action, ask that students not only give their opinions but explain their reasoning by thinking out loud. Model thinking out loud yourself as you read a difficult text or express your own opinion on a complex issue.

Science

Think-alouds can be used to model the inquiry process in science. During instruction, have students continue the inquiry process using reciprocal think-alouds and then reflect upon the process in their journals or learning logs.

Think Aloud Strategy: Part 1 of 2

By Mimi Rothschild

Below is an excellent article about thinking out loud that will benefit both homeschooling parents and their children.  Learning can happen in a variety of ways.  One way to problem solve or better understand a concept is to think out loud.  Read more below. 

What Is It?

The think-aloud strategy asks students to say out loud what they are thinking about when reading, solving math problems, or simply responding to questions posed by teachers or other students. Effective teachers think out loud on a regular basis to model this process for students. In this way, they demonstrate practical ways of approaching difficult problems while bringing to the surface the complex thinking processes that underlie reading comprehension, mathematical problem solving, and other cognitively demanding tasks.

Thinking out loud is an excellent way to teach how to estimate the number of people in a crowd, revise a paper for a specific audience, predict the outcome of a scientific experiment, use a key to decipher a map, access prior knowledge before reading a new passage, monitor comprehension while reading a difficult textbook, and so on.

Getting students into the habit of thinking out loud enriches classroom discourse and gives teachers an important assessment and diagnostic tool.

Why Is It Important?

By verbalizing their inner speech (silent dialogue) as they think their way through a problem, teachers model how expert thinkers solve problems. As teachers reflect on their learning processes, they discuss with students the problems learners face and how learners try to solve them. As students think out loud with teachers and with one another, they gradually internalize this dialogue; it becomes their inner speech, the means by which they direct their own behaviors and problem-solving processes (Tinzmann et al. 1990). Therefore, as students think out loud, they learn how to learn. They learn to think as authors, mathematicians, anthropologists, economists, historians, scientists, and artists. They develop into reflective, metacognitive, independent learners, an invaluable step in helping students understand that learning requires effort and often is difficult (Tinzmann et al. 1990). It lets students know that they are not alone in having to think their way through the problem-solving process.

Think-alouds are used to model comprehension processes such as making predictions, creating images, linking information in text with prior knowledge, monitoring comprehension, and overcoming problems with word recognition or comprehension (Gunning 1996).

By listening in as students think aloud, teachers can diagnose students’ strengths and weakness. “When teachers use assessment techniques such as observations, conversations and interviews with students, or interactive journals, students are likely to learn through the process of articulating their ideas and answering the teacher’s questions” (National Council of Teachers of Mathematics 2000).

How Can You Make It Happen?
Modeling Thinking Out Loud

Asking students to use a strategy to solve complex problems and perform sophisticated tasks is not enough. Each strategy must be used analytically and may require trial-and-error reasoning. Thinking out loud allows teachers to model this complex process for students.

For example, suppose during math class you’d like students to estimate the number of pencils in a school. Introduce the strategy by saying, “The strategy I am going to use today is estimation. We use it to . . . It is useful because . . . When we estimate, we . . .”

Next say, “I am going to think aloud as I estimate the number of pencils in our school. I want you to listen and jot down my ideas and actions.” Then, think aloud as you perform the task.

Your think-aloud might go something like this:

“Hmmmmmm. So, let me start by estimating the number of students in the building. Let’s see. There are 5 grades; first grade, second grade, third grade, fourth grade, fifth grade, plus kindergarten. So, that makes 6 grades because 5 plus 1 equals 6. And there are 2 classes at each grade level, right? So, that makes 12 classes in all because 6 times 2 is 12. Okay, now I have to figure out how many students in all. Well, how many in this class? [Counts.] Fifteen, right? Okay, I’m going to assume that 15 is average. So, if there are 12 classes with 15 students in each class, that makes, let’s see, if it were 10 classes it would be 150 because 10 times 15 is 150. Then 2 more classes would be 2 times 15, and 2 times 15 is 30, so I add 30 to 150 and get 180. So, there are about 180 students in the school. I also have to add 12 to 180 because the school has 12 teachers, and teachers use pencils, too. So that is 192 people with pencils.”

Continue in this way.

When reading aloud, you can stop from time to time and orally complete sentences like these:

  • So far, I’ve learned…

  • This made me think of…

  • That didn’t make sense.

  • I think ___ will happen next.

  • I reread that part because…

  • I was confused by…

  • I think the most important part was…

  • That is interesting because…

  • I wonder why…

  • I just thought of…

Another option is to videotape the part of a lesson that models thinking aloud. Students can watch the tape and figure out what the teacher did and why. Stop the tape periodically to discuss what they notice, what strategies were tried, and why, and whether they worked. As students discuss the process, jot down any important observations.

Once students are familiar with the strategy, include them in a think-aloud process. For example:

Teacher: “For science class, we need to figure out how much snow is going to fall this year. How can we do that?”
Student: “We could estimate.”
Teacher: “That sounds like it might work. How do we start? What do we do next? How do we know if our estimate is close? How do we check it?”

In schools where teachers work collaboratively in grade-level teams or learning communities, teachers can plan and rehearse thinking out loud with a partner before introducing the strategy to students. This is especially useful when the whole school is focusing on the same strategy, such as using learning logs or reflective journals in content area classes or applying fix-up strategies when reading informational and story texts.

Reciprocal Think-Alouds

In reciprocal think-alouds, students are paired with a partner. Student take turns thinking aloud as they read a difficult text, form a hypothesis in science, or compare opposing points of view in social studies. While the first student is thinking aloud, the second student listens and records what the first student says. Then students change roles so that each partner has a chance to think aloud and to observe the process. Next, students reflect on the process together, sharing the things they tried and discussing what worked well for them and what didn’t. As they write about their findings, they can start a mutual learning log that they can refer back to.

Assessment

After students are comfortable with the think-aloud process, use the strategy as an assessment tool. As students think out loud through a problem-solving process, such as reflecting on the steps used to solve a problem in math, write what they say. This allows you to observe which strategies students use. By analyzing the results, you can pinpoint the individual student’s needs and provide appropriate instruction.

Assign a task, such as solving a specific problem or reading a passage of text. Introduce the task to students by saying, “I want you to think aloud as you complete the task: say everything that is going on in your mind.” As students complete the task, listen carefully and write down what students say. It may be helpful to use a tape recorder. If students forget to think aloud, ask open-ended questions: “What are you thinking now?” and “Why do you think that?”

After the think-alouds, informally interview students to clarify any confusion that might have arisen during the think-aloud. For example, “When you were thinking aloud, you said . . . Can you explain what you meant?”

Lastly, use a rubric as an aid to analyze each student’s think-aloud, and use the results to shape instruction.

For state-mandated tests, determine if students need to think aloud during the actual testing situation. When people are asked to solve difficult problems or to perform difficult tasks, inner speech goes external (Tinzmann et al. 1990). When faced with a problem-solving situation, some students need to think aloud. For these students, if the state testing protocol permits it, arrange for testing situations that allow students to use think-alouds. This will give a more complete picture of what these students can do as independent learners.

Learning Disabilities: Glossary of Terms

By Mimi Rothschild

In case your not familiar with the different learning disabilities that educators have identified and defined, below is a comprehensive list of definitions related to learning disabilities that Dr. Jean Lokerson has put together.  I highly recommend that you homeschooling parents become familiar with the terms in this list so you can better recognize if your child has a learning disability and/or how to assist your child with their learning disability.

ACCOMMODATIONS: Techniques and materials that allow individuals with LD to complete school or work tasks with greater ease and effectiveness. Examples include spellcheckers, tape recorders, and expanded time for completing assignments.

ASSISTIVE TECHNOLOGY: Equipment that enhances the ability of students and employees to be more efficient and successful. For individuals with LD, computer grammar checkers, an overhead projector used by a teacher, or the audio/visual information delivered through a CD-ROM would be typical examples.

ATTENTION DEFICIT DISORDER (ADD): A severe difficulty in focusing and maintaining attention. Often leads to learning and behavior problems at home, school, and work. Also called Attention Deficit Hyperactivity Disorder (ADHD).

BRAIN IMAGING TECHNIQUES: Recently developed, noninvasive techniques for studying the activity of living brains. Includes brain electrical activity mapping (BEAM), computerized axial tomography (CAT), and magnetic resonance imaging (MRI).

BRAIN INJURY: The physical damage to brain tissue or structure that occurs before, during, or after birth that is verified by EEG, MRI, CAT, or a similar examination, rather than by observation of performance. When caused by an accident, the damage may be called Traumatic Brain Injury (TBI).

COLLABORATION: A program model in which the LD teacher demonstrates for or team teaches with the general classroom teacher to help a student with LD be successful in a regular classroom.

DEVELOPMENTAL APHASIA: A severe language disorder that is presumed to be due to brain injury rather than because of a developmental delay in the normal acquisition of language.

DIRECT INSTRUCTION: An instructional approach to academic subjects that emphasizes the use of carefully sequenced steps that include demonstration, modeling, guided practice, and independent application.

DYSCALCULIA: A severe difficulty in understanding and using symbols or functions needed for success in mathematics.

DYSGRAPHIA: A severe difficulty in producing handwriting that is legible and written at an age-appropriate speed.

DYSLEXIA: A severe difficulty in understanding or using one or more areas of language, including listening, speaking, reading, writing, and spelling.

DYSNOMIA: A marked difficulty in remembering names or recalling words needed for oral or written language.

DYSPRAXIA: A severe difficulty in performing drawing, writing, buttoning, and other tasks requiring fine motor skill, or in sequencing the necessary movements.

LEARNED HELPLESSNESS: A tendency to be a passive learner who depends on others for decisions and guidance. In individuals with LD, continued struggle and failure can heighten this lack of self-confidence.

LEARNING MODALITIES: Approaches to assessment or instruction stressing the auditory, visual, or tactile avenues for learning that are dependent upon the individual.

LEARNING STRATEGY APPROACHES: Instructional approaches that focus on efficient ways to learn, rather than on curriculum. Includes specific techniques for organizing, actively interacting with material, memorizing, and monitoring any content or subject.

LEARNING STYLES: Approaches to assessment or instruction emphasizing the variations in temperament, attitude, and preferred manner of tackling a task. Typically considered are styles along the active/passive, reflective/impulsive, or verbal/spatial dimensions.

LOCUS OF CONTROL: The tendency to attribute success and difficulties either to internal factors such as effort or to external factors such as chance. Individuals with learning disabilities tend to blame failure on themselves and achievement on luck, leading to frustration and passivity.

METACOGNITIVE LEARNING: Instructional approaches emphasizing awareness of the cognitive processes that facilitate one’s own learning and its application to academic and work assignments. Typical metacognitive techniques include systematic rehearsal of steps or conscious selection among strategies for completing a task.

MINIMAL BRAIN DYSFUNCTION (MBD)  A medical and psychological term originally used to refer to the learning difficulties that seemed to result from identified or presumed damage to the brain. Reflects a medical rather than educational or vocational orientation.

MULTISENSORY LEARNING: An instructional approach that combines auditory, visual, and tactile elements into a learning task. Tracing sandpaper numbers while saying a number fact aloud would be a multisensory learning activity.

NEUROPSYCHOLOGICAL EXAMINATION: A series of tasks that allow observation of performance that is presumed to be related to the intactness of brain function.

PERCEPTUAL HANDICAP: Difficulty in accurately processing, organizing, and discriminating among visual, auditory, or tactile information. A person with a perceptual handicap may say that “cap/cup” sound the same or that “b” and “d” look the same. However, glasses or hearing aids do not necessarily indicate a perceptual handicap.

PREREFERRAL PROCESS: A procedure in which special and regular teachers develop trial strategies to help a student showing difficulty in learning remain in the regular classroom.

RESOURCE PROGRAM: A program model in which a student with LD is in a regular classroom for most of each day, but also receives regularly scheduled individual services in a specialized LD resource classroom.

SELF-ADVOCACY: The development of specific skills and understandings that enable children and adults to explain their specific learning disabilities to others and cope positively with the attitudes of peers, parents, teachers, and employers.

SPECIFIC LANGUAGE DISABILITY (SLD): A severe difficulty in some aspect of listening, speaking, reading, writing, or spelling, while skills in the other areas are age-appropriate. Also called Specific Language Learning Disability (SLLD).

SPECIFIC LEARNING DISABILITY (SLD): The official term used in federal legislation to refer to difficulty in certain areas of learning, rather than in all areas of learning. Synonymous with learning disabilities.

SUBTYPE RESEARCH: A recently developed research method that seeks to identify characteristics that are common to specific groups within the larger population of individuals identified as having learning disabilities.

TRANSITION: Commonly used to refer to the change from secondary school to postsecondary programs, work, and independent living typical of young adults. Also used to describe other periods of major change such as from early childhood to school or from more specialized to mainstreamed settings.


Note: The content of this digest was developed by Dr. Jean Lokerson, DLD President, 1991-92; Associate Professor, LD Program, School of Education, Virginia Commonwealth University, Richmond, VA.

Children’s Books About Disabilities

By Mimi Rothschild

Check out the book list below, it’s specifically geared towards students with disabilities.  I only included part of the list, you can click the links to find more great books!  Let me know what you think and what you discovered.  I’d love to hear some of your recommendations!

This list has been sorted by the books’ readability levels. To find what you want, click on a readability grouping below:

AC = Adult Read to Children. For Pre-K to Grade 3, ranging from 10 to 30 pages, with illustrations; typically designed for parents to read to their children.

JE = Juvenile Easy Reader. For children who are beginning to read on their own, such as those in Grades 1-2; ranging from 30 to 80 pages; illustrations are included to break up the text.

JF = Juvenile Fiction. Children’s fiction or chapter books; for children in Grades 2-6; ranging from 60 to 200 pages, the books are generally divided into chapters, contain fewer illustrations, and have more complicated plots or concepts than either AC or JE books.

YA = Young Adult. For young adults in Grades 5-12; more complicated plots and topics of general interest to the young adult population.

A = Adult. Contains language and/or content that may be unsuitable for young adults.

  • Title: Andy and His Yellow Frisbee
    Author: Mary Thompson
    Publisher: Woodbine House, 6510 Bells Mill Road, Bethesda, MD 20817; 1996
    ISBN #: ISBN-0-933149-83-2
    Disability: Autism
    Story Profile: Sarah is a new girl at school who is curious about why Andy spins his yellow frisbee every day by himself on the playground. When Sara tries to talk to Andy, Rosie, Andy’s older sister, watches and worries about how her brother may react. Rosie knows that Andy is in his own world most of the time, and that he has trouble finding the words to express himself.
    Reading Level: AC

  • Title: A Picture Book of Helen Keller
    Author: David A. Adler
    Publisher: Holiday House
    ISBN #: ISBN-0-8234-0818-3
    Disability: Deaf-Blind
    Story Profile: Some salient details in the life of Helen Keller are described in this pictorial biography; her frustration and untamed behavior and the radical changes effected by Anne Sullivan Macy.
    Reading Level: AC

  • Title: Armann and Gentle
    Author: Kristin Steinsdottir
    Publisher: Stuttering Foundation of America, PO Box 11749, Memphis, TN 38111-0749; 1997
    ISBN #: ISBN-0-933388-36-5
    Disability: Stuttering
    Story Profile: A six-year-old boy, Armann, stutters when he is frustrated.
    Reading Level: AC

  • Title: A Very Special Friend
    Author: Dorothy Hoffman Levi
    Publisher: Gallaudet University Press, Kendall Green, 80