PRINCIPLE:
There are many ways to learn about a subject, and it is exciting and
liberating for the student to realize this truth! Inspirements should be designed in such a way
as to show not only progression from one “level” of learning to another, but,
within those levels, give suggestions of ways that a youth can explore that
subject through different mediums; for example: verbally (through discussion),
artistically (through different mediums), physically (hand’s on experimentation
or role-playing), or by reading, researching or writing about a subject, to
name a few.
Showing posts with label inspirements. Show all posts
Showing posts with label inspirements. Show all posts
Monday, May 27, 2013
Friday, August 17, 2012
Different stages of absorbing and processing information in kids
I came across this great article by Susan Wise Bauer, that helps us understand why our 12 year olds in Vanguard don't reason or process information the same way our 15 year olds do :)...why when we ask them to reason and apply it is so challenging at a younger age, when they are just getting into using logic to reason about what they are learning. I included the entire first part of the article, and give complete credit to her and her genius with no profit to myself, other than the betterment of the world around me, and therefore a benefit to myself :)...
The first years of schooling are called the “grammar stage” — not because you spend four years doing English, but because these are the years in which the building blocks for all other learning are laid, just as grammar is the foundation for language. In the elementary school years — what we commonly think of as grades one through four — the mind is ready to absorb information. Children at this age actually find memorization fun. So during this period, education involves not self-expression and self-discovery, but rather the learning of facts. Rules of phonics and spelling, rules of grammar, poems, the vocabulary of foreign languages, the stories of history and literature, descriptions of plants and animals and the human body, the facts of mathematics — the list goes on. This information makes up the “grammar,” or the basic building blocks, for the second stage of education.
By fifth grade, a child’s mind begins to think more analytically. Middle-school students are less interested in finding out facts than in asking “Why?” The second phase of the classical education, the “Logic Stage,” is a time when the child begins to pay attention to cause and effect, to the relationships between different fields of knowledge relate, to the way facts fit together into a logical framework.
A student is ready for the Logic Stage when the capacity for abstract thought begins to mature. During these years, the student begins algebra and the study of logic, and begins to apply logic to all academic subjects. The logic of writing, for example, includes paragraph construction and learning to support a thesis; the logic of reading involves the criticism and analysis of texts, not simple absorption of information; the logic of history demands that the student find out why the War of 1812 was fought, rather than simply reading its story; the logic of science requires that the child learn the scientific method.
The final phase of a classical education, the “Rhetoric Stage,” builds on the first two. At this point, the high school student learns to write and speak with force and originality. The student of rhetoric applies the rules of logic learned in middle school to the foundational information learned in the early grades and expresses his conclusions in clear, forceful, elegant language. Students also begin to specialize in whatever branch of knowledge attracts them; these are the years for art camps, college courses, foreign travel, apprenticeships, and other forms of specialized training.
Of course, there are kids that are more logical and more ready for "rhetoric" sooner than others, but it can explain the struggle (hence, blank stares) that younger scholars experience when asked to reason and apply what they are learning.
What is Classical Education?
Classical education depends on a three-part process of training the mind. The early years of school are spent in absorbing facts, systematically laying the foundations for advanced study. In the middle grades, students learn to think through arguments. In the high school years, they learn to express themselves. This classical pattern is called the trivium.The first years of schooling are called the “grammar stage” — not because you spend four years doing English, but because these are the years in which the building blocks for all other learning are laid, just as grammar is the foundation for language. In the elementary school years — what we commonly think of as grades one through four — the mind is ready to absorb information. Children at this age actually find memorization fun. So during this period, education involves not self-expression and self-discovery, but rather the learning of facts. Rules of phonics and spelling, rules of grammar, poems, the vocabulary of foreign languages, the stories of history and literature, descriptions of plants and animals and the human body, the facts of mathematics — the list goes on. This information makes up the “grammar,” or the basic building blocks, for the second stage of education.
By fifth grade, a child’s mind begins to think more analytically. Middle-school students are less interested in finding out facts than in asking “Why?” The second phase of the classical education, the “Logic Stage,” is a time when the child begins to pay attention to cause and effect, to the relationships between different fields of knowledge relate, to the way facts fit together into a logical framework.
A student is ready for the Logic Stage when the capacity for abstract thought begins to mature. During these years, the student begins algebra and the study of logic, and begins to apply logic to all academic subjects. The logic of writing, for example, includes paragraph construction and learning to support a thesis; the logic of reading involves the criticism and analysis of texts, not simple absorption of information; the logic of history demands that the student find out why the War of 1812 was fought, rather than simply reading its story; the logic of science requires that the child learn the scientific method.
The final phase of a classical education, the “Rhetoric Stage,” builds on the first two. At this point, the high school student learns to write and speak with force and originality. The student of rhetoric applies the rules of logic learned in middle school to the foundational information learned in the early grades and expresses his conclusions in clear, forceful, elegant language. Students also begin to specialize in whatever branch of knowledge attracts them; these are the years for art camps, college courses, foreign travel, apprenticeships, and other forms of specialized training.
Of course, there are kids that are more logical and more ready for "rhetoric" sooner than others, but it can explain the struggle (hence, blank stares) that younger scholars experience when asked to reason and apply what they are learning.
Wednesday, July 11, 2012
Writing Inspirements
I wrote the following for our group and I thought it might be useful for others, so I'm posting it here:
I hope we can help each other find ways to come up with powerful, motivating, meaningful inspirements. These inspirements are an invitation to the youth to act. As they act on their knowledge, they will be blessed with the spirit and a higher capacity for truth and understanding. Following is the process I go through when writing inspirements. Feel free to share more insights and ideas as you learn them.
1. Get an overview of the subject:
F.A.C.E. talks about the importance of whole to part leaning. It is important that we understand how this subject (history/geograhy, art/imaginative literature, math/science or government/leadership) fits into building of the kingdom of God.
Some good books for this are:
How Should We Then Live?
Gateway to the Great Books introduction
The Noah Plan books: History and Geography for Geo Conquest
Literature and Stonebridge Art for Imaginative Arts
Science and Mathematics for Face to Face with Einstein
The Christian History of the Constitution of the United States (also explains how other cultures and time periods have contributed to forming a country of freedom) for Leadership Academy
2. Get an overview of the time period:
The above books or
The History of the Medieval World by Susan Wise Bower
3. Find seven points of focus - events, people, creations (by God or by people), or ideas that I want to focus on - one for each month.
4. Find and read a classic and some background that pertains to that event, person, etc.
5. For each focus, as I read, I ask myself what would Heavenly Father want me to take away from this event, person, etc.? What might he want the youth to take away from it? What truths about how we ought to live are found here? The answers to these questions help me find principles and ideas to focus on.
For example, when I was getting ready to teach Confucius, I was inspired by how hard he tried to get into a position of influence, but never could. People knew he spoke truth, but did not want to give up their power. He died having never achieved his dream of governing a people in the government he envisioned. However, we, thousands of years later, know who he is and the truths he spoke. There were several principles I could have taken from this, but I believe the principle for the month was "citizenship" so I decided to focus on the impact that one person can have when they are honestly seeking and applying truth, even if it seems like the impact is small. (It is not necessary to always have the principle you teach be related to the principle of the month, but it can help them draw connections if it can be).
6. Decide what readings to assign for the apprentice, journeyman and master levels.
For example, for Confucius, I might assign a short section from the Analects for the apprentice level as well as some background reading material (like a children's biography on Confucius). For Journeyman I might assign some reading about China and some of the wars and types of governmental systems that were taking place at the time (maybe from an original source or a good text book that sites and quotes original sources like Bauer's History of the Ancient World). For Master, I might assign more or all of the Analects.
7. I think of the goals for the inspirements for each level:
For the Apprentice level the goal is to spark the fire within them for learning more. Projects will not be too time consuming so the youth will feel like they can accomplish them, but they will be worth-while and interesting so that as they do them, they will be inspired to take more time and go into a deeper level of learning about this person, event, etc.
For the Journeyman level the goal is to give them some skills and background, as well as some more curiosity about the focus so that they feel ready, competent and excited to read the master level book.
For the Master level, the goal is to read the ideas and thoughts of great people and to make them their own by applying what they learn to their lives. As they start to taste the fruits of doing this in their education, they will hunger for it and be willing to work for it in the future.
8. I start to write some inspirements in each level about each reading. For all levels, I try to have an interesting, personal question (Why do you think about...? What is your favorite...? What would you do if...? What choice would you have made if you...?) that accompanies each inspirement as well as an invitation to apply it.
Apprentice level inspirements might include (with the assigned reading for this level) writing a favorite Confucius quote in Calligraphy, acting out or drawing a graphic summary of an event in his life that impacted others, or making a model of how one thing can impact something else - all with a personal question and application.
Example: "Write your favorite Confucius quote(s) in calligraphy and come prepared to share with us why you liked it. See if you can find a way to apply it to your day."
Journeyman level inspirements might include (along with the assigned reading for this level)labeling China on a map, drawing the weapons that were used at the time of Confucius, drawing a picture of a major landmark in China, writing a report or making a slide show about what they would like to see if they were to visit China, or doing some research about the forbidden city and the events that led to that government after Confucius's death, for example. All would be accompanied by a personal question and application.
The Master level inspirements could include (along with the assigned reading for this level) such things as writing a poem or composing a musical number that describes how one person can impact the world, giving an oral presentation about an experience they've had with one person changing a life, writing a report about their experience in reading Confucius's words and trying to apply them, a piece of art that represents what they learned from the book, or doing a word study on impact and presenting what they learned. Again, all would have a personal question and application.
9. I look to see if my inspirements are appealing to both genders. Young men might be more interested in the action, weapons, achievements, for example. Girls might be more interested in the feelings involved, in the daily life of the people, or the conversations that took place. (See Why Gender Matters)
10. I see if the inspirements appeal to different learning styles. If I find there is not enough variety, I might add some art, drama, a logic problem, writing, graphic summaries, word studies, projects or other learning methods that appeal to the different youth. (See Multiple Intelligences)
That is an overview of the process as I see it. It may need to be refined as we learn what works and what does not. I also think it is better to have just a few well-thought out inspirements than a lot of them just for the sake of variety (I also think sometimes the youth get tired of reading them when there are too many options). I think the order of these steps is important since I have tried writing inspirements when one of my first priorities was incorporating learning styles, and those inspirements were not as effective or purposeful.
I hope this is helpful. I welcome your feedback!
I hope we can help each other find ways to come up with powerful, motivating, meaningful inspirements. These inspirements are an invitation to the youth to act. As they act on their knowledge, they will be blessed with the spirit and a higher capacity for truth and understanding. Following is the process I go through when writing inspirements. Feel free to share more insights and ideas as you learn them.
1. Get an overview of the subject:
F.A.C.E. talks about the importance of whole to part leaning. It is important that we understand how this subject (history/geograhy, art/imaginative literature, math/science or government/leadership) fits into building of the kingdom of God.
Some good books for this are:
How Should We Then Live?
Gateway to the Great Books introduction
The Noah Plan books: History and Geography for Geo Conquest
Literature and Stonebridge Art for Imaginative Arts
Science and Mathematics for Face to Face with Einstein
The Christian History of the Constitution of the United States (also explains how other cultures and time periods have contributed to forming a country of freedom) for Leadership Academy
2. Get an overview of the time period:
The above books or
The History of the Medieval World by Susan Wise Bower
3. Find seven points of focus - events, people, creations (by God or by people), or ideas that I want to focus on - one for each month.
4. Find and read a classic and some background that pertains to that event, person, etc.
5. For each focus, as I read, I ask myself what would Heavenly Father want me to take away from this event, person, etc.? What might he want the youth to take away from it? What truths about how we ought to live are found here? The answers to these questions help me find principles and ideas to focus on.
For example, when I was getting ready to teach Confucius, I was inspired by how hard he tried to get into a position of influence, but never could. People knew he spoke truth, but did not want to give up their power. He died having never achieved his dream of governing a people in the government he envisioned. However, we, thousands of years later, know who he is and the truths he spoke. There were several principles I could have taken from this, but I believe the principle for the month was "citizenship" so I decided to focus on the impact that one person can have when they are honestly seeking and applying truth, even if it seems like the impact is small. (It is not necessary to always have the principle you teach be related to the principle of the month, but it can help them draw connections if it can be).
6. Decide what readings to assign for the apprentice, journeyman and master levels.
For example, for Confucius, I might assign a short section from the Analects for the apprentice level as well as some background reading material (like a children's biography on Confucius). For Journeyman I might assign some reading about China and some of the wars and types of governmental systems that were taking place at the time (maybe from an original source or a good text book that sites and quotes original sources like Bauer's History of the Ancient World). For Master, I might assign more or all of the Analects.
7. I think of the goals for the inspirements for each level:
For the Apprentice level the goal is to spark the fire within them for learning more. Projects will not be too time consuming so the youth will feel like they can accomplish them, but they will be worth-while and interesting so that as they do them, they will be inspired to take more time and go into a deeper level of learning about this person, event, etc.
For the Journeyman level the goal is to give them some skills and background, as well as some more curiosity about the focus so that they feel ready, competent and excited to read the master level book.
For the Master level, the goal is to read the ideas and thoughts of great people and to make them their own by applying what they learn to their lives. As they start to taste the fruits of doing this in their education, they will hunger for it and be willing to work for it in the future.
8. I start to write some inspirements in each level about each reading. For all levels, I try to have an interesting, personal question (Why do you think about...? What is your favorite...? What would you do if...? What choice would you have made if you...?) that accompanies each inspirement as well as an invitation to apply it.
Apprentice level inspirements might include (with the assigned reading for this level) writing a favorite Confucius quote in Calligraphy, acting out or drawing a graphic summary of an event in his life that impacted others, or making a model of how one thing can impact something else - all with a personal question and application.
Example: "Write your favorite Confucius quote(s) in calligraphy and come prepared to share with us why you liked it. See if you can find a way to apply it to your day."
Journeyman level inspirements might include (along with the assigned reading for this level)labeling China on a map, drawing the weapons that were used at the time of Confucius, drawing a picture of a major landmark in China, writing a report or making a slide show about what they would like to see if they were to visit China, or doing some research about the forbidden city and the events that led to that government after Confucius's death, for example. All would be accompanied by a personal question and application.
The Master level inspirements could include (along with the assigned reading for this level) such things as writing a poem or composing a musical number that describes how one person can impact the world, giving an oral presentation about an experience they've had with one person changing a life, writing a report about their experience in reading Confucius's words and trying to apply them, a piece of art that represents what they learned from the book, or doing a word study on impact and presenting what they learned. Again, all would have a personal question and application.
9. I look to see if my inspirements are appealing to both genders. Young men might be more interested in the action, weapons, achievements, for example. Girls might be more interested in the feelings involved, in the daily life of the people, or the conversations that took place. (See Why Gender Matters)
10. I see if the inspirements appeal to different learning styles. If I find there is not enough variety, I might add some art, drama, a logic problem, writing, graphic summaries, word studies, projects or other learning methods that appeal to the different youth. (See Multiple Intelligences)
That is an overview of the process as I see it. It may need to be refined as we learn what works and what does not. I also think it is better to have just a few well-thought out inspirements than a lot of them just for the sake of variety (I also think sometimes the youth get tired of reading them when there are too many options). I think the order of these steps is important since I have tried writing inspirements when one of my first priorities was incorporating learning styles, and those inspirements were not as effective or purposeful.
I hope this is helpful. I welcome your feedback!
Monday, February 20, 2012
Accountability in class
There is a fabulous quote/Mormon message featuring a talk about "honesty" by Pres. Faust at: http://www.lds.org/media-library/video/mormon-messages?lang=eng#2011-05-011-honesty
(the actual talk can be found at: http://www.lds.org/ensign/1996/11/honesty-a-moral-compass?lang=eng&query=faust+honesty)
I was struck by the following quote he shared and thought it related very well to Vanguard.
It reminded me of the beginning of the year, when the mentors told the youth and parents that there was an expectation that everyone come with inspirements each week for each class . The teachers take time to come with material prepared, and it is the responsibility of the student to come prepared. Some parents were concerned when I said this, saying something to the effect, "if you are going to expect that, you better follow through...".
I believe that there are two areas of following through:
-mentors: the mentors responsibility is to inspire, be clear, and have some sort of visible accountability (check off a list, verbal accountability in class, etc.)
-parents: parent mentor meetings
-students: accurately report to mentors and parents about preparation; make sure they come prepared because they are choosing to be in the class.
I thought the following quote was particularly relevant:
(the actual talk can be found at: http://www.lds.org/ensign/1996/11/honesty-a-moral-compass?lang=eng&query=faust+honesty)
I was struck by the following quote he shared and thought it related very well to Vanguard.
"In reality, we are only in competition with ourselves. Others can challenge and motivate us, but we must reach down deep into our souls and call forth our God-given intelligence and capabilities. We cannot do this when we depend on the efforts of someone else."
It reminded me of the beginning of the year, when the mentors told the youth and parents that there was an expectation that everyone come with inspirements each week for each class . The teachers take time to come with material prepared, and it is the responsibility of the student to come prepared. Some parents were concerned when I said this, saying something to the effect, "if you are going to expect that, you better follow through...".
I believe that there are two areas of following through:
-mentors: the mentors responsibility is to inspire, be clear, and have some sort of visible accountability (check off a list, verbal accountability in class, etc.)
-parents: parent mentor meetings
-students: accurately report to mentors and parents about preparation; make sure they come prepared because they are choosing to be in the class.
I thought the following quote was particularly relevant:
We have the agency to make choices, but ultimately we will be accountable for each choice we make. We may deceive others, but there is One we will never deceive.
The students must be accountable for their education. It can be learned step by step, and line upon line. This concept may effectively be reinforced supported through devotionals, class, and home teaching. Unless they are taught and inspired to own their education by coming prepared each week to class, Vanguard becomes a merely social environment. The parents and students need to realize that coming prepared each week is the price they pay to be in Vanguard, and their integrity or lack thereof in doing this will not only cheat others of the chance to learn from them, but ultimately harm themselves.
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