Story behind old "oak tree" picture on Blog Header

Years ago, I went to a TJEd seminar, where someone told the story of a man during the depression, who was leaving his farm to find somewhere better to farm.  In my recollection, the story goes like this: He was busy out in the field, as his neighbors were are preparing to depart,... planting.  His neighbors scoffed.

"What is it that you are planting?"

"Oak trees," was his short reply.

"Are you crazy?  You'll never live to see the benefit of those trees!"

"No," the farmer calmly replied, "but my grandchildren will, and my great-grandchildren will.  I am planting it for them."

The presenter then asked, "what are you planting now for our future?"

I have thought about this many times since then.  What do I envision for our future?  I envision freedom, a society where the yearnings for liberty are matched by their ability to keep it.  When I saw this personal vision for what I wanted, I had the follow-up thought that education was the best way to do it, as any socialist, capitalist, and communist knows :): education of others, self, and especially our youth.

Hence, my passion for maintaining what I feel is an educational vision based upon true principles to create freedom-minded, liberty-preserving leaders for our future: Vanguard Youth.  Hence, my determination to make these principles and whatever resources I can find available to everyone I can, with no immediate personal gain.

I am planting oak trees of liberty.

For it is only in a free society that mankind can fully develop their unique potential as children of God...and that is something everyone must work towards to make it happen!

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 :)...

What is Classical Education?

by Susan Wise Bauer

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.

The power of Game night and Outdoor activities

I came across this talk while listening to the radio in my car.  It was a broadcast from BYU on July 17, given by Patti Freeman and titled "Intentional recreation and Things that Matter Most."

Here is a link where, for now, you can either listen to or watch it. (I believe the transcript will be up later.)  I only came in towards the end, but it was incredible...all about the many benefits we get with intentionally recreating as a family (or as mentors with our youth!). 

Intentional recreation and Things that Matter Most

When the transcripts are up, I will try and put in my favorite sections for those who don't have the time to listen to, watch, or read the whole thing.
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Here is the link to the talk I mentioned today.

http://www2.byui.edu/Presentations/Transcripts/Devotionals/2011_08_16_Wood.htm

Angie

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!

Master Class

MASTER CLASS:

PRINCIPLE: The youth, having acquired the skills in different areas, are now ready to actively participate in their education, and apply it in a world-changing way.  They have learned about the world and its needs, true principles for human interaction, and ways to creatively try to solve problems.  These come together as they discuss great works of literature, debate, plan, and learn in an intense environment.  I see this as a three hour discussion/experience at least, whether it is once a week, or once a month.

With a Master class, it is difficult to be specific. It is an intense one-on-one mentoring experience with a mentor for the youth, surrounded by others who are passionate and ready to do something with their knowledge.  Ideally, a few mentors need to be involved: a speech one to help with oral presentations and simulation feedback; a writing one to give feedback on writing style, efficacy, etc; and then a main one who is the main mentor for the class. This can rotate from week to week if it is based upon the lens, or month to month, if it is a once a month class where the principles of the month are shared.  Other mentors can be brought in according to the needs of the youth in the group.  Guest presenters or outside-class mentoring experiences (like a field trip) would also be very effective. (For instance, on mentor arranged for the youth in her group to get trained in CPR.)

The following is an idea for the format if the Master class was once a month:
-As much as the individual lenses apply to the book or article of the month, offer master-level inspirements that tie them together (i.e.  "The Count of Monte Cristo" the Master-level class; Europe Geography project--Draw a detailed map of the places mentioned in Monte Cristo)
-The youth will share briefly their projects in Core class

Master class itself: I would include some type of opening spiritual exercise--hymns, scriptures, devotional...however, I anticipate that, because the youth will have been educated to seek for the spiritual in their learning, that connections with scriptures and the spiritual will be a regular part of the discussion.

30-45 min:            Sharing time of master-level projects throughout month that don't directly relate 
                               to book
2-2 1/2  hours:      Begin immersion in book, article, or concept for the month.  Possible 
                               approaches:(with break, as necessary)
        -pre-assigned oral presentation or essay: share and present--discuss, give feedback, evaluate

        -simulation based upon book: i.e.  The Count is on trial: have a jury, prosecutor, judge, and defending lawyer present, first, the crimes he is accused of, and then determine if he is guilty of them or not.

        -hand's on activity of recreating the Chateau D'If (?) and possible escape routes

       -brainstorm mentors/people that remind them of the old fellow in the prison...write letters to them to have them present to their group in the upcoming months, or plan on visits to see them

       -Explore and discuss the penal system of various countries.  Determine what they can do to help, correct, or compliment  these systems.

       -Evaluate the justice system of the United States and compare it to the case of the Count.  Schedule a field trip to watch a court in session and draw comparisons and conclusions.

30-45 minute wrap-up: Decide on action to do during next month, either based upon book, or based upon a massive service project for the summer that they are deciding upon.  For instance, they could decide to schedule a field trip to the courthouse, and then brainstorm about possible areas for service around the world.  

Application is a huge part of this level.  They need to do something with what they are learning.  I think it would be powerful for them to not only have "smaller" projects that are specifically book based, but also plan through-out the year on how to put together a summer service project, either locally or in other parts of the world.

For instance,
Sept: Each participant share with the others at least 2-5 video presentations and articles about service groups or people doing service around the world online the week before class the first time you meet (to give everyone time to review them) Discuss in class which ones impressed them, what they liked and didn't like about them.  Have everyone select one they would like to contact and find out more about for the next month, or come up with a new plan of action inspired by them or their own ideas to bring back next month and report on.

Oct: Review people's plans of actions...discuss feasibility (cost, time frame, etc.) and narrow it down to two or three.  Make committees for each one, making lists of action that would need to happen to make it come to pass to bring for next month.

Nov:  Determine which project they are going to move forward with and get things like sponsors, fundraising, and timing planned out, delegated, and committed to.

The succeeding months will be assignments come up with by the group, by themselves, to make it happen.  Vision will be essential (along with a refresher about "team building dynamics"--excitement to frustration to discouragement to determination to success!), so a monthly "shot-in-the-arm" of vision (ideally supplied by the youth, taking turns perhaps?) would be helpful.

Good summer reads to prepare for this class would be "Do Hard Things," "The One Minute Manager" (formerly part of the 5 Pillar reading, now replaced with "The One Minute Teacher"), and "TJEd for Teens."

I feel that inspiration and synergy will be critical for the efficacy of this class, and that will be unique to the groups involved.  This is meant to be an intense class--to push scholars and challenge them.  If they are ready for the Master class, they will be ready for this.  Do not be limited by adult's perceptions of limitations.  The youth will rise to it.  The DeMilles stress the necessity for individualization of education: "Even in Scholar phase, they (the youth) only enter a proram at their own choosing and or a relatively short time period.  Overall, their entire education is personalized." (Leadership Education, pg 162)
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EXAMPLE: Independent Project
Here is an example of a group in a public school that has a lot of great ideas for mentoring and is a great example of the synergy and excitement that can be generated in such a group.
The Independent Project  (One lady in it said that every group that does this will take on a different look and a different feel...amen!)  Obviously, this is a group that gets together daily, so it works a little differently, but something to get ideas from!
They have a blog similar to what some Vanguard groups have started to post ideas and work on.  Check it out! :)  I would recommend having your master-level youth look at this before planning out their year.  Start with one plan and don't be afraid to re-evaluate and tweak it!
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An example of a master class can be taken from my own experience:
Tova and I were able to sit down in December of 2012 and really look at what she wanted to do and accomplish. We essentially had a Master class as she took everything to a deep level of understanding, knowing she would have time sufficient in class to share and use all that she learned. 

She made powerpoints, Jeopardy games for topics, studied Latin, taught from youth Leadership books (TJEd for Teens, 7 Habits of Teens) and read the books on the TJEd for Teens list that she wanted to catch up on. We continue to follow the 7 month principle outline, as always, and it has been AMAZING to see the connections Tova is now making in her reading and as we talk about things we see in society.

Mentors to match our message...

 This is a presentation I put together with valuable thoughts about mentoring (I am good at plagiarizing others' thoughts...)

Mentors to Match our Message

Julie had some great thoughts on mentoring as well and how it fits into Vanguard:

Mentors:

Need to have a passion for their subject

Need to have a passion for their students

Ideally same mentor at apprentice and journeyman level

Individual mentoring (especially at journeyman level). Individual study plans..pushing some further when ready. For example some students have a learning style that they favor...reading, writing, digital media, drawing, etc. A wise mentor allows them to express themself often using that learning style but also inspires them to become proficient in all of the learning styles by encouraging growth in new areas.

Classics:

Oliver demille said a scholar looks like a youth reading classics and discussing them and writing about them (and I'll add applying them...)we should whenever possible have the student actually be engaged in reading a classic for their class preparation...both at journeyman level and in vanguard

Simplicity:

Simple curriculum (classics)...discussion and reading environments

Simple structure (individual mentoring plan)...this is the coaching environment

Simple reporting (individual mentoring time)..oral and written (this is the testing environment)

This may feel more complex in ways since it puts more squarely on the shoulders of the youth the responsibility to plan, prepare and choose along with the mentors guidance, but that is what scholar phase is...especially at 14-15.  Self directed scholars should be choosing their own study plans because they are engaging deeply in their own education rather than being led into their own education

Student:

Inspiration and ability to choose what they want to study deeply about...early scholar phase is not the time to fill in all the gaps, it is the time to learn study skills and habits and to change and grow and become as well as study deeply into things you are passionate about

 

What is your calling in life? -article

This is a great article to help mentors and parents (especially) appreciate that not all youth know what they want to be, but that they each have different talents and strengths that they have already demonstrated that help them have a little direction.

There is so much more to it, but I will leave that for you to enjoy!

http://magazine.byu.edu/?act=view&a=2765