Daily Planning Strategy

This is what I am looking at when I'm planning out the day. It gives me a basic idea of what we will be doing, in daily and hourly order, so that I know what things to have ready.

I have been making a binder where I am putting down notes as they occur to me. I mentioned it here, and I finally managed to find a way that sort of works for me... for now, anyway.

I got a fairly big binder -- just a basic binder. I filled it with all these various forms I've been making (they are mostly linked on my sidebar), put in plastic page protectors.

Then I put in dividers -- five of them for now, one for each day of the week.

Behind each divider are several pieces of simple notebook paper. We always have way too much notebook paper around -- I went to some of the Target back to school sales and ended up with enough extra supplies that I didn't even bother to hit the sales the last couple of years. So I have enough paper, I just have a natural Scottish tightwaddish tendency that I have to fight -- that a paper should be filled and then some before you start on a new sheet.

Getting past my Caledonian frugality, on each piece of notebook paper I put the title of one lesson. For example, if you look at the timetable on the left (click to make the gif bigger) -- for Monday there is Creed (abbreviation of Creed in Slow Motion), then Reading, Review, Therapy, Handicrafts, etc. For Year 1 there is Bible, Reading, Painting, etc. So I put a piece of paper for each of these headings, and then scribbled down notes, basically anything that occurred to me but mostly in these categories:

• Materials to Gather
• Connections (ideas for combining subjects, or combining the age levels)
• Further Resources
• Ideas, Notes, Thoughts to Ponder
• Possible problems
• Plan B -- alternative approach

OK, I admit it looks complicated. One of my main challenges in life is to get my head in enough order to access ideas, plans, thoughts WHEN I need them. I think I am like a lot of ADD people in that I am always buzzing with lots of thoughts and ideas but then forget to tie my shoes, practically, or when I get a chance to plan all the ideas fly right out of my brain (to recur when I'm trying to cook dinner or pray a Rosary, usually).

So I thought that by having a physical place for each lesson -- ie, a piece of paper -- I could keep things in order in my head. I always liked the Avilian system I linked to last time (more here and here) with all the workbook pages behind dividers -- but we aren't really using very many workbooks at all. So this page-per-lesson system is sort of a substitute, with the same physicality. When my kids did more workbooks, I used to just pile them up beside the child and that was how they knew what they had to do that day. It "worked" in that they knew what to do, and it worked in that they did learn the basics, but I want to try it a bit differently this year.

I should add, if you do look at the Avilian system, that we are not quite as impressive or structured as Andrea is. For one thing, I have a crew of boys, and 2 of the three next year won't be able to write, or not very much. And they don't like to decorate notebooks; they'd rather do messy science projects and draw dragons and soldiers. And they are not very close in age, so we don't do much multi-level stuff. It's the logistical part of the system that I like.

One more thing -- in the past all these "systems" have fizzled out within three weeks. Once upon a time I felt guilty about this. I finally figured out (D'OH!) that I don't NEED complicated systems once I have the thing internalized. What a breakthrough! Yet, I DO need them very much until I train myself to follow the routine. So, if you have some type of lapse you've been berating yourself for, perhaps it's not a lapse at all. It's worth considering, anyway.

Now back to the piece of paper for every lesson -- I'm trying to get the first week down now, and see approximately how long it takes. Then I can estimate from there how long it will take me to plan every week. Part of my planning is always going to be a Plan B and C. Plan B is "go with the flow" where things are going so well for whatever reason -- the kids are playing wonderfully, or a book or experiment is fascinating -- and we just decide to keep going. Plan C is for Crisis -- it's the barebones version of the Plan. The one that the kids can basically do even if I have little to no time -- even, theoretically, if I'm at a hospital in another city. It's happened before.

Children's Hour

I made this form based on Cindy at Dominion Family's "Morning Time" (this is her old site -- I can't seem to get to her wordpress one right now -- I really hope it isn't down for good since it is a treasury, even though she isn't actively blogging anymore).

I am calling it "Children's Hour" firstly, so I don't totally plagiarize Cindy; and secondly, because Charlotte Mason several times talked about a "Children's Hour" that wasn't directly associated with "school" but rather, with family life.

The form is basically for filling out what I want to be focusing on in each subject area.

I also have this Memory Notebook outline that I made last year based on Trivium Academy's, combined with Cindy's ideas. I already mentioned it here. Also, this Memory Book which includes more links (but is under construction right now). If you don't have MS Word 2007 but want to access the files please leave a comment or email and I'll put up a PDF or doc version.

Quote from Home Education:

Particular Knowledge.––But we are considering lessons as 'Instruments of Education;' and the sort of knowledge of the world I have indicated will be conveyed rather by readings in the 'Children's Hour' and at other times than by way of lessons. I know of nothing so good as the old-fashioned World at Home by Mary and Elizabeth Kirby (for lessons) for children between six and seven.

From Formation of Character

In connection with this subject let me add a word about story-telling. Here are some of the points which make a story worth studying to tell to the nestling listeners in many a sweet "Children's Hour";––graceful and artistic details; moral impulse of a high order, conveyed with a strong and delicate touch; sweet human affection; a tender, fanciful link between the children and the Nature-world; humour, pathos, righteous satire, and last, but not least, the fact that the story does not turn on children, and does not foster that self-consciousness, the dawn of which in the child is, perhaps, the individual "Fall of Man." But children will not take in all this? No; but let it be a canon that no story, nor part of a story, is ever to be explained. You have sown the seed; leave it to germinate. Every father and mother should have a repertoire of stories––a dozen will do, beautiful stories beautifully told....

So from these bare hints I am picturing that she intended something informal -- a sharing of the heart and mind of the mother with her children.... a sharing of family culture, so to speak. I don't want to make it formal or stiff or compartmentalized to a certain literal "hour" but I thought if I centered the idea around a particular "hour" of the morning, we might be able to move from there out into the whole day and life. Hope this makes some sense.

Waldorf calls it Circle Time but this has always sounded so Kindergarten-y to me. Still, some of the Waldorf circle time ideas may work well here.

Summer Time Table

A Summer Schedule by Teri Maxwell (and another one)
A High and Noble Calling: Scheduling in the Summer

I wrote these ones quite a while ago (PDF)

Planning for Summer
Summer Days


Also, Elizabeth's daily rhythm (for fall, but I like the format).

I don't really like that word "schedule". Looking up the etymology, I found it is basically a modern word (at least in its modern usage-- it originally meant something like "piece of paper". It is pretty much associated with the industrial world in its present usage, which probably explains why it seems to me like something you impose on top of things, not something that develops out of something.

So I looked up synonyms and found this:

agenda, agendum, appointments, curriculum, inventory, list, menu, plan, program, programme, prospectus, regime, tariff, timetable.

Charlotte Mason used the word timetable; the Ignatians use the word "agenda" which is basically derived from Latin "agere" and traditionally meant "things needing to be done". In deliberative meetings, the agenda may also be called "the order of the day".

And then there is the monastic "Horarium". Here is an example. I love the word, but wonder if it sounds pretentious to use it in the context of the domestic church. Hmm.

Now, is it just me who has to research etymology and collect all sorts of samples before doing anything as simple as planning a schedule?

I put this together and am going to try to work it for the next week or so, figuring out what I forgot or what doesn't work.

See "basic planning" here.

Year 1 Weekly

A first try at a simple Year 1 weekly timetable (PDF)-- based on Mater Amabilis Prep Level schedule.

The gif turned out horrible, but is here just so you can see it:


I am going to revise it a bit in August after we test-drive a bit. And then I'll change the heading from Kindergarten to Year 1 or Primary -- that slipped by! : )

Pace for next year

Here is the 2008 Calendar (PDF)(tentative) -- gif version below.

Something I've noticed several times about the "pacing" balance in our homeschool:

We seem to do best when there is opportunity to pause in the homeschool.... when every day, every week is not the same.

Last year went much better than any previous "structured" year because I acknowledged this and let some days just unfold. I want to take it one step further this year, however, and have a pacing similar to the recommended Ignatian one.

Daily, weekly, monthly, quarterly review.

In Ignatian education, "review" doesn't mean drill but is rather, just as it implies etymologically -- another view of the subject.-- a chance to step back and look at it differently, to think, to consolidate, to make new connections. You pause, breathe, look down at the mountain path you have come up, and look up at where you still have to go.

THe manual Implementation of Ignatian Education in the Home (I HAVE to figure out an abbreviation for that) says that this type of thing is so important that if you have to cover less material in order to make room for it, you should.

In past years I ignored this advice. I am thinking now that my neglect of the need to review and retreat is a form of acedia -- to just want to push on through something to "get it done".

Kieron is very motivated to learn. When I present something new he usually says "Good!" and often plans out his own activities to further knowledge. However, I have squelched this natural motivation of his in the past through hurry. This year, when he is the only older student in the house, I don't have an excuse for hurry. So I will have to pay attention to that.

Speaking of "retreat", another "re" word -- I was just rereading a book about Jesuit (Ignatian) education last night and it reminded me that the yearly retreat was considered one of the most important aspects of the school year. Teachers had their own retreats and there was also a simple week-long retreat.

A few years ago I found this Online Retreat based on the Ignatian method. It wasn't bad (I only made it through the first nine parts, I think).

Googling a bit more, I found this Response to Pope's Call for Greater Use of Spiritual Exercises

Cool. I didn't know the Pope had called for greater use. The Jesuits have not always acted well since Vatican II, which is partly why I use the term Ignatian rather than Jesuit often. My guess would be that Pope Benedict is trying to reclaim the valuable and truly most-needed for our time elements of the Jesuit tradition which too often, the order itself has abandoned or diluted.

(Once when we drove to a Tridentine mass the Monsignor presiding shouted very emphatically: "Fifty Four Jesuit colleges in the United States and not one of them signed the Mandatum!" )

OK, I'm drifting.

My Daily Routine for Second Term

I'm adopting Mother Auma's (I think it was her) idea of writing out the daily routine hope/wish/ideal and then putting it on a clipboard.

So here's the one for this term -- it's not all-inclusive of course, but includes some of the things I forget if not reminded:

Morning

• Wake up, pray

• Get dressed, weigh in, swish and wipe toilet
• Tidy upstairs, note things to do later
• Bring laundry down, start a load
• Start fire, make breakfast, tidy kitchen.
• Pray, eat breakfast.
• Have coffee while planning the day -- look over their books if time provides (usually doesn't)
• Talk to kids as they get up and eat breakfast.

----------
8:30 am till about noon

Gather kids -- give them outline of what to do (this varies from day to day)
Help them as needed.
While older ones read, type in log and check email.

--------
Noon
Lunch, chores, supervise chores, switch laundry
Attention for littlies
Bath, ask about their reading and writing (narrations)
Rest
Prayer
-----------------
Afternoon -- Run errands
If there are no errands or places to go:
Nature Walk/Arts and Crafts/Explore closets/Play games/Read Aloud
----------
Evening
Start dinner
Ride bike (exercises), tidy, laundry
DINNER
Kids clean up; family time
Plan a bit for next day
Bedtime Routine:
Prayers, baths, teeth, read alouds, sleep

Day 23-- Lessons in Pictures

Today went like this.

Yes, so the kids have figured out how to extend the schoolday -- not quite the way I was planning.

(really, though, unschooling for a year taught me the preciousness of the off-beat or Very Odd moments -- things do eventually get done)


In addition to our normal "dailies" of Math, Latin, Greek, vocabulary/handwriting, which you probably are familiar with by now, we had styrofoam and box battles, styrofoam stacking, and played with/worked out on the exercise bike.



I did phonics with Aidan and Paddy again. This really slows down the momentum of the schoolday -- perhaps a good thing for now, but I will know what to rearrange if the lessons start going on too long.

Our routine is to read a Bob book or some other book, pick out some of the words, then go to pad and pencil and write little phonograms, words and stories with Aidan and Paddy in them. They like this. We'll see how it does in the effectiveness department. Another extension might be what we did last week -- painting words in watercolors -- or what we did a bit of last year -- associating the ASL signs with the letters. I am also looking through A Writing Road to Reading since one weakness of our literacy program in the past was that the kids all got miles ahead in reading compared to writing. It takes till about junior high or early high school for the gap to start narrowing, and then the kids become accomplished writers. This might just be normal for our family, but I do think I would feel a bit more comfortable if the writing kept better pace with the reading.

Since the boys have their Bionicles out and the littlies are happily pestering them right now, I have time to upload some pictures. Here is our continent matching game -- (I wish I had taken a better picture of the contents of the baggie, but it is labels for the continents and major oceans, plus some cut-outs of the shapes of the individual continents along with their size in square miles). Now that they are labelling with ease, I am having them assemble the continents sort of like a puzzle, and for a place value exercise I had Kieron put the continents in order of size.



Here is our Latin matching:

I am making similar ones for the noun declensions. I needed something like Quia that we could do for grammar, since they are at the point where it's harder to improvise your way through the sentences in Henle.

Here is Kieron's daily checklist -- I don't write them out every day anymore, just when life is crazy enough that I can't get him through the routine with verbal directions.

Monday is the day he reads a new chapter in Faith and Life, and then on Tuesday and Wednesday I go through the quiz with him -- he answers the questions he knows, and then I have him look up the ones he didn't know. Then according to how he does, I make religious lesson plans for the rest of the week -- for example, this week he was fuzzy on the mysteries for the Rosary (he used to know them but we lapsed family rosaries recently....sigh) so I am brainstorming ways to present these for him.

Here is the math for boys who quickly get tired of using a pencil.

The red and blue cards are for the top numbers in the problem, you know, the addends and all those terms I can never remember. The green bar is for the equation bar. The beige numbers are for the answer. The orange cards are to carry ones and twos and so on. There are some tiny green cards which have dots to represent the decimal points, and so on.

He does addition and subtraction this way (as a warm-up and introduction, not usually for the entire lesson) -- dealing with 5 digit numbers and with column addition. Now I am using them to review multiplying large numbers. I wrote some 0's on some more orange cards to help him with place value concepts in multiplying. You can also use them for estimating and for constructing biiig numbers up to the trillions. Of course, this is not really hands on. We are not really working with manipulatives at his age. He gets the concepts fine, but because of his fine motor control he has trouble lining up columns and he gets very sloooww. So we can buzz through problems quickly using the cards and then I send him off with a few easier ones to write out and work on his own.

Tomorrow is an errand running day. So I have to figure out whether we'll just let it be a Life Learning Day, or whether to plan something that they can do independently in spare corners of the day.

Oh! One more thing. Another little projected change in the rhythm of the day... take the "babies" outdoors after the older kids' lessons. By that time they usually need the attention, though I personally long to go off by myself and type this, then take a bath and rest a bit. So I'm considering that.








The snake Kieron found last Friday.

Rhythm for the Day

Thoughts on Lesson Planning -- how timely.

That's what I have been trying to do all weekend.

I THINK I am making progress. We will see on Monday. That's when I either realize I am prepared or that I have been fooling myself.

Anyway, I wrote a proposed Rhythm for the day. (I am putting it in the sidebar). We are not there yet. We do the early morning stuff and then basically move straight to the afternoon. I'd like to have some sort of second wave in the morning so my task this week will be to try to work that in and/OR figure out if it is practicable right now.

The other thing I did was to cut up some colored cardstock into 3.5 X 2 inch rectangles. On them I wrote all the different things I could think of that I wanted to do sometime during a week. My plan is to shuffle them and randomly draw some number of them per day for the week. I wrote about something like this before: Grab Bag and Grab Bag II.

Tomorrow some of us are travelling south to visit Liam at TAC -- so I'll probably be spending the car time thinking more about planning.