[Xmca-l] Re: study chart of "daddy school"

[Huw Lloyd]

Thanks, Peg.. The philosophy and systems consideration seem to bring more
depth and coherence to the subjects -- all pointers towards understanding.

Huw

On Fri, 17 Jul 2020 at 18:19, Peg Griffin, Ph.D. <Peg.Griffin@att.net>
wrote:

> I would like to go to your school, Huw!
>
>
>
> *From:* xmca-l-bounces@mailman.ucsd.edu [mailto:
> xmca-l-bounces@mailman.ucsd.edu] *On Behalf Of *Huw Lloyd
> *Sent:* Friday, July 17, 2020 6:00 AM
> *To:* eXtended Mind, Culture, Activity <xmca-l@mailman.ucsd.edu>
> *Subject:* [Xmca-l] study chart of "daddy school"
>
>
>
> This may be relevant for those on the list interested in school / home
> education.
>
>
>
> Today is the last day of "school term". The schools here in the UK closed
> in March and partially opened again recently (June). Since their closure I
> have been providing a 4 hour "morning school" for our two boys (years 1 and
> 4 of primary school, both recently aged 6 and 9 respectively). I have been
> doing this for 16 weeks. This has been followed up in the afternoon by some
> exercises set by school teachers, which my wife has covered for.
>
>
>
> The "daddy school" started out fairly impromptu and took on more structure
> over time. I would describe it as a half-way house between a developmental
> approach and conventional schooling. Principally, this is so that it fits
> in with the manner of schooling presented in conventional classes. The lack
> of planning for a curriculum was also offset by a good amount of content
> ready to hand.
>
>
>
> For the older child, some key differences from a conventional approach may
> include:
>
>
>
> 1. High concentration of  teacher-student time.
>
> 2. Concentrated focus upon subjects. E.g. 4 hours or sometimes 4 days on
> one activity.
>
> 3. Connection between subjects. E.g. mathematics and biology (graphs of
> plant growth, growth rate); history, invention and design (how things work,
> history of ideas, engaging with problems); history, geography, and
> technology (conventional human cultural history); structures of
> mathematical and linguistic expression (processes, forms); written
> articulation of thoughts across subjects, reading comprehension across
> subjects; language, biology and graph structures (latin taxonomies).
>
> 4. Philosophical and systems focus. Every activity relates to a
> consideration of what it means to know. E.g. the relations between "how",
> "what", and "why"; what constitutes an object; differences between the
> living world and virtual, simulated worlds like minecraft.
>
> 5. Articulation and covering of "difficult" subjects, or presenting rich
> subjects in ways accessible to the student's apprehension. Typically these
> are subjects several years ahead of their school curriculum.
>
> 6. Problem solving activities.
>
> 7. Taking care, having a feeling for quality.
>
>
>
> And for the younger child:
>
>
>
> 1. High concentration of  teacher-student time.
>
> 2. Concentrated focus upon subjects. E.g. 4 hours or sometimes 4 days on
> one activity.
>
> 3. Protracted reading time. One chapter (or since June, two chapters) of
> his adventure story books a day.
>
> 4. Articulation and covering of "difficult" subjects, or presenting rich
> subjects in ways accessible to the student's apprehension. E.g. fractions,
> percentages, graphs. Telling the time from an analog clock, comprehension.
>
> 5. Writing stories or accounts.
>
> 6. Problem solving and building tasks (e.g. following lego instructions).
>
> 7. Taking care, having a feeling for quality, eg. in neat writing and
> drawing or colouring.
>
>
>
> Attached below are copies of the "study chart" produced by the older
> child. The chart is not fully complete as it was produced retrospectively
> mid-way through the work (from two A4 ring binders of work). The numbers on
> the chart represent up to 15 minute units.
>
>
>
> Best,
>
> Huw
>
>
>
>
>
>
>
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