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

[Huw Lloyd]

Yes, numerous instances of taking ownership of the activity - a good sign.

I thought you might like the attached picture. It is from a study of plant
classifications. The older boy has been keen on family trees, so it was a
good opportunity to elaborate on those ideas of relationships. The picture
was taken prior to adding some of the root and suffix meanings to the latin
names.

How many people look at the bottom of an apple and see that that was where
the flower used to be?

Huw

On Sat, 18 Jul 2020 at 19:49, Peg Griffin, Ph.D. <Peg.Griffin@att.net>
wrote:

> Yes, Hugh, and it seems to me like a child could enter with one
> object/objective and in the midst of the activity “grow” voluntary goals
> and even objectives that had not been subjective objects for the child when
> the child started in your “daddy school.”  [pace Leontyev]
>
> *From:* xmca-l-bounces@mailman.ucsd.edu [mailto:
> xmca-l-bounces@mailman.ucsd.edu] *On Behalf Of *Huw Lloyd
> *Sent:* Saturday, July 18, 2020 3:57 AM
> *To:* eXtended Mind, Culture, Activity <xmca-l@mailman.ucsd.edu>
> *Subject:* [Xmca-l] Re: study chart of "daddy school"
>
>
>
> 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
>
>
>
>
>
>
>
>
-------------- next part --------------
An HTML attachment was scrubbed...
URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20200718/fdca7790/attachment.html 
-------------- next part --------------
A non-text attachment was scrubbed...
Name: plant_taxonomy.jpg
Type: image/jpeg
Size: 392623 bytes
Desc: not available
Url : http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20200718/fdca7790/attachment.jpg