We love moms at Oak Meadow, and we love to celebrate them! While we wholeheartedly seek to celebrate and serve moms (and families) every day, we particularly love that there is a day set aside JUST to honor this special superhero in our lives.
This nature confetti is a simple, fun project your kids will love to create for your Mother’s Day gift.
First, go on a nature hunt! You’re looking for leaves and grasses that are wide and sturdy enough to be hole-punched. Ivy, Magnolia and slightly dried dandelion and daffodil greens worked great for us. It’s also nice to pick some small buds, violets, dandelions or other flowers/petals to add to the mix.
Then gather your hole punches. Set to work! Let little hands use the bigger punches, and bigger hands use the smaller punches, to create a mix of shapes and sizes. Mix it all together, and spread the love (and confetti) far and wide!
We’ve also created this printable card for you…print it on an 8.5×11 piece of paper and have your kids draw a special Mother’s Day picture for mom in the blank space.
Thanks, Moms! You are APPRECIATED and you INSPIRE us!
Editor’s Note: This is a guest post from Amy Tudor. You can follow her homeschooling adventures on Instagram at amy.tudor and find her articles in Taproot magazine. We’re thrilled to have her share her homeschooling story.
Homeschooling never appealed to me. We live in a remote Vermont forest with very few other children nearby. My oldest spent her early years surrounded by grown-ups and I was looking forward to her having regular contact with other children. But when we started her in preschool, her interest tapered off within the first few months. We repeated this the next year and the next for kindergarten.
As social creatures we humans often employ tactics, communications and power struggles in an attempt to have our needs met. Unhealthy dynamics never, ever, escaped the notice of my oldest. Somewhere between three and five, she outlawed sarcasm, seeing the anger and cruelty it masks. At eight, she cut the word weird from the family vocabulary, observing how people used it to isolate one person from a group. I can still picture her in the car, shrugging her shoulders to her friend in the backseat and offering a “well, everybody is different” reply after hearing a story about a ‘weird’ child. Because of her sensitive nature, groups of people are very challenging for her to be part of.
Our homeschooling journey began with confusion and fear (on my part). There was so much to learn and even the process of registering in Vermont was overwhelmingly confusing. The home study office at the Department of Education confused me the most telling me to be much more thorough than I had to be. Experienced families offered nuggets of wisdom through various homeschooling Facebook groups. Because once you see the relief and joy on your child’s face, the struggles in your own heart quiet down.
The first technique we tried (that didn’t work) was school-at-home, that is, following the traditional school model of doing certain things at certain times, whether or not the children are interested in it. I see new families quit at this point in the process because they can’t get their children to ‘do school.’ This frustration always makes me think of us grown-ups preparing our taxes. How many of us enjoy following such mind-numbing directions from the powerful Internal Revenue Service like “Add line 41 to 13. If this number is less than $24,000 then skip to line 300“ and so on. Demanding that my child read chapter three and master skip counting on a set date feels like the same sort of external motivation that I don’t want to pass on to my children.
Many experienced homeschooling families will advise beginning with a few months (or more) of deschooling, especially if your child has been in traditional school for more than a few years. Deschooling is the process of letting your children get back in touch with their own natural daily rhythms and rediscovering what sparks their own curiosity. If you didn’t have to be at school at a certain time, what time would your children naturally wake? When are they most hungry? When is their mind most active? What time of the day do they need to recharge?
Our night owl goes to bed at the same time every night, but can wake anywhere from 7 am to 9:30 am. Teaching our children to place rest high on the priority list was lost in traditional school. When an idea sparks, she can work on self-directed projects on her own timeline. One day she spent seven hours setting-up and photographing the life stories of her doll families. If one must break real life down into measurable learning, I observed art (photography, setting the scenes), social studies (adoption and family dynamics), storytelling (suspense, proper order of events), health (babies being born, arm injuries, physical activities), and science (tsunamis, blizzards, air temperatures) all rolled into one. In traditional kindergarten, the activities moved along so fast, it was common to hear her describe her school projects by saying “and I didn’t have time to finish that.”
Packaged curricula can be a good place to start for new families, because so many families are frightened that their children will miss some crucial benchmark and will never succeed. Start there if you must but then try to remember that other people set those benchmarks (and then let them go, if you can). Children are individuals and learn different skills when they’re ready. One of the things I now love most about homeschooling is the freedom.
Once your home environment is relaxed enough, you’ll know what to ‘teach’ your child because they will ask you questions about what they don’t understand. In our house, if we parents don’t know, we write it on the chalkboard and our ‘schooling’ is usually researching it together at the library or by asking someone who knows. Right now, we’re trying to figure out exactly how oysters filter water.
This year, our child-led model has resulted in knowing that cavemen ate nettles and other greens (because the children doubted that greens are really necessary in their diets). We studied how the Eiffel tower was built and what rare fish lived in the lakes of Tanzania. Our forestry studies have touched upon beech blight and the emerald ash borer. And so much more. This learning-style is such a way-of-life for us that our youngest has picked up the habit. When big sister decided to make a lapbook on porcupines, our youngest was three. Without prompting, little sister decided to check out library books on bobcats for her first lapbook. Typical subjects like reading and writing are a by-product of their own curiosity.
I recently remembered that I had ordered the preschool books from Oak Meadow when my oldest was two years old. The Heart of Learning remains one of the most influential parenting books I have ever read as it presents a way of guiding children that resonated very deeply.
I didn’t think I wanted to homeschool at first, but now that we’re over the beginning stages, it turns out my learning was just as important as theirs. And seeing their parents adapt to the unexpected teaches them to do the same. I am so glad we took the leap of faith and are pursuing an unconventional education for our children.
Those of us in the Northern Hemisphere are heading into spring and many of us are looking forward to growing vegetables in our own summer gardens. In my state we have a Cooperative Extension Service that provides lots of information and offers activities about farming in my area. With snow still on the ground, I’m dreaming of planting my garden. Since I’m in the city, I’m planning to start small this year with a few tomato plants in big pots, and some spinach and onions in a small bed. I look forward to my tiny harvest of spaghetti sauce!
We know that human activity does pollute the environment and that it can cause climate changes. Reducing greenhouse gas emissions is one way of helping to limit climate change. We also now know that driving a car is a major cause of climate change as the car emissions release carbon dioxide into our atmosphere. One way greenhouse gas emissions can be reduced is by growing one’s own food so that driving to market doesn’t happen so often. So, planting seeds is a great start to reducing the pollution of our planet!
Wishful thinking doesn’t make my garden grow, so first I have to buy some seeds and soil. Since my growing season is so short, I have to start my plants indoors. Many of you using the Oak Meadow science curriculum are planting seeds, recording their growth, and also exploring and reporting on different types of soils. This website from the Smithsonian National Museum of History is awesome: Dig It! The Secrets of Soil. I compost vegetable and fruit matter so I have some good soil to start with. I’ll also purchase some organic soil from a local landscape supplier to mix in. You may have studied the plant kingdom in the Oak Meadow 6th grade science curriculum and learned the difference between gymnosperms and angiosperms. I’ll be planting some angiosperms! My south facing windows will be a perfect place for starting my plants.
This student found a good spot outside to start the seeds!
If you are planting your own garden, and when you have a break from your farming, here’s a fun game to play to maintain a sustainable farm that grows healthy crops and reduces emissions! You might also enjoy reading Thor Hanson’s book The Triumph of Seeds. Visit his website to learn more about this.
What are you planting? What are some ways that you help to reduce greenhouse gas emissions in your community?
Who else is ready for Spring?!? We have some fresh blooms and it is so exciting, beautiful, and awakening! It inspired us to make a flower craft. A great Easter gift, Spring craft or even a Mother’s day card!
“Came the Spring with all its splendor, All its birds and all its blossoms, All its flowers, and leaves, and grasses.” – Henry Wadsworth Longfellow
Cardboard egg carton
Paint – we used washable tempera paint
Background paper – we used a previous art project that was done on watercolor paper. It’s best to use a thicker paper will hold weight better
Construction paper – for stems and vase
1. I cut the egg carton before giving them to my children because its kind of tricky and I have smaller kiddos. Great hand work for older kids, even for me!! Cut off the round part of the egg carton so you just end up with the oval/bowl portion. I cut mine off and then cleaned them up after I had them separated from the whole.
2. Paint your egg carton bowls to your hearts desire. We had fun mixing red, pink, and purple with peach and then added two yellow flowers for a pop of color. This part gets a little messy for the smaller children so we did it outside but a drop cloth would also work!
3. Construction paper for stems and vase. You could even have them design their vase to their liking. We left ours blank because of the busy background. Another option would be to use another previous art project. I have a pile of art that I love to pull from. Of course I didn’t think of that until too late but in hindsight I would have used an old project for the vase! We may have to make another one…
4. Background- we used a previous project for our background. I’m always looking for ways to use previous art because I have a ton of it! This particular background was on watercolor paper and worked perfectly because you need a heavier weighted paper. I didn’t try but I’m sure a good cardstock would work as well. If you don’t have any previous projects to use this would be a fun activity in itself! Design a background for your flower vase.
Bluebell Field in England (photo used under Creative Commons license)
Happy March Equinox Everyone!
Humankind’s imagination is as vast as the solar system we live in! Out of our imagination comes tools for working, farming, and building. If we let our imaginations soar we become inventors. In fact, inventive thinking and problem solving is something we do everyday. We see a problem and come up with a solution. In the Oak Meadow 5th grade science curriculum, students study technology and design and work on their own inventions. It’s so much fun to see what they imagine and bring into the world! They construct things that help with a job around the house, create toys for pets, and design many other practical and useful items. Humankind just seems to long for answers to questions!
Long ago astronomers sought answers to the many questions about the universe. When an answer wasn’t in sight, they imagined and created stories or guidelines for their lives. They imagined stories about the stars they saw in the night sky, imagined the sun went to sleep each night, and imagined the world was flat. In future years we have come to understand more about the universe through observation. In observing the rising and setting of the sun, astronomers imagined a great dome over the Earth’s sky and called it the celestial sphere. They imagined the celestial equator as being in the middle of the north and south poles and right above the Earth’s equator.
During the March equinox, when we have twelve hours of daylight and twelve hours of darkness, “the sun crosses the celestial equator, to enter the sky’s Northern Hemisphere. No matter where you are on Earth (except the North and South Poles), you have a due east and due west point on your horizon. That point marks the intersection of your horizon with the celestial equator, the imaginary line above the true equator of the Earth. And that’s why the sun rises due east and sets due west, for all of us, at the equinox. The equinox sun is on the celestial equator. No matter where you are on Earth, the celestial equator crosses your horizon at due east or due west.”
Yesterday was my mother’s birthday. When I woke up that morning, I decided I would call her to wish her happy birthday over the phone, then secretly make plans with my dad for a small surprise celebration we’ll have a few days later. But I had an email in my inbox from her, asking if … Continue reading "Where Have You Come From, Where Are You Going?"
Yesterday was my mother’s birthday. When I woke up that morning, I decided I would call her to wish her happy birthday over the phone, then secretly make plans with my dad for a small surprise celebration we’ll have a few days later. But I had an email in my inbox from her, asking if I could look over some materials she had written for a theatre workshop she was going to teach the next day. My mother is very talented – an expert in her field – and very humble. She is skilled at deflecting the conversation away from herself, even while she brings her whole self – her mind, her heart, her listening abilities, and her skills – to every conversation and interaction. This has always inspired me in my teaching. My mother and I love to connect over the fact that I have pursued teaching like her, in my own unique way, and that we bring a similar student-centered philosophy to our work. It’s exciting and humbling for me now, as an adult, to help her proofread her materials and share our thoughts and ideas about ways to bring student interest and engagement to the center of teaching and learning.
My mother’s area of expertise is Arts Integration – designing workshops and programs for classroom teachers to integrate the elements of drama with the subjects explored in history, math, science, language arts, etc. This approach keeps learning active for students and collaborative for teachers, building to a more meaningful and memorable learning experience for everyone involved.
I was first introduced to these methods as a young student in my mother’s drama programs, and the experiences have stayed with me (not only because my mother is around to remind me!). As someone raised by two teachers who became a teacher herself, I’ve always been interested in the ways our upbringing influences the decisions we make in our adult lives about our relationship to teaching and learning. While my area of focus is different than my mother’s, I see our process as essentially the same: provide a student-centered framework for learning, identify student interests, and scaffold a process for growth and creative and intellectual development.
And so I wonder–what influences from family and education are shaping the worlds of our OM high schoolers? What experiences with teaching and learning gained through the family feel most important to you now – feel like the things you will take with you as you go off into the world and into your adult life?
Oak Meadow middle school students submit their lesson work to their teachers with such variety! Some students neatly type most of their assignments, others handwrite each page, while most submit a combination of both. As a teacher with Oak Meadow I love seeing the little extra bits on these pages of lesson work. I’m referring to the egg stain from breakfast, the rips from the new puppy, the notes that the student did the assignment but lost it somewhere, and the special little doodles (designs or scribbles) in the margins! These little extra bits can be clues for me as to how a student may be getting assignments done. I’m especially fond of the doodles.
Recently a doodle caught my eye on a student’s vocabulary page. It interested me, not because of the doodled design, but because I was interested to know what she may have been thinking about when doodling the design. What vocabulary word made her stop and doodle? Did the doodling help her to concentrate? Why did she choose to use this design?
I’m a fan of doodling so doodles on pages fascinate me! Through my research I’ve found that there are different types of doodlers and many are quite famous. I’ve read that President Obama preferred to doodle faces, while Kennedy doodled words, and J.R.R. Tolkien doodled things from the natural world. Some doodlers just draw designs that are formed randomly as they doodle.
Very little research has been done on why people doodle as they are working or listening. There may be many reasons for doodling as you work, but I think that it helps us to concentrate. If you are looking for ways to concentrate, take a look at these 7. (Number 7 is doodle!) So, I’m all in favor of doodling if it helps with the concentrating on an assignment! Doodle away and you may find that you can pay attention better to what you are doing.
What types of doodles do you do? Share some with us!
I had a student that submitted a research paper about the country of Japan. It was really well written, but I was especially taken by the font she used for typing her final paper. It was different from what she usually used. It made such an impression on me that I had to find out what font it was.
I was reminded of the 2005 commencement speech given by Steve Jobs at Stanford in which he spoke about how he came to learn about calligraphy and, inspired by that course, later developed fonts for the Mac. You can watch the speech here.
So. I’ve been thinking how important it is to understand that each of the fonts one may use when typing actually COME from somewhere! They have a history! In my search for the history of one font I see all the time, every where I go, I discovered that there was actually a movie made about the font! You can view the trailer for Helvetica the movie here, and you can also purchase it.
How interesting to know that certain fonts are used to impress the reader! So if I use comic sans, I’m pretty much setting a certain mood. In fact, I may investigate further what font this blog is typed in. (It isn’t possible for me to change it to another font.) I think I’ll also find out which fonts the Oak Meadow curriculum uses.
By the way, the font the student used was Philosopher. Next time you type a paper, think about the font you are using and what impression it may leave on the reader!
Quotes on ceiling of Michel de Montaigne's study in France.
“Among the liberal arts, let us begin with the art that liberates us…”
Michel de Montaigne wrote these words in the late 1570s, when he withdrew from public life to hole up in a tower where he read, wrote, thought, paced, and ultimately, transformed the landscape of writing altogether.
Montaigne was a French nobleman and former magistrate whose life prior to his writing career has been called “unremarkable.” But it is precisely the things society has always called unremarkable that he fixed his mind on when he chose to sit down and begin writing in a style and form the world had never seen before.
Actually, he didn’t even sit. He felt his mind was more active if he paced around his library and dictated his thoughts to another person in the room. When he moved his books into the tower, he had his favorite quotes painted on the wooden beams that held up the ceiling. In this way, he could gaze up at them while walking and allow their ideas to inspire him as he walked.
“For our boy, a closet, a garden, the table and the bed, solitude, company, morning and evening, all hours will be the same, all places will be his study.”
This active approach to writing and thinking makes sense when we consider what he was writing about—ordinary, mundane things that everyone experiences but which no one ever talks about, to this day and certainly not in 1580. These were topics like: “Of thumbs,” “That we laugh and cry for the same thing,” “Of smells,” “Of sleep,” “Not to counterfeit being sick,” “Of the resemblance of children to fathers,” “Of liars,” “Of the custom of wearing clothes,” and so on. They weren’t informational articles, nor were they fictional stories or poems. They didn’t fall into any category of writing that anyone recognized. So what were they?
They were the mind in active work on the page—exploring, questioning, doubting, contradicting, and meandering, through the halls of sciences, poetry, fashion, law, history, morality, and a hundred other topics and disciplines, all with one unifying factor: the pursuit of curiosity.
Montaigne called them his essais, from the French word essayer—to try, or to attempt. Montaigne wasn’t an expert in the topics he was writing about or disseminating his superior knowledge. Instead, he was thinking and writing with a passionate rigor and a humble acknowledgement that learning and the pursuit of truth and discovery are never-ending processes.
“Put into his head an honest curiosity to inquire into all things; whatever is unusual around him he will see: a building, a fountain, a man, the field of an ancient battle, the place where Caesar or Charlemagne passed.”
This active, questioning, doubting, failing, and persevering definition of the word essay has been completely discarded from the American education system (if it was ever really present at all) through the industrialized uniformity of traditional curriculum design. When I say the word essay, I doubt you think to yourself, “Oh yeah, questioning and imagining, meandering and exploring! So fun, I love essays!” but rather, “Five paragraphs, same structure every time, topic sentences, plan the ending before I begin writing, never say the word I, hamburger method, makes me hate writing and feel like I am a bad writer.” At least that is what every writing student has told me the first time I asked them what an essay was.
The five-paragraph essay is one kind of essay, but it is not the only kind of essay, and it should not be the first kind of essay we learn how to write in school. I’ll tell you why: because it does not teach you how to think. In fact, it teaches you the opposite of thinking. It does teach organization of thought—but why should you learn how to organize your thoughts before you have been given the opportunity to think?
What Montaigne got so right in his essays that we should remember in our writing today is that essay writing is not so much about convincing your readers that you are an expert, but rather demonstrating the avenues, sidewalks, flight patterns, maps, and trajectories you’ve traveled to arrive at your discoveries. It’s about crafting a question (such as, “Since it is philosophy that teaches us to live, and since there is a lesson in it for childhood as well as for the other ages, why is it not imparted to children?”), reflecting on your initial knowledge about that question, researching the question, staging a conversation between your thoughts and your research, and reflecting on the discoveries that you made. By learning to think and write rigorously in this way, you also learn all the formalities of grammar and mechanics, and gain a comfort in writing in specific forms like lab reports or the five-paragraph essay.
In the spirit of Montaigne, and this rigorous, independent learning, I’ve designed a new writing course for Oak Meadow high-schoolers called Composition: Expression & Understanding, and you can enroll in the first semester now! Semester two will roll out this summer. This course will prepare you for the independent learning style of Oak Meadow, and it will strengthen your writing abilities in preparation for studies in all disciplines. But most importantly, this course will help you discover who you truly are, what you believe in, and how you want to pursue your own full and meaningful life. At the end of the day, isn’t that what it’s all about?
This is a special guest post by Oak Meadow K-6 teacher Meg Minehan.
Meg Minehan is an Oak Meadow teacher for grades K-6. She currently homeschools her own children using the Oak Meadow curriculum. Meg co-leads a monthly forest and fields program for preschoolers in Chester, Vermont. She embraces winter by cross country skiing and sweating in her woodfired sauna.
Although all of us at Oak Meadow extol the benefits of getting children outside, we also recognize that getting young ones outdoors in winter can be quite challenging! Here are some helpful hints to help you and your children embrace these blustery, and for some of us, downright frigid days.
Perhaps most of you are familiar with the oft-quoted saying, “There’s no such thing as bad weather…” Although my feelings about that quote can change depending on my mood, the wind speed, and the type of precipitation I am about to endure, it is important to acknowledge that wearing appropriate clothing in winter is a must. These past few weeks, you may have encountered temperatures that are too cold to be safe. Most days, however, can be safely enjoyed, if only for a short time, provided you and your children are clothed appropriately. But even after investing in or, better yet, inheriting quality outdoor clothing, how do you entice children and their caretakers to go outside?
For many children, a fresh snowstorm is usually a welcome invitation to play outdoors. There are the obvious tried-and-true activities, such as sledding, snowman making, snow fort building, snowshoeing, and skiing. Now that my children are older, ages 16, 13, and 10, these are some of their favorite activities. I no longer need to encourage them to go outdoors. In fact, usually I am calling them in, so we can get some of our Oak Meadow work done. When my children were young, however, this wasn’t always the case. Sometimes they needed a hook, something to entice them to “get out and blow the stink off ye.” (quote courtesy of my father, Ed Minehan) Here are some ideas that worked, at least some of the time, for my family.
Get Moving and Follow the Tracks: On the coldest days, the only option was to keep moving. Even getting out for a short hike or snowshoe was still worth it. To keep things interesting, we often went tracking. Because we live near the woods, this was, admittedly, pretty easy for us. But driving to a special trail adds a sense of adventure too. First, spend a little time familiarizing yourself with tracking patterns. Is the animal a straight walker, hopper, waddler, or bounder? Kids can practice walking in these styles as well. Next, examine the print of the animal’s foot. Notice the shape and size. Can you count the toes? Are their claws present? What other nearby animal signs or clues can you spot? To maximize child participation, I made each of my kids a laminated detective tracking card with pictures of the four patterns and common prints. I photocopied our cards from the Shelburne Farms Project Seasons book. There are many great tracking guides or cards available. We approached each tracking expedition like a mystery. As they got older, my children became more interested in the C.S.I. scene. They loved following the tracks and searching for evidence of last meals. Yes, sometimes the results were a little gruesome, but always exciting.
Curriculum Extensions: Keep in mind these snowy mysteries can lead to imaginative storytelling, story mapping, further research, and investigative writing projects. These activities can easily be integrated into science and language arts lessons. Talk to your Oak Meadow teacher about substituting assignments. We want you and your children to embrace winter too!
Trail Games: Simple trail games are another way to keep things interesting on a cold winter walk. One of my favorite games is Christmas Tree for a Mouse. I learned it from Rachel Carson’s Sense of Wonder. As we walked through the woods, we would look at various trees, gauge their relative sizes, and decide which animal would be perfectly suited to which tree. This can be a fun way to talk about the animals that live in your area. This game could be easily modified if Christmas trees aren’t part of your family’s traditions. Maybe you could find the tree with the best treehouse option for a mouse, a mink, or a bear. If you and your child are feeling really ambitious, you might even assist with the building process.
Winter Art: Scavenger hunts and treasure walks were also a good way to build enthusiasm for a cold winter walk. After collecting simple treasures, such as pine needles, cones, and winter berries, we would put them in a mold with twine or raffia hangers, fill with water, and wait for them to freeze. We’ve used mini-bundt pans for wreaths, but silicone molds work even better. These lovely ornaments or sun catchers can be hung nearby. Quite often, however, I would encourage us to share our decorations with the birds and squirrels. Aha! Another “excuse” to get out for a walk.
Finally, on those days when everyone needs a little extra enticement, there is nothing like the promise of homemade hot chocolate and a favorite board game awaiting. Happy winter!
NOTE: Oak Meadow recently posted a great link on Facebook about following tracks: http://www.audubon.org/news/a-beginners-guide-reading-bird-tracks-snow