Celebrating the Senior Year

We’re celebrating another senior. Bittersweet in some ways, exciting in others. Emotions and feelings vary day-to-day, even minute-to-minute, for parents as well as the grads-to-be.

In these spaces there’s the potential to bring us together—deepening relationships—kindness, grace, and room for processing the feelings and emotions of the milestone are vital to smooth transitions in the journey.

This year is our fifth senior year. Each one’s been different, unique. We’ve had athletes experiencing that “last” game, seniors pondering whether to make the decision to venture to an out-of-state school or manage costs and remain close. Some have worked in the field while attending school, others launched and then looked for work.

In addition, I've also walked alongside many, many parents of seniors.

Takeaways? Indeed, there are.

There’ve been tears with goodbyes, smiles celebrating weekend visits, and multitudes of reflections accompanied by sweet memories.

The one common thread? Each parent and each student processes the season in his or her distinct way.

Listen Intently. Listening without an agenda can be difficult, especially if the senior year brings about changes, new experiences—moving onto campus, remaining at home and taking on a job, watching as friends enter the next season of life. Being available and listening without chiming in with opinions or throwing a zinger help celebrate the senior year as well as the graduate, with all the uniqueness encompassed.

Give Time. Give them time to process. Changes abound. For some graduates-to-be, the looming change will be moving to a residence hall on college campus. For others, the bittersweet will come as an athletic era comes to a close; not playing the sport enjoyed for a decade or more can be difficult. Learners and parents need space and time to process the pending changes, with grace to reflect on the hard as well as the triumph. Taking time to express affirmation and or offer a hug go along way, too.

Keep an Open Mind. Interests wane. Possibilities arise. A learner who never desired to go to college may decide to apply, last minute, during the winter of senior year. Likewise, a young adult once considering one college may choose to pursue an employment opportunity. Plans change. And, sometimes plans change more than once! When they do, young adults supported by loving, supportive parents willing to look for solutions and possibilities are more likely to navigate change with courage and confidence.

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“Young adults supported by loving, supportive parents who are willing to look for solutions and possibilities are more likely to navigate change with courage and confidence. ”

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As challenges surface in the high school years, breathe! Consider options. Make adjustments. Encourage your young adult through the journey—the trials and the triumphs. In doing so, you and your high schooler—together—can adjust plans and head out in a different direction, if needed.

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Anticipate Beyond the Tassel. As your learner walks through the high school years toward the turning of the tassel, remember that the final walk across the stage is just the beginning. The picture is much bigger than the knowledge stored up in the learner’s mind. It is not even about the universities to which the learner has been accepted. Though there are great accomplishments behind those acceptance letters, they don’t have to define the person. The celebration is about whether the young adult understands his or her strengths and has a willing, open heart eager to make a difference in the community, the nation, and the world. That is what it means to plan and finish well, and it is well worth the time, energy, and sacrifice put forth by you and your young adult. YOU can finish well and celebrate high school!

The Power of Experience: Life Beyond the Credits

“What exactly do you mean by More than Credits”?

The title of my high school book has raised thoughtful questions.

l like questions. Questions keep us—parents and learners—pondering, learning, and engaging in dialogue. Questions also keep us processing through our worldview and our thoughts; what matters and prayerfully seeking how to best foster the giftings and interests of our children and teens (even when that looks different than what we envisioned). We should be teaching and modeling for our children the same: pondering, learning, and engaging.

Questions are good. I am glad people are asking.

How did you come up with the title of your book?

The title blossomed from conversations; the dialogues Mike and I have with parents at conferences, workshops, evals, and consults. Our educational backgrounds, research, and personal and professional experiences also weighed heavily in the decision. Mike’s been teaching middle school history for 33 years. My background (aside from homeschooling 27 years) is early childhood education. Together, we’ve graduated four learners from home—two earned graduate level degrees and two are finishing undergrad course work. In addition, we’ve mentored and coached hundreds of families over the past 26 years. We study education, family, and parenting; research and read. Hence, there’s a deep foundation of experience behind why I titled the book More than Credits: Skills High Schoolers Need for Life.

We’re quite familiar with the lack of equipping today’s young adults face. Many are full of knowledge, yet lack practical life skills, problem solving strategies, time management, and experience.

“In the all-too-familiar pursuit of rigorous courses, grades, and college admissions, young adults often lack the motivation, time, and skills needed to understand who they are, what strengths and gifts they were created with or could develop, and how their uniqueness could influence their future as well as the future of others. ”

— Cheryl Bastian, More than Credits

Courses matter. More than Credits doesn’t mean core courses don’t have value. Quite the opposite. Courses are integral to college admission, trade school, entrepreneurship, and most of all, life. However, some of the very courses learners need for life are not being taught or are taking a backseat to courses which will not propel the learner forward in the career or field of choice—for example, an taking an extra core course in science (above what is required for college admission) instead of Personal Finance if the end goal is entrepreneurship or a career in finance. In other scenarios, the courses high schoolers are taking are not the best or recommended courses for a field. An example, a rising senior interested in the field of zoology may benefit more from a marine science course with a biologist involved in research study than an extra foreign language credit. High school is not a one-size-fits-all journey.

Credits matter. More than Credits isn’t setting credits aside or stating they don’t matter. Again, this couldn’t be further from the truth. Credits do matter; but there’s more to learners than the credits earned. Credits feed performance-based worth mentalities, the opposite message that people are created with valuable gifts for a purpose, to be contributors and influencers, leaders and world changers. Our young adults need the skills necessary to walk in those roles.

Experiences matter. Professionals, educators, and parents tell me “graduates are missing experience”. Remember when we were teaching our children as preschoolers and elementary learners? Everyone talked about the importance of experiences—activities and opportunities to learn by doing, learn from people versed in a field. Those days were all about hands-on, discovery, problem solving—real life. The need for experience and application doesn’t change—ever. Experience is a proven teacher with retention rates of approximately 70% (and higher) when people are involved in doing something. Yet, when the middle and high school years roll around, we lean toward the opposite—sit in front of a screen or at a desk, passing tests with minimal to no retention or application. It wasn’t always this way. What are we doing about that known gap? How will teens and young adults get needed experience? More than Credits puts individualized experience and application back into learning. Furthermore, it encourages high schoolers to get out into their fields of interest, through volunteering, job shadowing, professional mentoring, and interviewing. Amid these opportunities, learners are able to gain experience and make valuable professional connections. Often the connections lead to employment, hence the experience future employers require. The activities in More than Credits are about engaging learners in using or discovering strengths and interests while gaining the experience needed for future employment or making a difference in the lives of others.

High school is more than checking boxes and meeting requirements. It’s about experience, gaining knowledge and skills, learning from professionals in a field, applying what’s learned to real-life scenarios. It’s about teens and young adults knowing how to learn, where to find answers, and how to solve problems—being equipped with the needed skill sets and emotional intelligence desired by employers and necessary for success in a career field.

There’s power in experience, an empowerment which can be built on and remain for a lifetime. That’s more than credits!

Foreign Language College and University Admission Requirements

I speak to rooms full of parents--living rooms conversations to packed convention halls--considering and navigating a home education journey for their middle and high school young adults. Most often we talk about specifics and how-tos. At some point in the presentation, usually during a Q&A session, I am asked to address specific admission requirements.

One of the most popular questions relates to foreign language.

Like most aspects of high school, there isn’t a one-size-fits-all answer to the question.

The answer to the foreign language question—what is required for college or university admission—the inquirer must know that the answer varies per institution and sometimes per major.

For the sake of this blog post, to clarify, home educated in our state means enrolled in the Home Education Program with the county of residence. Those students are defined as home education students (homeschooling) and will apply to colleges as home educated, non-traditional, or non-accredited graduates. The terms used for the admission status varies college to college.

In our state if the student chooses to enroll in a private school (sometimes referred to as an umbrella school) as a place of record, that student is considered a private school student and will apply to colleges as a private school graduate. Some colleges and universities require private school students be enrolled in an accredited entity, by the state or by a regional accrediting agency. This is extremely important to note as not all accreditation is considered equal by some universities.

Some colleges and universities require foreign language for admission as well as for the General Education portion of the undergraduate degree. What parents and students don’t know is that sometimes (as in the case for some universities in our state), the high school foreign language credits which met the admission requirement will be credited to the Bachelor’s degree. Be sure to ask this question of the admission department or advisor.

University of Oklahoma states this on their website

“Foreign Language (2 courses, 6-10 hours). This requirement can be satisfied by successfully completing two semesters of the same foreign language at the college level equivalent to two semesters at OU. It also may be satisfied by successfully completing two years of the same foreign language in high school or by demonstrating an equivalent level of competence on an assessment test.”

— University of Oklahoma, August 2020

Don't assume.

• Read the contents of the university website and do research before connecting with the college. Ask what is needed, but don’t ask obvious questions which are answered on the site. Being knowledgeable shows interest and motivation.

• Some universities are hiring admissions counselors designated to serve home educated students. After reading online admission requirements, have the student make contact with the counselor. Advanced research and knowledge demonstrates interest and initiative.

“Pat Wesoloski has been homeschooling for more than 29 years and works at Bryan College to help homeschool families navigate the admissions process.”

— Bryan College

• A running list of questions may be helpful. Help your learner process what he or she may want to ask.

• Early research allows families to plan well. Gain the knowledge you need but don’t panic if your learner doesn’t quite know what he or she wants to study or where he or she wants to attend. There’s time to figure these things out.

• Not all college and universities accept all languages. Be sure to check if there are any exceptions or out-of-the-box recommendations or requirements.

• Though some colleges require only two years of foreign language, some require three or four. Be sure to investigate the requirements for any university of choice. If you found out late in the high school years that four years is required for admission, don’t panic. Home educated students have the time (and often the motivation to manage that time) to complete more than one year in a year.

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“At least 2 years—preferably 3—of a classical or modern language”

— Tulane University, August 2020

“Two consecutive years of a foreign language (American Sign Language recognized as a foreign language)
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— Stetson University, August 2020

“Vanderbilt does not prescribe a specific distribution of high school coursework requirements, but most competitive applicants will have completed four full years of coursework in the five core academic areas of English, math, social studies, science (3 lab sciences), and foreign language.”

— Vanderbilt University, August 2020

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Locating specific course requirements for admission can take time. This is why I add or update links to this page as I find them. If your student's college of interest is not listed below, try typing "foreign language" or “high school course requirements” in the search box of the college website.

Direct links to foreign language requirements are offered below.. Be sure to continue research and stay up-to-date based on the unique needs of your high school learner. Check back as I update this post.

Agnes Scott College, Decatur, GA

Amherst College, Amherst, MA

Appalachian State, Boone, NC

Arizona State University, Phoenix Area, AZ

Berry College, Mount Berry, GA

Bellhaven University, Jackson, MS

Bentley University, Waltham, MA

Brandeis University, Waltham, MA

Bucknell University, Lewisburg, PA

Central Methodist, Fayette, MO

Charleston Southern University, Charleston, SC

Colorado State University, Fort Collins, CO

Drexel University, Philadelphia, PA

Emory-Riddle Aeronautical University, Daytona Beach, FL

Florida Agricultural and Mechanical University, Tallahassee, FL (click on Academic Core Units and Homeschool/Non-traditional)

Florida Atlantic University, Boca Raton, FL

Florida Gulf Coast University, Ft. Myers, FL (click Units tab for specific courses)

Florida Institute of Technology, Melbourne, FL

Florida International University, Miami, FL

Florida Polytechnic University, Lakeland, FL

Florida State University, Tallahassee, FL

Franciscan University, Steubenville, OH

Furman University, Greenville, SC

Georgia Institute of Technology, Atlanta, GA

Greensboro College, Greensboro, NC

Guilford College, Greensboro, NC

Harvard College, Cambridge, MA

Indiana University, Bloomington, IN

James Madison University, Harrisonburg, VA

Mercer University, Macon, GA

Messiah College, Grantham, PA

Methodist University, Fayetteville, NC

Montreat College, Montreat, NC

Northeastern University, Portsmith, NH

Ohio State University, Columbus, OH

Ohio University, Athens, OH

Olgethorpe University, Atlanta, GA

Patrick Henry College, Purcellville, VA

Pensacola Christian College, Pensacola, FL

Pennsylvania State University, University Park, PA

Princeton University, Princeton, NJ

Reed College, Portland, OR

Rice University, Houston, TX

SMU- Southern Methodist University, Dallas, TX

Southeastern Louisiana University, Hammond, LA

St. Johns College, Annapolis MD and Santa Fe, NM

Stanford University, Stanford, CA

Stetson University, Deland, FL

Southern Methodist University, Dallas, TX

Syracuse University, Syracuse, NY

The College of William and Mary, Williamsburg, VA

Tulane University, New Orleans, LA

United States Air Force Academy, Colorado Springs, CO

United States Naval Academy, Annapolis, MD

University of Alabama, Tuscaloosa, AL

University of Central Florida, Orlando, FL

University of Cincinnati, Cincinnati, OH

University of Illinois, Urbana, IL

University of Michigan, Ann Arbor, MI

University of Minnesota, Minneapolis, MN

University of New Hampshire, Durham, NH

University of North Carolina, Chapel Hill, NC

University of North Florida, Jacksonville, FL

University of Notre Dame, Notre Dame, IN

University of Oklahoma, Norman, OK

University of RIchmond, Richmond, VA

University of South Florida, Tampa, FL

University of Tennessee, Knoxville, TN

University of West Florida, Pensacola, FL

Valdosta State University, Valdosta, GA

Vanderbilt University, Nashville, TN 

Vassar College, Poughkeepsie, NY

Wheaton College, Wheaton, IL

Yale University

• thoughts on admissions at Yale

You can Celebrate High School and it can encompass More than Credits!

How to Create Your Own Timeline

I remember one season of our home education journey when everyone—preschool to high school—studied American History. I intentionally planned for the year, knowing our days with five learners our would be full and there would be lots of excitement buzzing about the home. Having everyone study American history on his or her level helped simplify our home learning.

“Timelines help children place people and events in history. They are a concrete visual of often abstract concepts. ”

In one particular part of that year, we were all digging into the American Revolution. Some enjoyed learning about George Washington while others wanted to act out the Boston Tea Party. The resulting conversations became engaging as siblings shared what was being read in biographies, heard on Liberty Kids, or gained from audio materials like Drive Through History. In addition, every learner had a different angle or perspective on the men, women, and events of the time. To tie everyone’s study together, we created a family timeline; an activity that could involve everyone.

“We’ve made several timelines over our 26 years of home education. Every one was unique, every one different based on our study of the time. ”

Our hallway timeline. When I want our timeline to be accessible, in sight and readily available at any given time—like a world map or globe—it extends the length of our hallway at a child’s eye level. To create this timeline, I pulled a stack of sentence strips from my supplies. Had I not had them leftover from a sentence-building exercise, I would have used four-inch strips of card stock or poster board. I taped the strips down one side of the hall and up the other; end-to-end the length of the hallway. Once hung, I used a permanent marker to write dates in fifty year increments, beginning with 1200 (1200, 1250, 1300, 1350 and so on). If you choose to this DIY project, you can easily adjust the dates for the length of your hallway, with the extent of your study in mind.

With several children adding to the timeline, there’s been times when all eyes were on the hall wall, times when siblings were interested in what others were placing on the wall. Our children are curious about the people or events they were studying but also interested in what they siblings were learning. Questions were asked. Siblings answered. Sometimes they enlisted my help. I love watching the process, observing their thinking and problem solving, their summations of what had been learned.

Our file folder timeline. One year I wasn’t quite ready to add tape to the freshly painted hall wall. I had to come up with another option. An abundance of file folders from cleaning out our old metal file cabinets provided us with instant cardstock. I cut the folders in half and glued them together so they would folded, accordian-style. Once folded, the timeline could be stored on a bookshelf. When a learner wanted to add a picture, he or she pulled out the timeline. This version saved my walls, but it didn’t create the same buzz as having the timeline out, front and center, to stop in front of and ponder.

Adding Pictures

The fun part of creating a timeline is adding the pictures. Children love to cut and paste. For the pictures, we use the index of old textbooks (discarded by my history teaching hubby) to locate needed pictures. For example, if a learner is searching for a picture of Alexander Graham Bell, I teach (or review with) him or her to use the index, which requires alphabetization (as study skill). We head to the “B’s” and the move to the “BE” words, and so on. Once we locate the page where Alexander Graham Bell is featured, we cut out any pictures. We follow the same procedure for any person or event studied. Cut out pictures are added to the timeline. If we can’t find a picture, we find a picture on the internet and print it.

Learning is fueled by excitement and engagement. Our timelines add to the engagement, especially the hallway timeline. And, I love that it was accessible. Anytime children walk down the hallway, they’re re-engaged and make observations (“Wow, so many things happened in 1776!”). Timelines offer constant review and consistent reinforcement. And, in those seasons when I have had to repaint the hallway, I smiled as I remembered the discussions which had taken place in that space. We learned history, but we also learned together.

Every. Moment. Matters.

American Revolution Literature-Based Study (Preschool through High School)

“Mom, why are there faces on our money?”

Children are eager to learn about people, the individuals they hear us talk about, people who made a difference— presidents, leaders, scientists. This is especially true when children begin to understand the choices and even the sacrifices and hard work others made for the sake of others.

One of our favorite periods of history to study is the American Revolution. Thankfully, there is an abundance of resources available and there are so many aspects of the era to be investigated. For a family like us with multiple levels of development and learning, we find this era offers a little bit of everything for everyone. Children can easily detour and dig into an area of independent study (which typically ignites interest in a sibling or becomes a topic of conversation at the dinner table). As we’ve studied this time in our nation’s history several times over our twenty-six year learning journey, we definitely discovered we have some favorite resources.

I am sure as you dig into the American Revolution, you will discover you have favorites, too.

George Washington

Adler, David A., A Picture Book of George Washington (K-early elementary)

Barton, David, Bulletproof George Washington (high school)

d'Aulaire, Ingri, George Washington (elementary)

Davidson, Margaret, The Adventures of George Washington (elementary-middle school)

Edwards, Roberta, Who Was George Washington (Who is series) (elementary-middle school)

Graff, Stewart, George Washington: Father of Freedom (Discovery biography) (K- early elementary)

Harness, Cheryl, George Washington (elementary)

Heilbroner, Joan, Meet George Washington (Step-Up Books series reprinted in paperback with similar text as a Landmark book) (K-early elementary)

Stevenson, Augusta, George Washington: Young Leader (Childhood of Famous Americans) (K- elementary)

Martha Washington

Anderson, LaVere, Martha Washington: First Lady of the Land (Discovery biography) (K- early elementary)

Wagoner, Jean Brown, Martha Washington: America’s First Lady (Childhood of Famous Americans) (K-elementary)

Betsy Ross

Buckley, James, Who Was Betsy Ross? (Who Is Series) (elementary-middle school)

Wallner, Alexandra, Betsy Ross (K- elementary)

Weil, Ann, Betsy Ross: Designer of our Flag (Childhood of Famous Americans) (K- elementary)

Thomas Jefferson

Colver, Anne and Polly Anne Graff, Thomas Jefferson: Author of Independence (Discovery biography) (K- elementary)

Monsell, Helen Albee, Thomas Jefferson: Third President of the United States (Childhood of Famous Americans) (K- elementary)

Paul Revere

Adler, David A., A Picture Book of Paul Revere (K- elementary)

Fritz, Jean, And Then What Happened, Paul Revere (elementary)

Longfellow, Henry Wadsworth, Paul Revere's Ride (illustrated by Ted Rand) (elementary-middle school)

Stevenson, Augusta, Paul Revere: Boston Patriot (Childhood of Famous Americans) (K- elementary)

Benjamin Franklin

Davidson, Margaret, The Story of Benjamin Franklin (elementary-middle school)

Franklin, Benjamin, The Autobiography of Benjamin Franklin (high school)

Graves, Charles P., Ben Franklin: Man of Ideas (K- elementary)

Hareness, Cheryl, The Remarkable Benjamin Franklin (K- elementary)

Lawson, Robert, Ben and Me (great read aloud) (elementary-middle school)

Scarf, Maggi, Meet Benjamin Franklin Washington (Step-Up Books) (K- early elementary)

Stevenson, Augusta, Benjamin Franklin: Young Printer (Childhood of Famous Americans) (K- elementary)

John Adams

Adler, David A., The Picture Book of John and Abigail Adams (K- elementary)

McCullough, David, John Adams (high school)

Abigail Adams

Peterson, Helen Stone, Abigail Adams: Dear Partner (K- elementary)

Sam Adams

Adler, David A., The Picture Book of Sam Adams (K-elementary)

Fritz, Jean, Why Don't You Get a Horse, Sam Adams? (elementary-middle school)

The American Revolution

Dalgliesh, Alice, The 4th of July (K- elementary)

Edmunds, Walter, The Matchlock Gun (read aloud)

Forbes, Esther, Johnny Tremain (read aloud or middle school)

Gregory, Kristianna, Cannons at Dawn (Dear America series) (upper elementary-middle school)

Harris, Michael, What is the Declaration of Independence (Who Is series) (elementary-middle school)

Latham, Jean Lee, Carry On, Mr. Bowditch (family read-aloud or middle school independent read)

Lossing, Benson John, Lives of the Signers of the Declaration of the Independence (high school biographical compilation)

McCullough, David, 1776 (high school)

McGovern, Ann, If You Lived In Colonial Times (K- elementary)

Maestro, Betsy and Giulio, A More Perfect Union (K-elementary)

Moore, Kay, If You Lived At the Time of the American Revolution (K- early elementary)

Penner, Lucille, Liberty! How the Revolutionary War Began (elementary-middle school)

Rockliff, Mara, Gingerbread for Liberty: How a German Baker Helped Win the American Revolution (K- elementary)

Spier, Peter, The Star-Spangled Banner (K-elementary)

Activities

• We have used various activities from History Pockets: Colonial America and History Pockets: American Revolution by Evan-Moor.

• Dioramas make great culminating projects. Dioramas scenes created in a shoe box or cardboard box, perhaps Washington crossing the Delaware, Valley Forge, the signing of the Declaration of Independence.

• We locate and identify the thirteen colonies on our US map or print a printable map found online and label the thirteen colonies: Virginia, New York, New Hampshire, Massachusetts, Maryland, Connecticut, Rhode Island, Delaware, North Carolina, South Carolina, New Jersey, Pennsylvania, and Georgia. Say the colonies while writing the names or pointing to the words. Notice the names of states are proper nouns and are capitalized.

• In addition to the thirteen colonies, consider locating significant bodies of water (rivers and lakes) or cities were events took place (Boston, Philadelphia, Trenton, and so on). Printable maps are great for this activity though this can also be done on a United States map orally together as a family.

• My children have loved making colonial crafts like quilting, candle making, weaving, and leather work.

• We read Henry Wadsworth Longfellow’s poem, The Midnight Ride of Paul Revere (Ted Rand’s version listed above). This poem has been recited for generations and is narrative fiction. Though based on a historic event, not all the details penned in the poem occurred as they actually happened. Compare the details in the poem with what was learned while researching. The Paul Revere House offers one account on its website https://www.paulreverehouse.org/the-real-story/. In addition, Old North Church is a National Park. Their website is https://tinyurl.com/y7havl6b.

• In Paul Revere’s Ride, lanterns lit the way for night travelers and warned the citizens of impending danger. Tin lanterns were crafted by tinsmiths. We’ve enjoyed making tin lanterns. To do so, we wash an empty tin can and fill with water and freeze. Once frozen solid, we place the can on a folded towel and lay atop a hard surface. This keeps the can from rolling while hammering. Then, we carefully, with supervision, use a hammer and nail to punch holes in the can, refreezing as needed. When the design is complete,we thaw the can and empty and water. Sometimes, we add a wire handle and a battery-operated votive to light the lantern.

• Field trips are always a favorite. For this period of history, consider history museum, horse stables, blacksmith or quilt shops.

• We’ve enjoyed making quill pens and writing with homemade berry ink.

• Create an American Revolutionary timeline.

• Our children have loved watching episodes of Liberty Kids.

• We read Gingerbread for Liberty: How a German Baker Helped Win the American Revolution by Mara Rockliff, read the back matter at the end, and made gingerbread. For our littles, we made gingerbread playdough. This recipe (minus the pumpkin spice) has been my favorite for over thirty years!

  Gather
  2 cups flour
  1 cup salt
  1 tablespoon vegetable oil
  2 1/2 teaspoons cream of tartar (cream of tartar acts as a preservative)
  2 cups cold water
  Food coloring

  1 teaspoon pumpkin pie spice or cinnamon

  Wooden cutting board

  Airtight plastic bag or container

  1. In a medium saucepan, mix together the flour, salt, vegetable oil, cream of tartar, and water. Stir well. Add 5 to 6 drops of food coloring and 1 teaspoon pumpkin pie spice or cinnamon.
  2. Cook over medium heat, stirring constantly until the dough is the consistency of mashed potatoes; about 5 minutes.

  3. Spoon onto a wooden cutting board or wax paper covered counter top.

  4. Knead until smooth.

  5. Store play dough in an airtight plastic zipper bag or container up to 6 months.

  Knead, roll and pat to build fine motor skills. Make a long rope and form into the letter G. Use a gingerbread man cookie cutter to make pretend gingerbread delights.

10 Biography Series to Build Your History Curriculum

Considering homeschooling history?

These biography series may be used to supplement a curriculum or be combined organically with experiential learning opportunities—museums, art projects, dioramas, co-op classes, re-enactments, or tours—to create-your-own history unit studies based on the age and interests of the learner.

Early elementary learners

A Picture Book of….

David A. Adler’s been writing biographies for decades. His treasures were among the first of our biography discoveries when our oldest was a Kindergartener asking to learn about the people he’d heard mentioned in conversation—George Washington, Abraham Lincoln, Louis Braille. More readily more available in the library then some of our other finds, these books invited us to look closely at the illustrations and listen carefully to the text—formatted as picture books with detailed illustrations. Mr. Adler’s books are a great means to introduce children to presidents, heroes, inventors, and world-changers. We’ve added these to our home library as we find them at thrift stores and garage sales. We’ve read and enjoyed:

A Picture Book of Daniel Boone

A Picture Book of George Washington

A Picture Book of Helen Keller

A Picture Book of Lewis and Clark

A Picture Book of Louis Braille

A Picture Book of John and Abigail Adams

A Picture Book of Paul Revere

A Picture Book of Thomas Alva Edison

and more on listed on his site.

Step-Up Books

We’ve LOVED these books, again, featuring real people with whom young children are familiar or have heard mention: John F. Kennedy, Thomas Jefferson, Benjamin Franklin and more! Written on the first to second grade reading comprehension level, these gems make great read-alouds. For us, these read-alouds equate to more than history. Reading them, we saw learning strides in vocabulary development and comprehension. They also prompted discussions about geography. In addition, some of our learners used the contents for copy work to practice handwriting. The larger font and line spacing of the text, hardcovers and chapters, make these books a welcomed treat for young eyes as well as reluctant or late readers. Step-Up books are equally rewarding for middle to upper grade elementary. The titles are out-of-print, but worth searching for and adding to the home library. You can read more about this series here.

Garrard Discovery Books

Once our children read independently, these books allow for fast, quick, and satisfying gains in fluency. Hardcovers divided into chapters, these books give children a feel and satisfaction for reading “real books”. These well-written biographies begin with the main character’s early childhood and continue through adulthood, providing insight to historical events and geographical influences that impacted their lives. Though fluent second graders could read the books in this series, middle to late elementary learners also love them, especially in situations where gaining fluency and independent reading skills are goals. These are definitely some our most loved biographies for reading aloud (I often hear, “Just one more chapter!”) and independent reading. Out of print but great adds to the home library. You can learn more here.

Early to Middle Elementary

Childhood of Famous Americans

First published in the 1940s and reprinted several times in both hardcover and paperback, these titles have spanned generations of readers. I remember having these available in my elementary school library and likewise my children have chosen these treasures from our home library shelves. Though these biographies are fictionalized, there is merit to the content as it places individuals, and their impact on America and the world, in the minds of learners. These biographies definitely invite children to dig deeper as often the book tells of the childhood and growing up years with a chapter or two at the end focusing on the contributions made as an adult. For more information, you can read this blog post. Occasionally, have these available in my store.

Who IQ

This series began in 2002 and with over 200 titles, this series is easier to find at the local libraries. We’ve enjoyed many of the ones we’ve read and had many great conversations when content provided a different perspective. In our discussions, we’ve talked about interconnected concepts in history, science, geography, and even theology. Great read-alouds and independent reads for upper elementary and even younger middle schoolers. Like the Childhood of Famous Americans, I have some of these titles available in my store.

If You (history-related, not biographies but work in tandem well)

This non-fiction series, though not biographical, has been a welcomed addition to our elementary history studies. The books offer color illustrations and answer questions children may ask about specific eras and events. This series definitely rounds out our history units.

If You Grew Up with George Washington

If You Lived in Colonial Times

If You Sailed on the Mayflower

If You Traveled West in A Covered Wagon

If You Were There When They Signed the Constitution

Middle to Late Elementary

Margaret Davidson Biographies

Middle elementary readers love Margaret Davidson biographies. These engaging, short chapter books enable young readers to devour a book in a day or a few, offering a sense of accomplishment and the personal satisfaction of "I did it!" Thankfully, unlike many older biography series, some libraries are keeping Margaret Davidson treasures on the shelves, making them readily available--at least for now! Check out your library. Maybe you will find on these gems living on the shelves. If so, borrow it!

Margaret Davidson penned the stories of world changers; real people (and in some cases animals) solving real problems. As a child, Margaret was an eager reader. Her love for story shines through her work. Her biographies include:

Abraham Lincoln, Margaret Davidson and Robert Shore 

Balto: The Dog Who Saved Nome, Margaret Davidson and Cathie Bleck 

Frederick Douglass Fights for Freedom, Margaret Davidson

Helen Keller, Margaret Davidson and Wendy Watson 

Helen Keller's Teacher, Margaret Davidson and Wayne Blickenstaff 

I Have A Dream: The Story of Martin Luther King, Margaret Davidson

Louis Braille: The Boy Who Invented Books for the Blind, Margaret Davidson and Janet Compere 

My Lords Richard, Margaret Davidson

The Adventures of George Washington, Margaret Davidson

The Story of Alexander Graham Bell: Inventor of the Telephone, Margaret Davidson and Stephen Marchesi (Illustrator)

The Story of Benjamin Franklin: Amazing American, Margaret Davidson and John Speirs (Illustrator)

The Story of Eleanor Roosevelt, Margaret Davidson

The Golda Meir Story, Margaret Davidson

The Story of Jackie Robinson: Bravest Man in Baseball, Margaret Davidson

The Story of Thomas Alva Edison, Inventor: The Wizard of Menlo Park, Margaret Davidson

Landmark Books

Originally published in the 1950’s and 60’s by Random House, these works were penned by some of greatest children’s authors in history: Sterling North (Rascal), Armstrong Sperry (Call it Courage), C. S. Forrester (Horatio Hornblower series), and Wyatt Blassingame (also authored Discovery Biography titles). Others were written by experts in their field, for example, Captain Ted Lawson. This series of over 200 titles, both American and world, is well-known in homeschooling circles for the wealth of topics in areas of history and science. Typically the average reading level is fifth grade. Though some in the series are now out-of-print, others have been edited and republished in paperback.

Middle and High School

Signature Series

This has been a favorite for several of our learners. Grosset & Dunlap originally published this series in the 1950’s and 60’s; the contents often narrated by the main character. These dialogue-packed chapter books engage middle grade learners (fifth to eighth grade, though some high schoolers appreciate the depth of content). These books are harder to find, but worth the search.

Messner Biographies

These classics are some of the best-written biographies—featuring more obscure (not often studied), yet pivotal leaders in the fields of science, history, politics, and the arts—for older readers. We found these books more difficult to find, but the content depth is inviting to high schoolers, especially since many of the biographies are about lesser known (but not any lesser influence) individuals in history. We’ve enjoyed

What learning awaits in the biographies your learners will read? Start with one—someone your child is intrigued with or someone who was influential in the period of history you family is studying. You may find reading biographies a rewarding supplement or your learner may insist on reading “just one more” in the series and soon you discover you’ve built your entire year around biographies. We’ve had this happen in our home: a child starts with one book and suddenly wants to work his or her way through a whole series! In those seasons, I had to make sure there was time in our day for independent study and digging deeper. I’ve been amazed how one book can lead to a year-long study. With the help of some of these reads, maybe the same will happen in your home.

How to Create Titles for Elective Courses

"What are some common titles for elective credit in high school?"

Before titling a course, one must understand the difference between core and elective courses and how these terms are used in the educational world—the "education-eze". Colleges use “education-eze”.

Parents must also understand what is and isn't required by their state school law statutes. Though some colleges and universities hire home education admission personnel versed with knowledge to help homeschooled applicants, other advisors are not always familiar with state statutes, requirements, or procedures. Knowledgeable parents have the means to empower student applicants who may face questions.

Core courses are offerings in the major discipline areas of English, math, social sciences, and natural sciences. Some districts (and colleges) include foreign or world languages in core courses. All other courses are considered electives.

For this post, I am revising an elective list I created in 2015. The list does not include courses most often considered core academics--for example, Calculus or British Literature--though those core courses could also be used as electives if the core course requirements have been meet.

English Electives (when not considered part of the core content English I, English II, English III, and English IV)

Shakespearean Theater

Greco-Roman Theater

Short Stories

Poetry (perhaps of a specific historical era or demographic)

Writing for Print and Publication

Creative Writing

Yearbook

Digital Publishing

Ancient Languages

Biblical Studies: Old Testament

Biblical Studies: New Testament

Communication Electives

Speech (this course may considered a core by some schools)

Competitive Speech

Impromptu Speech

Expository Speech

Policy Debate

Lincoln-Douglas Debate

Media Productions

Mathematics Electives

Business Mathematics (some schools no longer consider this a high school level course)

Personal Finance (this course is often considered a required course for some schools but an elective for others)

Social Science Electives

Comparative Government

Global Studies

International Relations

Introduction to Law

Mock Trial

Constitutional Law

Independent Study: Foreign Policy

Introduction to Criminal Justice

Psychology (this course may be considered a core course for some schools and an elective for others)

Sociology

Anthropology

Archaeology

Family and Consumer Science 

Contemporary World Issues

Ancient Civilizations

Independent Study: The Korean War

Medieval History

Introduction to Social Work

Child and Adolescent Psychology

Philosophy

World Religions

Theology

Church History

Internship: Youth Ministry

Natural Science Electives

Environmental Science

Animal and Agricultural Sciences

Introduction to Agriscience

Equine Science

Equine Medicine

Introduction to Veterinary Science

Introduction to Forestry

Botany

Entomology

Zoology

Astronomy

Introduction Aerospace Science

Forensics

Introduction to Health Sciences

Performing/Fine Arts Electives

Introduction to Drama

Musical Theater

Art History (perhaps add a historical era, for example Asian Art History)

Art Appreciation

Choreography

Dance Technique (consecutive years add beginning, intermediate and advanced)

Competitive Dance

Introduction to Ball Room Dance

Stagecraft

Set Design

Theater Production

Two-Dimensional Art

Three-Dimensional Art

Sculpture

Ceramics

Drawing and Painting

Cartooning and Caricature

Printmaking

Pottery

Creative Photography

Digital Photography

Band

Orchestra

Symphonic Band

Wind Ensemble

Jazz Ensemble

Keyboard

Piano

Music Theory (consecutive years add beginning, intermediate and advanced)

Music History (perhaps add a historical era or genre, for example, History of Jazz)

Music Appreciation

Physical Education Electives

Personal Fitness (this course is sometimes considered a required course for some schools but an elective for others)

Nutrition and Wellness

Aerobics

Tennis

Golf

Volleyball

Competitive Swimming

Water Polo

Lifesaving

Advanced Lifesaving

Team Sports

Recreational Sports

Beginning Weights (consecutive years add intermediate and advanced)

Weight Training (often accompanies sports training and play) 

Sports Psychology

Introduction to Sports Medicine

Care and Prevention of Athletic Injuries

Sports Rehabilitation

Business Education Electives

Accounting

Marketing 

Copyright Law

Advertising and Sales

Principles of Entrepreneurship

Banking and Finance

Business Principles

Foundational Principles of Small Business

Business Technology

International Business

Global Business Studies

Computer Science Electives

Computer Fundamentals and Programming

Introduction to Computer Systems

Computer Design and Repair

Keyboarding

Word Processing

Graphic Design

Digital Design

Web Design

Digital Arts

Computer Gaming 

Home Economics Electives

Fashion Design

Textiles and Fabrics

Clothing Construction and Textiles

Machine Sewing

Quilting and Applique

Interior Design

Introduction to Early Childhood Education

Nutrition

Principles in Food Preparation

Principles in Food Preparation: Pastry

Principles in Food Preparation: Desserts

Principles in Food Preparation: Main Courses

Principles in Food Preparation: Appetizers

Introduction to Culinary Arts

Introduction to Pastry

Cake Decorating

Home and Automotive Repair

First Aid and CPR

Emergency Preparedness

Vocational Electives

Cosmetology

Cabinet Making

Carpentry

Trim and Finish Carpentry

Masonry

Landscaping

Horticulture

Floral Design

Landscape Architecture

Building Design and Architecture

Drafting

Technical Drawing

Plumbing

Welding

Auto Mechanics

Diesel Mechanics

Small Engine Repair

Electronics and Circuitry 

When our young adults are reading, working on research, studying content, or participating in an experiential opportunity, I search for potential titles. If I can't find a title or course content close to what our learners are studying, I search for high school courses (and in some cases college courses) offered at other high schools across the nation. Those resources usually allow me to find a title--or at least give me a springboard--which accurately describes the content being learned. 

If you want to learn more about documentation of elective credits and how to create college admission paperwork, check out this post.

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

What YOU Need to Know about AP and CLEP

Currently, some of the most common questions I am fielding relate to college admission and credit by exam, particularly, AP/CLEP testing.

What will colleges accept?

Do all universities accept CLEP?

Will all universities take AP scores for credit?

How does a college look upon CLEP?

I speak to rooms full of parents--living rooms conversations to packed convention halls--considering and navigating a home education journey for their middle and high school young adults. When I speak, I remind parents

There isn’t a one-size-fits-all answer to most high school-related questions.

As much we’d like there to be a pat answer to this question, there isn’t. Yes, there are some straightforward generalities, aspects common for college-bound learners; for example, how many high school English credits colleges require. However, when it comes to other facets of admission, like AP and CLEP credits, what’s best for an applicant will vary. Not all universities have the same requirements and not all learners have the same intended major or educational strengths. Like other questions asked by parents of high schoolers, the credit by exam question brings the common answer, “That depends!”

Don't assume.

• Some universities are hiring admissions counselors designated to serve home educated students; for example, Bryan College. Those folks are there for you. When there’s interest in a particular college, read the information on the school’s site and then reach out to the staff and ask your questions. Advanced research demonstrates initiative, especially if that interest and inquiry is made by the student. A Dean of Admissions told me student-led research and inquiry is preferred by most colleges and they often track contacts.

• Keep a running list of questions and then tailor those to the college of interest. Having a template may help your learner process what he or she may want to ask, especially when it comes to the finer details like credit by exam.

• Early research indicates student interest and allows a family to plan well. HOWEVER, though we may do our best to gather information, we must also remember each high schooler will move along the preparation timeline at a different pace. Don’t panic if a course of study isn’t known or if a learner remains indecisive about whether to go away for college or stay close. Time is a gift. Offer that gift and provide support. It matters.

Locating specific requirements for specific exams—AP, CLEP, Dantes, and others—takes time and isn’t always easy. Breathe and scroll down. I’ve provided some stepping stones for you—links to credit by exam requirement pages. As you research, read through the list of exams and scores, carefully. Not every school will accept every exam. In addition, there may be a limit on the amount of credits which will be awarded. If your student's college of interest is not listed below, try 

• typing CLEP/AP or credit by exam in the search box of the college website.

• contacting the homeschool admissions coordinator.

Direct links to information relevant to AP and CLEP are included if they were available. Some links include all accepted credit by exam options. These links are guides. Be sure to bookmark those of interest and continue research based on the unique needs and major of your high school learner. The time could save you unnecessary test preparation and fees.

Agnus Scott College, Decatur, GA (AP only at the time of post)

Amherst College, Amherst, MA

Appalachian State, Boone, NC (CLEP policy)

Baylor, Waco, TX

Bentley University, Waltham, MA (AP) (no CLEP accepted)

Bowdoin College, Brunswick, ME (AP)

Bradley University, Peoria, IL (CLEP)

Brandeis University, Waltham, MA

Brown University, Providence, RI

Bryan College, Dayton, TN (CLEP and AP on page 64)

Bucknell University, Lewisburg, PA (CLEP) (AP)

California Institute of Technology, Pasadena, CA

Cedarville University, Cedarville, OH

Central Methodist, Fayette, MO (CLEP) (AP)

Charleston Southern University, Charleston, SC (CLEP) (AP)

Colorado State University, Fort Collins, CO

Columbia University, New  York

Drexel University, Philadelphia, PA

Emory, Atlanta, GA (No CLEP)

Emory-Riddle Aeronautical University, Daytona Beach, FL

Flager College, St. Augustine, FL (AP)

Florida Atlantic University, Boca Raton, FL

Florida Gulf Coast University, Ft. Myers, FL (AP, not CLEP)

Florida Institute of Technology, Melbourne, FL (CLEP) (AP)

Florida International University, Miami, FL (CLEP) (AP)

Florida Polytechnic University, Lakeland, FL (CLEP) (AP)

Florida State University, Tallahassee, FL (CLEP) (AP)

Furman University, Greenville, SC (AP, not CLEP)

Greensboro College, Greensboro, NC

Hillsdale College, Hillsdale, MI

Houghton College, Houghton, NY (CLEP) (AP)

Indiana University, Bloomington, IN (CLEP) (AP)

James Madison University, Harrisonburg, VA (AP, not CLEP)

John Hopkins University, Baltimore, MD (AP)

Kansas State University, Manhattan, KS

LeTourneau University, Longview, TX

Liberty University, Lynchburg, VA (CLEP)

Marquette University, Milwaukee, WI

Massachusetts Institute of Technology, Cambridge, MA

Mercer University, Macon, GA (CLEP) (AP)

Messiah College, Grantham, PA (CLEP) (AP)

Methodist University, Fayetteville, NC (CLEP)

New College, Sarasota, FL

Northeastern University, Portsmith, NH

Ohio State University, Columbus, OH

Ohio University, Athens, OH (CLEP) (AP)

Oglethorpe University, Atlanta, GA (CLEP) (AP)

Patrick Henry College, Purcellville, VA (AP, no CLEP)

Pensacola Christian College, Pensacola, FL

Pennsylvania State University, University Park, PA

Pepperdine University, Malibu, CA (AP)

Princeton University, Princeton, NJ

Purdue University, West Lafayette, IN (CLEP) (AP)

Reed College, Portland, OR (AP, not CLEP)

Rice University, Houston, TX (AP, not CLEP)

Rollins College, Winter Park, FL (AP)

St. Olaf, Northfield, MN (AP)

Savannah College of Art and Design (SCAD), Savannah and Atlanta, GA (AP) (CLEP)

Smith College, Northampton, MA (AP)

SMU- Southern Methodist University, Dallas, TX (AP, limited CLEP)

Southeastern Louisiana University, Hammond, LA

Stanford University, Stanford, CA

Stetson University, Deland, FL (AP)

Southern Methodist University, Dallas, TX

Syracuse University, Syracuse, NY (AP, limited CLEP)

Taylor University, Upland, IN

Texas Christian University, Fort Worth, TX

The College of William and Mary, Williamsburg, VA

Tulane University, New Orleans, LA

United States Air Force Academy, Colorado Springs, CO

University of Alabama, Tuscaloosa, AL

University of Central Florida, Orlando, FL (AP 2019-2020)

University of Cincinnati, Cincinnati, OH

University of Florida, Gainesville, FL (AP) (CLEP)

University of Illinois, Urbana, IL

University of Michigan, Ann Arbor, MI (AP)

University of Minnesota, Minneapolis, MN (AP) (CLEP)

University of New Hampshire, Durham, NH (AP) (CLEP)

University of North Carolina, Chapel Hill, NC

University of North Florida, Jacksonville, FL (AP) (CLEP)

University of Notre Dame, Notre Dame, IN

University of Oklahoma, Norman, OK (AP) (CLEP)

University of RIchmond, Richmond, VA

University of South Florida, Tampa, FL

University of West Florida, Pensacola, FL (AP) (CLEP)

Valdosta State University, Valdosta, GA (AP) (CLEP)

Vanderbilt University, Nashville, TN 

Vassar College, Poughkeepsie, NY

Washington and Lee, Lexington, VA (AP)

Washington State University, Pullman, WA

Wheaton College, Wheaton, IL (AP, not CLEP)

Yale University (No AP or CLEP)

Using Living Books in High School

When we started our homeschooling high school journey in 2003, I was determined not to leave the learning power of Living Books behind in the elementary and middle school years. 

YOU can use Living Books in high school.

Our high school learners were greatly impacted by the Living Books they chose. In fact, several titles greatly influenced their career choices and life goals.

When we began our high school journey, the first content area in which we incorporated Living Books was history. This seemed a natural choice since we had been using Living Books--biographies, autobiographies, and historical fiction--to accent our history studies in the elementary and middle school years. 

History

Aristotle. Complete Works of Aristotle, Vol. 1. Princeton University Press, 1984.

De Tocqueville, Alexis. Democracy in America and Two Essays on America. Penguin Classics, 2003.

Franklin, Benjamin. The Autobiography of Benjamin Franklin. 1790.

McCullough, David. John Adams. Simon &Schuster, 2002.

McCullough, David. The Wright Brothers. Simon &Schuster, 2015.

Metaxas, Eric. Amazing Grace: William Wilberforce and the Heroic Campaign to End Slavery. Harper One, 2007.

Rousseau, Jean-Jacques. On the Social Contract. Dover Publications, 2003.

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The next content area in which we chose to incorporate Living Books was science. It was also a natural fit, especially for learners who had interest in specialty areas or who wanted to dig deeper to learn more about scientists and inventors. As our young adults advanced through the high school years, we included adult and college level materials. 

Science

Burton, Mary June. Louis Pasteur: Founder of Microbiology. Franklin Watts, 1963.

Carson, Ben, and Cecil Murphey. Gifted Hands: The Ben Carson Story. Zondervan, 1996.

Douty, Esther. America’s First Woman Chemist: Ellen Richards. Julian Messner, 1961.

Einstein, Albert. The Meaning of Relativity: Four Lectures Delivered at Princeton University, May 1921 (Classic Reprint). Forgotten Books, 2017.

Keller, Helen. The Story of My Life. 1903. Signet, 2010.

Williams, Beryl, and Samuel Epstein. Medicine from Microbes: The Story of Antibiotics. Julian Messner, 1965.

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Reaching our creatives with written materials was challenging at times, unless the reading was related their artistic gifting or interest. Perhaps you find yourself in that quandary. The effort you put forth to help your high schoolers find books, matters. Make suggestions. Go to the bookstore together. Visit the library and browse the shelf. Find out who influences or has influenced the field. The effort speaks to your interest in what matters to your teen.

I did discover I had to let go of my rigid definition of what a Living Book was in order to be open to the plethora of possibilities I would  have otherwise discounted.

The Arts

Astaire, Fred. Steps in Time: An Autobiography. Cooper Square Press, 2000.

Kistler, Mark. You Can Draw in 30 Days: The Fun, Easy Way to Learn to Draw in One Month or Less. Da Capo Lifelong Books, 2011.

Tada, Joni Eareckson, Joni. Bantum Books. 1978.

Trapp, Maria. The Story of the Trapp Family Singers: The Story Which Inspired The Sound of Music. William Morrow Paperbacks, 2001.

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What about an athlete who loves to read? How can Living Books be interwoven in a personal fitness or weight training course? And, what about an athlete who would rather play ball than read?

Sports

Dorman, H. A., and Karl Kuehl. The Mental Game of Baseball. Diamond Communications, 2002.

Hershiser, Orel, and Jerry B. Jenkins. Out of the Blue. Wolgemuth & Hyatt Publishers, 1989.

Kilmeade, Brian. The Games Do Count: America’s Best and Brightest on the Power of Sports. HarperCollins, 2004.

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Living Books have the power to pull in even the most reluctant reader!

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Living Books can give life to any subject, if we allow them the opportunity to do so. Recently, one daughter began to lean toward personal growth and leadership materials. I worked on ways to incorporate what she was reading into an elective: Personal Development and Career Exploration. I could have also titled the course Interpersonal Communication, based on the resources she chose. When I wrote More Than Credits, I included the books and activities into an elective framework. It is one of five electives featured in the book.

Distance Learning and Homeschooling

“Is the quarantine, distance learning like homeschooling? I mean, the kids are home, learning, so how is it different?”

This question. I’ve been asked it in many forms over the past weeks, but the underlying inquiry is the same.

Short answer. Not the same...SOMETIMES.

Sometimes?

We’re a homeschooling family of 26 years with four graduates. My husband is a 32-year veteran public school teacher currently instructing students via distance learning platforms. We’ve also been home education evaluators for 25 years.

We’ve sat around tables over the years; talking and looking through work samples produced by learners of all ages, walking with families from Kindergarten through graduation. We’ve seen the results of engaging a learning style and observed learners utilizing a great spectrum of learning philosophies. There’s been creative use of life opportunities and a collage of amazing educational creativity.

There are many types of home-based learning. It's a vast spectrum of possibilities. We’ve seen the results as we worked with families. Each family decides what works best for their family and begins to implement. There’s tweaking and adjusting to find good fits for learner. It’s not formulaic or set in stone. Some choose online learning exclusively, similiar to what my husband is doing with his public school students. The learners sit at the computer—read material, watch videos, take quizzes and tests—completing what the instructor assigns for all or most of their courses. That's one end of the spectrum. On the other end of the continuum, there's home education where a family uses everything they have at their fingertips and every part of life to promote thinking and learning—primary sources, museums, online courses, field trips, audio materials, cultural opportunities, civic events, library materials, entrepreneurial adventures, experiential activities, internships, mentorships, volunteer work, and even apprenticeships—to foster interests and cultivate the unique gifting of the learner. Families land all along this spectrum and some use different venues and resources for each child in the family. Learning doesn’t need to look the same for every child and although some home-based learning is like the distance learning many children and teens are experiencing in this season—where a teacher hands out all the work to be done and learners complete work virtually— there's also a plethora of other valuable options.

Home education is not bringing school home; duplicating what happens in a classroom. Yes, there are lessons, but they don’t all happen on paper or even on the computer. It is a tutorial method of education, an adjustment in teaching mode or method to the needs and developmental time table of the child. Sometimes that adjustment means not doing all the problems in a lesson because the material has been mastered. The time spent doing needless problems can be put toward learning another skill or free time to dig into an interest. At other times, home education allows for adjustments in schedule. An example would be taking a brain break after 10 minutes to refill a water bottle or do a few jumping jacks, maybe even ride a bicycle before heading back to a lesson. This is difficult to do in a group setting where jumping jacks might be considered a distraction to another student. With a limited number of learners it is easier to individualize schedules to optimize instruction. Home education also offers the opportunity to take learning off the page as much as necessary. This may take the form of observing life cycles, like caterpillars changing to butterflies or collecting tadpoles, instead of reading about the processes in a book. Experiential learning at the middle and high school level is possible, even preferable in many cases. In our years of coaching parents and young adults, we’ve encountered business start-ups and growth, video production projects, event planning, propagation of banana plants and engagement in sustainable gardening, award winning musicians, hopeful future Olympians, even the completion of the AA in conjunction with high school graduation. The possibilities are as vast as the learners who engage in this type of home education.

Side note #1. I am giving a shout out to the many educators I know who intentionally make experiential learning a priority because they know its value. I admire these educators—who often have to overcome obstacles to bring their students what they need because they know it’s best. Students are fortunate to have such opportunities. If that’s YOU, YOU matter and deserve KUDOS for the ingeniousness ways you make learning come alive in the classroom.

Side note #2. What many families are doing currently is crisis schooling—schooling with social distancing while sheltering at home under uncertain circumstances. Those who found themselves orchestrating distance learning did so with short notice while also navigating other life situations including job transitions. Most of us who chose to home educate didn’t have these obstacles to navigate. If you find yourself in the midst of circumstances you didn’t choose, my hat’s off to you. YOU can do this.

For those wondering if home education has changed, it’s a bit different, even for those of us who’ve been doing this awhile. Families are limited in comparison to what they normally have access. However, there is also possibility! The time is ripe for thinking, problem solving, and trying something different; with learning, that’s what people do—look for possibilities. Problem solve. Ask questions. Adjust. Ask more questions. Adjust and try again.

How is this season different, even for home education families?

With change, there’s opportunity to learn differently (hopefully a short season).

• Libraries are closed. Families must rely on their home libraries or online audio resources. We’ve personally enjoyed more Kindle and Audible. But, it’s still not quite the same—we love our home library but long for the ability to, once again, reserve resources online and have them dropped at our doorstep.

• Museums are closed. This rich cultural option is a missing component of art education, however we’ve discovered great online options—San Juan Museum of Art, The Vatican, and these—for now.

• Theaters are closed. Don’t let this temporary inconvenience stop the love of theater. Our family has enjoyed the free showings at the Globe Theater. You can, too.

• Contact with people, in-person outside our family, not an option. We love learning from other people. In fact, we discovered we can gain nuggets of information from almost every interaction—produce manager, postmaster, auto mechanic, neighbor, waiter. Though we can learn from online tutorials and videos, there’s no substitution for real people, real interactions. These interactions are missed, for sure.

What are the possibilities?

• There is time for digging deep into subjects of interest (assuming there is time built into the day to do so). When we plan time and offer resources to investigate (microscopes, magnifying glasses, water, sand, art supplies, fabric, and on and on), learners begin to understand they can wonder and discover and not have to wait for someone to tell them what to do and how to use resources. They learn to solve problems and find solutions. There’s even often an awareness that they can manage their time; time management is a life skill and comes with practice. These discoveries are freeing and nurture curiosity and a love of learning.

• There is time for family interaction. People crave relationship. We want to be in conversation, to know someone is available to listen and help process. One-on-one time, talking about what’s being discovered and learned. And, there are memory making moments: enjoying a game, eating a meal together, navigating conflict resolution, solving a puzzle, the possibilities for memorable time together are endless. Relationships matter, but they take time. With home education, we’ve got time.

Is distance learning like homeschooling?

Sometimes it is, other times it isn’t.

What If My High School Learner Is Interested in Animal-Related Sciences?

As we work with families, animals continue to be a common area of interest. Honestly, little learners tend to carry the same interest. Animals are fascinating. They’re part of our world, in our lives, and they’re real and make learners curious…sometimes continuing well into the high school years.

What to do?

Parents usually ask, “Can we put together a course with the niche interests of our learner in mind?”

First, check what your state homeschool laws require.

Second, if your animal-loving leaner is also an athlete with sights set on college athletics, double-check the NCAA eligibility guidelines.

Third, if there’s a hint of what post-secondary plans may look like down the road, consider those (and realize they change).

With that knowledge in mind, move forward.

Pull Resources

If you’re a proponent of unit study learning, think unit study. That’s really what designing (or allowing the young adult to create while completing an independent study) a high school course is all about—gathering ideas and resources. If you haven’t used unit studies or heard of them, don’t worry! You (and your learner) will get hang of it. It’s really about following in interest.

Determine the possibilities for content. Often, when one of my learners has a working knowledge of a topic, we build on that foundation to get the brainstorming ball rolling. From that starting point, we can list other topics toward which the learner wants to devote time. Sometimes ideas will come from past studies, related textbooks, or nonfiction resources. In the case of animal-related sciences, those topics might include

• Veterinary terminology

• Anatomy & physiology (body systems of specific animals)

• Animal nutrition

• Animal behavior

• Service animal training and care

• Proper exercise of companion animals

• Animal grooming

• Care and cleaning of animal facilities

• First aid for animals

• Disease control

• Animal reproduction (including genetics and gestation)

• Clinical examination procedures and related lab equipment

• Lab techniques

• Veterinary mathematics (dosage and concentration, calculations and conversions)

• Animal welfare and legislation

• Careers in animal-related sciences

We make note of those and begin to keep our eyes and ears open for related educational opportunities.

We’ve experienced the fruit and rewards of this kind of learning. Often, when we get to the end of a season and I step back and reflect, the results are more amazing than I could have planned or imagined. And, (BONUS) the learner is motivated and engaged, and content is retained. WINS all the way around!

Capitalize on Experiential Learning

We have found experiential learning (job shadowing, volunteering, apprenticing, part-time employment in the area) extremely beneficial. Not only are content areas interwoven, but the experience can foster important relationships which may lead to future employment.

In the area of animal science, think about the options

• Volunteer at a zoo or aquarium

• Volunteer at a science center

• Volunteer at an AKC event

• Participate on a research team or in a study

• Apprentice with a dog agility trainer

• Visit service dog training facility or train a service animal

• Work as a pet grooming assistant

• Serve as a vet helper

• Volunteer with the local Audubon Society

• Participate in Citizen Science project

• Work in a pet store

• Work with a breeder

• Serve as a canine foster or rescue caregiver

• Work or volunteer at a horse barn

• Visit and observe venues were animal care and training, office procedures, and professional practices can be observed, for example

  • Equine clinic

  • Canine physical therapy

  • Animal feed manufacturers

  • Equine retirement farm

  • Wildlife conservation center

• Visit colleges and universities offering majors being considered and tour their animal science buildings

Don’t forget about 4H! There are offerings for animal science topics and resources.

Interview Professionals

We’ve also learned from our experience that field trips are extremely beneficial, especially if there is time to interview or talk with professionals in the field. Talking with professionals has been advantageous for our children and teens as they were able to gather insights into the field or learn about the job market outlook. In addition, our learners gained nuggets of content we wouldn’t have known to incorporate. Learning from professionals in the field is beneficial in many ways.

If you don’t have a wide selection of local animal care or service opportunities, consider learning from and about famous vets or others who work with animals. The internet affords plentiful tutorials and professional interviews.

Use Nonfiction/Primary Source Documents/Professional Resources

Online resources—within parameters—offers the ability to learn from primary source documents and professional resources. These can be used to enhance and independent study or reinforce and build on what is being learned experientially through volunteering, job shadowing, apprenticing, or part-time employment. Curriculum guides, course descriptions, textbook table of contents, and materials recommended by professionals in the field can guide and build a course. As you gather helpful nonfiction, primary source, or professional resources, consider these (and more—as your learner digs into content).

• The Georgia Agricultural Education

• CTE Online

• National Association of Agricultural Educators

• AG Daily

• Animal Smart

• Alternative or integrative pet care

• American Journal of Veterinary Research

• Journal of Animal Science

• The Animal Welfare Act, Retail Pet Store Regulations, and more

• The Cornell Lab of Ornithology

• Wildlife Conservation Society

• The Handbook of Nature Study by Anna Botsford Comstock

• Charles Darwin’s On the Origins of Species and other related literature pieces

Look for ways your high schooler can learn about possible careers in areas of animal care and service. Give them space to think outside the box to things like wildlife conservation veterinarians, zoo veterinarians, and animal nutritionist.

Keep in mind, several typical high school courses (biology, marine science and human anatomy and physiology) are beneficial to animal care and health sciences. The content of these classes is related and relevant, often foundational. In addition, some universities require these traditional core course options for admission. Should your learner be considering vet medicine, marine biology, or another animal-related career, be knowledgeable about what universities are requiring (but don’t let those requirements overshadow the richness and depth experiential learning—hands-on—offers learners). Both book knowledge and experience are important.

College and university admission requirements will vary as will the courses each institution requires for degrees. Be informed about these differences as well as be familiar with the professors who teach at schools of interest. What is taught in courses varies professor to professor. If a student has niche area of interest and an influencer in that field teaches at a particular university, take note.

Oregon State offers these suggestions.

Cornell University College of Agriculture and Life Science

University of California - Davis recommendations for high school students

Read Biographies

When we build a course, we often add biographies of people in the field of interest. For starters in animal care and study fields consider James Herriot, Steve Irwin, James Audubon, and Temple Grandin.

Investigate the History

Every topic has a history, a story of how that industry or field changed over time. Animal-related sciences are not different. Adding this aspect to the course can be a fascinating journey.

Tie in English

Parents often ask how to tie in English to niche areas of interest. I encourage them to think real-life. What writing may be a natural part of the career or field. Consider

• Note the study skills. Reading, researching, skimming, note taking, retelling what was learned in a day’s time are all important language arts skills. Often these go unnoticed, yet the repetition of using these important study skills allows the student to become a more efficient learner, not to mention time manager.

• Have the learner write a paper on something or someone of interest. 

• Learn the stylistic form for the academic discipline. Does the content area format in MLA or APA? Learn that format when writing papers for this course.

• Keep a running list of vocabulary and terminology related to the subject—new words which are foundational to further learning.

• Write thank you letters for interview, job shadowing, or volunteer opportunities.

• Write resume entries for an volunteer experience or employment opportunity.

• Add animal-related literature: Just So Stories by Rudyard Kipling, All Creatures Great and Small by James Herriot, and Watership Down by Richard Adams.

Record: Tips for Independent Learning

What do I love about this type of learning (from what we've experienced)? Our children become very knowledgeable about the field and often its niche areas and they run with the learning. If they are learning something independently, based on something they wanted to dive into and are managing their study time, I ask them to bullet point the content they learn (animal behavior, medicines for bacterial infections, etc) and copy any URLs in a Word document. I also ask them to record author and title of any books or online resources they use. In doing so, I have what I need for state records or for documents which might be needed for college admission.

This general format can be used with any topic of interest.

This post is not intended as legal advice or educational counsel. The content is based on the author’s experience. It is the parent’s sole discretion to use this information as he or she sees fit as they fulfill their responsibility as parent overseeing the education of his or her child.

How to Use What You Have: Homeschooling High School Nutrition and Wellness

We’ve adopted a phrase.

Use what we have to boost what we know.

In this season of pandemic shelter-at-home orders—with libraries closed and resources narrowed—we are pushed to look for alternatives. Hence, the above phrase could mean several things.

Use the resources, items, and interests we have to learn something new.

Or

Use the resources, items, and interests we have to deepen, reinforce, and apply knowledge we learned previously.

Today, my mind is on high school, specifically nutrition and wellness!

Parks and gyms are closed. For some, stress eating is a challenge. For others, needed food sources are difficult to find. How do we practice healthy habits in the areas of nutrition and wellness with the parameters under which we are living?

This is where life meets learning!

The conversations about boosting the immune system. The trials and errors of building a personal fitness plan without a gym. The recipe substitutions and related research. The online stretching or aerobic classes.

Learning is taking place.

If your high schooler is engaged in this type of learning, it matters and it’s valuable.

In my book More than Credits: Skills High Schoolers Need for Life, I include practical, applicable, real-life activities to give parents and high school learners a jumpstart toward thinking outside-the-box in the areas of nutrition, wellness, and personal fitness. Ideas include

• Adjust a recipe, considering personal health and dietary needs.

• Utilize an online aerobic workout tutorial to build cardiovascular health.

• Learn how to take, record, interpret, and monitor vital signs (pulse, respiration, and blood pressure).

• Compare standing blood pressure to lying down.

• Calculate personal Body Mass Index (BMI) for each family member.

• Compare heat exhaustion to heat stroke, including prevention, symptoms, and treatment.

• Determine how social, cultural, and emotional influences impact nutrition and health choices.

• Study the effects of stress on physical and mental well-being.

• Research how to keep the body hydrated, determine ounces required, and implement a hydration plan.

• FInd three types of online calorie calculators and compare site features.

• Explain the difference between whole foods and processed foods.

• Research the growing seasons in your area.

• Plant a vegetable or herb garden.

• Enroll in an online culinary course or tutorial series for a specific area of interest: pastry, main dish, gluten-free, keto.

• Clean and restock a freezer or refrigerator.

• Learn how to wash hands properly for food preparation.

• Learn first aid for common kitchen accidents: burns, scalds, cuts, puncture wounds, allergic reactions, and choking.

• Learn how to properly and safely use a gas grill.

• Research and list ways to reduce the severity and exacerbations of autoimmune disease.

This is a sampling of ideas from More than Credits. And, given our current situation and the needs and interests of your learner, you will discover others opportunities which are individually applicable to your family or teen. The outcomes may not be a percentage correct on a test or page filled with fill in the blank questions. Instead, it may be a casual conversation or a task completed together (like cleaning the fridge properly or doing a workout together. The end result will be your teen learning and applying self-care. This is worth more than the credits. It is life-impacting and it matters.

More than Credits includes frameworks, resources, and living book and biographical suggestions for five elective credits: personal fitness, nutrition and wellness, personal development and career exploration, philosophy, and personal finance.

Learning from Interviews

If your learner had the opportunity to interview a professional, would he or she be prepared?

We can’t possibly know everything about every profession. No one can. However, parents do have the ability to coach middle and high schoolers through the process of being prepared to ask questions, should they find themselves in a situation where they can ask questions.

This is an important step in empowering teens to learn from people in professions of interest.

Let’s say your high schooler is interested in veterinary medicine. Your background is in business and finance.

How do you help your young adult learn more about vet medicine?

Find a trusted professional who is willing to share his or her passion, and then ask. Most people are eager to talk about what they love. In the process, your young adult is afforded a chance to learn about the education requirements, niche areas of the profession, and perhaps the career outlook at the time when you learner will be trying to land a job. Should an ongoing mentor relationship form, there may be a potential connections made for future employment.

Identifying a person who could be interviewed is the first step. The second step, preparation, is key. Intentionality often reaps the greatest reward (another one of those life lessons our high schoolers learn from experience.

Preparing for an interview is essential. If someone carves out time from his or her busy schedule to meet with a high schooler, preparation is a form of respect. The meeting not only allows the learner to glean the most helpful information possible, but also shows gratitude for the professional’s time. Some high schoolers will decide they need help brainstorming a list of questions to be asked. Others may determine there is a need to role play a mock interview. And, there will be some who prefer to work more independently, creating a list and seeking input or feedback once their preparation is complete. This process is another step on the path to discovering how one learns best through the unique benefit of experiential opportunities.

When our high schoolers showed interest in an area and wanted to talk to professionals or tradespeople, we developed a list of questions. Here is a list to jump start the thinking process. I offer a full list in the appendices of my book, More than Credits.

• How did your high school experiences benefit your career?

• Where did you attend college?

• How or why did you decide to choose this college?

• How did your post-secondary studies influence your career?

• Which post-secondary courses were particularly beneficial in your career preparation?

• Is there something you feel would have been helpful—maybe even a different major—than what you pursued?

• How do you see your career field changing in the next five years?

When preparing to interview someone in a trade or technical field, we adjusted our list of questions to address trade-specific aspects of a field. The complete list is also included in the book, but these samples provide a place to start as you and your learner develop a list of questions.

• Did you earn industry certifications and if so, which were helpful to you?

• What should I consider as I research post-secondary education options?

• What skills do you use every day?

• What types of writing do you do in your field?

The high school journey is more than taking tests and finishing study guides.

There is a place for these in education, but it is important to remember these aspects of learning should not overshadow and crowd out some of the most beneficial ways our young adults gain knowledge—through experiential learning opportunities like interviewing professionals.

More than Credits is available on this site or through Amazon.

College and University Admission Requirements for Home Education Grads

I speak to rooms full of parents--living rooms conversations to packed convention halls--considering and navigating a home education journey for their middle and high school young adults. Most often we talk about specifics and how-tos. At some point in the presentation, usually during a Q&A session, I am asked to address specific admission requirements.

There isn’t a one-size-fits-all answer to the question.

The answer to the question varies per institution and the status of the student applying—home education, private school, or transfer student.

Home educated in our state means enrolled in the Home Education Program with the county of residence. Those students are defined as home education students (homeschooling) and will apply to colleges as home educated, non-traditional, or non-accredited graduates. The terms used for the admission status varies college to college.

In our state if the student chooses to enroll in a private school for classes once, twice, or three or more times a week--or as a place of record--that student is considered a private school student and will apply to colleges as a private school graduate. Some colleges and universities require private schools to be accredited, by the state or by a regional accrediting agency. This is important to note as not all accreditation is considered equal by some universities.

Generally colleges welcome home educated students with unique educational and extra-curricular experiences and varied community service opportunities, but it is always wise to check on the admission requirements of particular schools of interest.

Don't assume.

• Some universities are hiring admissions counselors designated to serve home educated students. After reading online admission requirements, make contact with the counselor. Advanced research and knowledge demonstrates interest and initiative, especially if the contact and inquiries are made by the student.

• A running list of questions may be helpful. Help your learner process what he or she may want to ask.

• Early research allows parents and students to plan well. Gain the knowledge you need (but don’t panic if your learner doesn’t quite know what he or she wants to study or where he or she wants to attend—there’s time)!

Locating specific requirements for home educated applicants takes time. This is why I include and update links to admission requirement pages as I find them. If your student's college of interest is not listed below, try 

• typing "homeschool" or "home education" in the search box of the college website.

• searching "homeschool coordinator" in the search box of the college website.

• contacting the homeschool admissions coordinator. Colleges and universities are hiring personnel to help their home-educated applicants.

• looking for homeschool admission requirements under the heading "non-traditional". Home education is considered a non-traditional method of education by many universities.

Direct links to information relevant to home-educated applicants are included as available. These links are a guide. Be sure to continue research based on the unique needs of your high school learner.

Agnes Scott College, Decatur, GA

Amherst College, Amherst, MA

Anderson University, Anderson, SC

Appalachian State, Boone, NC

Arizona State University, Phoenix Area, AZ

• Competency Requirements

Ave Maria University, Ave Maria, FL

Barnard College - Columbia University, New York, NY

Berry College, Mount Berry, GA

Bellhaven University, Jackson, MS

Belmont Abbey College, Belmont, NC

Bentley University, Waltham, MA

Bowdoin College, Brunswick, ME

Bradley University, Peoria, IL

Brandeis University, Waltham, MA

Brown University, Providence, RI

Bryan College, Dayton, TN

Bucknell University, Lewisburg, PA

California Institute of Technology, Pasadena, CA

Calvin University, Grand Rapids, MI

Cedarville University, Cedarville, OH

Central Methodist, Fayette, MO

Charleston Southern University, Charleston, SC

Cleveland Institute of Art, Cleveland, OH

• Submitting a portfolio

Colorado Christian University, Lakewood, CA

Colorado State University, Fort Collins, CO

Columbia University, New  York

Cornell University, Ithaca, NY

• Admissions to individual schools

Cornerstone University, Grand Rapids, MI

Covenant College, Lookout Mountain, GA

Davidson College, Davidson, NC

Drexel University, Philadelphia, PA

Emmanuel College, Franklin Springs, GA

Emory, Atlanta, GA

Emory-Riddle Aeronautical University, Daytona Beach, FL

Flager College, St. Augustine, FL

Florida Agricultural and Mechanical University, Tallahassee, FL (click on Academic Core Units and Homeschool/Non-traditional)

Florida Atlantic University, Boca Raton, FL

Florida Gulf Coast University, Ft. Myers, FL (click Units tab for specific courses)

Florida Institute of Technology, Melbourne, FL

Florida International University, Miami, FL

Florida Polytechnic University, Lakeland, FL

Florida State University, Tallahassee, FL

Franciscan University, Steubenville, OH

Furman University, Greenville, SC

George Mason University, Fairfax, VA

Greensboro College, Greensboro, NC

Grove City College, Grove City, PA

Guilford College, Greensboro, NC

Harvard College, Cambridge, MA

Hillsdale College, Hillsdale, MI

Houghton College, Houghton, NY

Indiana University, Bloomington, IN

James Madison University, Harrisonburg, VA

John Hopkins University, Baltimore, MD

Kansas State University, Manhattan, KS

LeTourneau University, Longview, TX

        Home School Endowed Scholarship - Le Tourneau

Liberty University, Lynchburg, VA

Marquette University, Milwaukee, WI

Massachusetts Institute of Technology, Cambridge, MA

Mercer University, Macon, GA

Messiah College, Grantham, PA

Methodist University, Fayetteville, NC

Montreat College, Montreat, NC

New College, Sarasota, FL

New Mexico Tech, Socorro, NM

North Carolina Wesleyan, Rocky Mount, NC (see page 15 of the college catalog) 

Northeastern University, Portsmith, NH

Oberlin College and Conservatory, Oblerin, OH

Ohio State University, Columbus, OH

Ohio University, Athens, OH

Olgethorpe University, Atlanta, GA

Patrick Henry College, Purcellville, VA

Pensacola Christian College, Pensacola, FL

Pennsylvania State University, University Park, PA

• Additional information about admission requirements for specific colleges at Penn State.

Pepperdine University, Malibu, CA

Pratt Institute, Brooklyn, NY

• Portfolio submission

Princeton University, Princeton, NJ

Purdue University, West Lafayette, IN

Purdue University, Fort Wayne, IN

Reed College, Portland, OR

Rhode Island School of Design, Providence, RI

• Portfolio submission

Rice University, Houston, TX

• PDF Rice admissions

Rollins College, Winter Park, FL

St. Olaf, Northfield, MN

Savannah College of Art and Design (SCAD), Savannah and Atlanta, GA

*SCAD admission required documents

Smith College, Northampton, MA

SMU- Southern Methodist University, Dallas, TX

Southeastern Louisiana University, Hammond, LA

St. Johns College, Annapolis MD and Santa Fe, NM

Stanford University, Stanford, CA

Stetson University, Deland, FL

Southern Methodist University, Dallas, TX

Syracuse University, Syracuse, NY

Syracuse University School of Architecture, Syracuse, NY 

• high school preparation for Syracuse Architecture

• Syracuse University School of Architecture portfolio requirements

Taylor University, Upland, IN

Tennessee State, Nashville, TN

Texas Christian University, Fort Worth, TX

The College of William and Mary, Williamsburg, VA

The George Washington University, Washington, D.C.

Tulane University, New Orleans, LA

United States Air Force Academy, Colorado Springs, CO

United States Naval Academy, Annapolis, MD

University of Alabama, Tuscaloosa, AL

University of Central Florida, Orlando, FL

University of Cincinnati, Cincinnati, OH

University of Illinois, Urbana, IL

University of Michigan, Ann Arbor, MI

University of Minnesota, Minneapolis, MN

University of New Hampshire, Durham, NH

University of North Carolina, Chapel Hill, NC

University of North Florida, Jacksonville, FL

University of Notre Dame, Notre Dame, IN

University of Oklahoma, Norman, OK

University of Pennsylvania, Philadelphia, PA

University of RIchmond, Richmond, VA

University of South Florida, Tampa, FL

University of Tennessee, Knoxville, TN

University of West Florida, Pensacola, FL

Valdosta State University, Valdosta, GA

Vanderbilt University, Nashville, TN 

Vassar College, Poughkeepsie, NY

Washington State University, Pullman, WA

Wheaton College, Wheaton, IL

Yale University

• thoughts on admissions at Yale

You can Celebrate High School and it can encompass More than Credits!

I do not receive any compensation for inclusions on this list. It is completely random--I add to the list as I research and work with families. This list is not intended as endorsement or advertisement; simply as a helpful tool to aid and encourage. 

This list grows and grows. Check back for new additions. 

Interest-Based High School Credits: Art Can Look Like This

High school art can look like this!

What if there aren’t enough hours to count as credit?

What if we run out of content?

Questions mount, fear enters.

Step out of fear and watch the possibilities unfold.

As I talk with parents, I often ask, “Why do we hit the brakes in high school?” What I mean is, all the great methods we utilized in the elementary and middle school years, the ones our children loved, the ones we know worked—experiential, project-based, hands-on, field trips, even service—inadvertently pushed aside to make room for the check-offs, grades, and credits. Not that goals, grades, and credits aren’t important or necessary. Obviously they’re needed for college admission paperwork. However, when those aspects take precedence, best practices dissolve, curiosity deteriorates, and anxiety heightens. What if the successful, engaging methods could be retained and built upon in the presence of grades and credits?

THEY CAN!

“Experiential learning doesn’t have to end in high school. Learners don’t need to leave interests behind. ”

How?

Let’s say your learner has an interest in calligraphy, as my daughter did. There’s an interest. There are possibilities, some not seen until after a few other steps are taken.

As I pondered our situation, I figured I had at least two choices.

I could explain to my daughter there wasn’t time in her (a.k.a. our) day which would likely lead to how we could negotiate how to fit in calligraphy IF she finished Algebra first. Several things crossed my mind. If I choose this path, my daughter might eventually stop being interested in or pursuing her interests, figuring I would say no most of the time or that she’d have to come up with some amazing proposal in order to dig into something she enjoyed. I didn’t want that. Life is full of new and exciting learning opportunities, moments which teach important skills needed for the future. Why would I want to block or squelch her curiosity for new learning? Being a life learner is essential. And, what if she heard (though I didn’t say it), “Those ideas are just not as important as Algebra.” OUCH!

My second option might be to allow my daughter to investigate the interest and give her the freedom to figure out how to manage her time and energy in the process so that all she needed to get done could be completed. Major life skill gained. Bonus! With this option, I was able to ponder and remind myself that the interest may wane after a week (therefore no need to worry about whether we would get other subjects done). And, what if this interest took my learner one step closer to her future career? We wouldn’t know unless we took the first step toward discovery, in my daughter’s case, calligraphy.

I made my decision.

But, what if the interest sticks or grows into something else and Algebra (or other subjects) don’t get done?

Yes, this is a possibility. In fact, other subjects may take a back seat for a little awhile or not be completed in the time frame I expected. But, they would get done. The time management lessons gained in the process would indeed be life lessons. People are always navigating wise use of time, even into the adult years. She will, too.

My next question surfaced. What If the interest (calligraphy in our case) stuck around awhile or morphed into something else? We’d have to figure out how to complete the other subjects (especially since at this time she intends to go to college).

I also reminded myself there are other reasons why learners don’t complete subjects in a specific time frame. It may not be solely because of the added interest or that time was mismanaged. Maybe there’s a mental block with the subject, cause “it doesn’t make sense” or “I am not good at _______”. This is not our situation, but I know learners where this component needed to be considered and addressed. In other words, not completing a subject “on time” may not be the fault of “another interest”. Instead, the original subject likely needs tweaking. Often the benefit of adding something a learner enjoys allows the mind to relax enough to tackle other difficult subject matter.

What if there aren’t enough hours to count as credit?

If we don’t get started, take the first step, we won’t know possibilities. Starting keeps curiosity alive. It’s like a muscle, needing to be stretched, used, worked. Have courage, jump in, and be curious about where the interest will led.

In the case of calligraphy, everything counts—instructional videos; live lessons; reading resources; researching of inks, tools, and paper; practice lettering; projects; entries for fairs or contests. When the learner begins on their study, I encourage them to being to keep bullet points of what is being completed. This may look like

• watched how-to video on calligraphy

• video instruction and practicing of basic calligraphy strokes

• tutorial on hand-lettering

• researched pens and ink

• made a supply wish list

• created a budget and made goals for how to purchase supplies

• checked out a book at the library and read the chapter on calligraphy

• read about medieval calligraphy

Over a short period of time, activities, hours (and learning) stack up, potentially leading to other interests. It all counts as credit.

What if we run out of content?

Contrary to our thoughts, I really don’t think if it is possible to run out of content. There’s always something new to learn in an area. In addition, when we allow our learners to study an interest, often another pops up.

“We parents tend to shut down opportunities and interests before they even start because there’s ‘not enough time in the day’ or ‘we can’t turn that into a class’. ”

What if the interest is calligraphy?

In the case of calligraphy, here are some possibilities to jump start the study.

• modern brush calligraphy

• pointed pen calligraphy

• hand lettering

• basic and classic styles (Gothic, Old English, Unical)

Calligraphy may morph into

• watercolor brush lettering

• embroidery calligraphy

• chalkboard lettering

• watercolor

• writing Japanese characters

• the history of calligraphy from Rome to the Middle Ages and the movement to modern calligraphy.

Some high schools offer Calligraphy 1 and Calligraphy 2, so creating a self-directed or independent study course is not unreasonable.

There are online courses available, too, like this one offered by BYU Online high school calligraphy course.

What if the interest is not calligraphy, but something else? The same process applies. Get started. Dig in. Bullet point what is completed. Keep learning. Gain hours. Concisely title what was learned.

Fear keeps us from trying new things—children and parents alike. With curiosity comes possibility, endless things to wonder about, explore and learn. I wonder what ideas will surface today?

It matters, and it counts!

The BIG Comparison: Planning Courses for Admission and Beyond

Yesterday found my high schooler and I at the computer—for two hours!

It’s mid-sophomore year and she knows what she wants to study. With that in mind, she’s building what I call her BIG Comparison List (more details included in Chapter 6 of Celebrate High School: Finish with Excellence). This comparison allows the parent and student to plan a high school path—courses and content—with the student, admission requirements, testing, and major in mind.

“Colleges and universities often offer an admissions page specifically for homeschooled applicants.”

— Cheryl Bastian, Celebrate HIgh School

Research high school courses required for admission. Home educated students intending to go to college—and even those who are remotely considering it—benefit from researching and anticipating admission requirements of their top college choices. This is helpful no matter what type of entity the student plans to attend: public, private, academy, non-competitive, or highly selective. I keep a running list of links to admission pages for home educated graduates here.

While sitting together, my daughter and I visited the home education admission page for each school on her Big Comparison List (so far). What we discovered was interesting!

What will be required of her for admission to her choices thus far isn’t anything like our other four graduates.

High school is not one-size-fits-all.

Based on what we learned, our current high schooler’s path is looking quite different than her siblings!

Research tests and scores required for admission. Aside from the transcript, test scores can be the most unnerving requirement for college admission. Parents (and sometimes high schoolers) voice this concern when I meet with them. As a parent of past, current, and upcoming high schoolers, I understand!

While my daughter and I were poking around on the admission requirement pages, we found the SAT/ACT test scores expected for applicants. We were also curious about PERT and CLEP scores for one of her college choices. We noted and compared the scores, college to college. Unlike our other graduates, we see a real advantage of both PERT and CLEP for this high schooler.

Check college General Education courses required for the degree. Having studied General Education requirements for many degrees and many universities, there are some common denominators in what is required across degrees. Freshman Composition and Speech Communication are fairly standard for most schools and degrees. There are exceptions, of course. Aside from composition and speech, required General Education courses vary per school and per degree. For example, AS degrees are considered terminal. The goal is to get the student needed knowledge to enter a specific workforce. I order to take the needed career-specific courses, the number of required General Education credits is reduced. Not all colleges and degrees require the same courses or number of General Education credits for graduation. This is why research is important.

Check college course requirements for the college major. Just as the courses and credits vary for the General Education requirements, so do the major requirements. In other words, the major course requirements for a BA in Anthropology at one university will likely vary from the courses required for the same degree at another college. Again, this is why research is essential.

Comparing the General Education courses for my daughter’s intended major at her top college choices (at this time), we discovered none of the colleges require College Algebra (as was the case with all my other graduates for their degrees). In fact, every college my daughter has on her list stated MGF1106 as the General Education math required. Upon further investigation, we discovered CLEP offers a College Mathematics exam. BINGO! She could study for and take CLEP College Mathematics and if she scores high enough, use that test score to earn the General Education math credit she will need. It was also encouraging to know every school she is considering accepts CLEP (this is not always the case—another reason to research).

For us, for right now, what we discovered is a WIN-WIN, worth every bit of the two hours it took to research.

What WIN-WINs are awaiting your high school learners?

Chores in the High School Years

This year marks another shift in household responsibilities as our fourth child finished high school, our fifth child continues to move through those years, and two young adult graduates reside at home while working and attending college. All of us are trying to figure out the new normal with new courses and work schedules.

Needless to say, this isn’t our first go-round with adjusting to the schedules of our young adult children while also reconfiguring the completion of necessary daily tasks. (In other words, our experience doesn’t always equate to “we got this”).

When our first child entered high school in the early 2000’s we were broadsided with the thought that we might have to adjust his household responsibilities to make allowance for his new, fuller schedule. Most of the families we knew or books we read added to the confusion with their “they still live there, they still contribute” or “if they are not paying rent, they should be helping” advice.

Honestly, I had to unpack these well-meaning sentiments, the application of which seemed to strain and fray our relationship.

I was pretty sure there had to be a better way, a way we could work together to process and find solutions.

Relationships matter to us.

As our oldest entered high school, his days were full based on the choices he made to weave academics, sports, and service. In the later high school years, he took on a part-time job. Managing his time wasn’t an issue. He was navigating that well, but still had a hard time carving out ten minutes here and there to unload the dishwasher or take out the trash. He was, however, trying to work on it. His heart wanted to serve, but his days were full.

The second high schooler mirrored his brother—academics, sports, and service. He also managed to spend time earning badges on the road to Eagle and mentor younger scouts. Later in high school he, too, had a part-time job. Again, there were only so many hours in the day and his heart reflected an attitude of trying to help where he could. His days were full.

Enter young adults (now graduates) three and four. Different scenarios, different circumstances, same well-intentioned hearts. Again, we are finding the process worthy of mutual care and respect as we find a balance between school, work, and life. It’s a life skill, not something to be demanded or placed upon. And, we get to walk alongside.

But there’s the advice and pressure from other parents. So hard!

I wondered if there were other families facing similar ponderings.

I wondered if our processing would help others in their walk through. On my journey, I came face-to-face with these thoughts:

• Our high schoolers only has so much time in the day (a real truth for all of us). If I were in any of their shoes (and I have been), I would want someone to coach and process with me, not continue to place demands.

• Our high schoolers were using time wisely (to the best of their current ability), weaving work and school responsibilities. Again, having been through similar scenarios in life, I remembered I LOVED when people offered grace and an extra hug when I made a mistake and had to try again.

• When I find myself in a new life season (birth of a baby, health concerns, family needs) it takes me time to adjust. Why would it not be the same for my teens and young adults?

• Our high schoolers are willing to serve when they are able and obviously high school academics, sports, and service require more time than years prior. How can I be understanding instead of adding pressure?

• Our high schoolers are in the process of navigating a real-life scenarios - balancing work, school, and life (an important skill which doesn’t happen overnight). I have the ability to believe my high schoolers will figure this out. They need me to be a cheerleader (with my affirming words) of their efforts.

In the meantime, I discovered

I may have to do a few extra dishes or collect a few extra trash cans. My pondering brought understanding and empathy, potential ways for me to walk alongside as teens and young adults process their shifts in responsibility and life seasons.

My support is more meaningful and helpful than my nagging. My teens and young adults are not any different than I. We face some of the same life challenges and temptations. When I face a snag in life, I’m grateful for understanding, connection and communication verses anger, discouragement, and silence. Alibet, I do appreciate if I am doing something wrong or hurtful (sinful) that someone close to me would help me see the blind spot (another life lesson).

I am still learning (even as I adjust to our fourth graduate’s and our fifth high schooler’s new schedules). I don’t always navigate this process gracefully (though it is my heart to do so) but I am getting better at it. Truthfully, It’s hard to set aside the well-meaning sentiments of “he owes it to us” or the “you don’t have time to add this back on your plate or figure out how to adjust to his new stage of life” mentalities that I hear.

Fifteen years into the process of walking new life seasons with young adult children, I am still pondering, pondering deeper thoughts, thoughts that are important to family life, thoughts I now understand better. They matter! Every. Moment. Matters.

Planning 9th Grade with YOUR Freshman in Mind

Four home graduates. One current high schooler.

Five unique ninth grade years.

As I finished adding the grades for the ninth-grade year of the transcript for our fifth high schooler, the proverbial light bulb illuminated my thinking.

I double-checked, looked over each transcript of our five learners.

Indeed, EACH of our high schoolers had a unique and individualized ninth grade year—distinctive of their gifts and strengths. I knew each of our children were different, yet I hadn’t set out their transcripts side-by-side to compare the courses they had completed in the freshman year. Yes, some had earned credit in the same course, but even the content of those courses varied according to the bents and interests of the learner. Same title, different content. Each learner had individualized educational paths, courses tweaked by interests and strengths, goals and aspirations.

As it should be with homeschooling.

Every learner—gifted—different.

None better than the other.

What were the ninth grade courses on our five high schooler’s transcripts?

One of our learners dug into a variety of interests, from academics to sports to music. This learner also extroverted high schooler wanted to take Spanish earlier in the high school plan so that it could be completed with an older sibling. Further observation lead me to realize this learner was the only one who completed two years of foreign language by the end of ninth grade—making time for other studies; a big WIN as far as she was concerned. These ninth grade course choices were right for this learner and provided distinctive advantages in regards to having time for opportunities which were still to come in the later high school years.

One of our other learners enrolled in high school level courses prior to ninth grade, hence completing Algebra 1 and moving to Algebra 2 in ninth. The same was true for science which paved the way for chemistry to be the logical next step for the freshman year. No other learner took Algebra 2 or chemistry in the freshman year.

This learner was also the only one who completed world history in ninth grade due in most part from having studied history independently—and passionately with much depth—in previous years. We didn’t want freshman year to be a repeat of past content so we allowed this student to continue to study history through travel, historical documents, biographies and other non-fiction resources. This high schooler was also the only sibling who completed economics in the freshman year—again due to personal interest and independent study. This course provided additional fuel business-minded young adult.

This learner was a mover, a kinesthetic.Learning was experiential and hands-on, even through high school. Athletics played a major role in this learner’s life, hence all the PE credits in the freshman year (as well as years to follow). For this learner we chose to split American history into two years—Early American (up to the Civil War) and Modern American (after Civil War) allowing time to add experiential learning to a text and provide extended time to other subjects of interest.

This introverted learner loved people—understanding how they thought and were motivated—and was eager to have people live their best lives—hence the bent toward sign language. Interestingly, this young adult’s ninth grade year was also the year our sweet great-grandmother was very ill and in and out of facilities (which the learner requested to tour and research because of the love for Grammy). This learner asked to be a part of the process and dialogued (summarization, recall, and interpersonal communication) with me (and her grandmother) about what was being learned through this heartbreaking journey. This high schooler was also an entrepreneur and a creative—owned a small business—hence the business and creative arts electives. Different learner. Different interests. Different courses.

Another introverted creative, this learner set up a work studio where endless handmade cards were made with numerous types of media and by various techniques. Hours were spent learning technique, researching skills, and experimenting creatively. Hence, this high schooler earned credit in courses not considered by our others—Foundations in Interior Design, Stamp and Stationary Art Design, and Survey of American Musicals. This learner, like several siblings, earned credit for personal fitness, yet her content was very different from the content of athletes who spent hours on the field or in the weight room. This high schooler chose her own relaxing, peaceful blend of aerobics, stretching, and strengthening—using personally-selected workout videos.

Five freshman years each with unique content and character—personalized to the interests of the learner earning the credit.

Personalization doesn’t have to end in ninth grade! In fact, it can continue throughout the high school years in order to help our young adults learn who they are, what they were created for, and how they can bring value to the community in their spheres of influence—at home, across the nation, and throughout the world.

Need guidance in the journey to make high school matter beyond the turning of the tassel?

My NEW BOOK, More than Credits: Life Skills High Schoolers Need for Life, offers frameworks (think practical skill acquisition from real-life, project-based learning, experiential opportunities, related literature and writing assignments, and meaningful decision topics and questions) for FIVE elective courses:

• Nutrition and Wellness

• Personal Fitness

• Personal Awareness and Career Exploration

• Philosophy, and

• Personal Finance

The contents of each class are not just boxes to check, but ideas meant to be tweaked and adjusted for each learner based on what they may already be doing.

Earn credit for what matters…not just today, but beyond.

https://www.cherylbastian.com/resources/f5cnoa7h3nts5vyk8eeqex359nqenw

Experiential Learning in High School : The Motivation

Motivation Matters

When a young adult is involved in contributing to content—a vested determination to learn—greater retention and true understanding follow.

Young adults thrive when there’s purpose. If something matters to them, they become invested and personally motivated. When parents give their children freedom where responsibility is evident, growth potential flourishes. The more young people become responsible, the more confidence they gain. It’s a perpetual cycle, much like the ebb and flow adults face.

Our sons were passionate about baseball. Both were pitchers, one a righty and the other a lefty. Improvement in skill and arm strength required discipline, daily workouts, and throwing. What fueled their passion? Motivation to be the best pitcher he could be as well as knowledge of what was needed to meet the goal. It wasn’t me. I hadn’t any idea how to build arm strength or design a workout. Instead, the boys listened to coaches, consulted with trainers, and implemented or tweaked their plans. I encouraged them, served as their cheerleader, drove them to practice, and figured out how to incorporate and communicate all they were doing into credits. Many of the activities they integrated into their days are listed in this resource.

The content suggestions listed in these five personal development electives aren’t meant to be objectives to be checked off, tested, and graded. They are chunks of knowledge which can be gleaned from life, fully understood in the context of life experiences. Will resources—print, digital and personal contacts—be needed? Likely, yes! And, the lists I provide aren’t meant to be exhaustive. They can’t possibly be because each high schooler—and their circumstances—is unique. Their courses will be as well.

Many of the ideas or projects listed in this book stem from real-life scenarios or situations our children—or the hundreds of high schoolers we’ve worked with—faced or were curious about. You will notice much of the content will be learned from naturally-occurring conversations, often because of a young adult’s interest, personal need, or life circumstances. These discussions were often catalysts for deeper study, additional conversations, or visits to the library…and our high schoolers earned credit!

Later in the chapter….

For learners who have an inkling of what their post-high-school paths will be, they will move forward in that direction. Along the way, they will need help to process and question. They will seek out people who are willing to listen. Likely that person may be you! Embrace it. The conversations may feel constant and never-ending. However, the reality is that the time will be very short. As you help process your high schooler’s ideas, keep an open perspective. Be ready for change. An interest one semester may transform into a niche the following semester. It really can be a beautiful personalized journey.

Let’s say your high school learner is interested in pursuing a career in veterinary medicine. Talking with her, you believe the next right step would be to talk with professionals in the field. As move through the brainstorming process, you and your daughter make a list of venues which could be possibilities for volunteering or job-shadowing experiences: a vet's office, a local clinic, and the county animal shelter. As you discuss how to prepare for possible conversations with professionals, you list questions which could be asked in an interview situation. They may include

• What universities are considered optimal for preparation of a career in this profession?

• What are the potential degree and career paths available?

• What classes or experiences were most helpful to you in the education process? 

• What are the specialty areas in this profession?

• What areas, in any, do you recommend or foresee might be most helpful five years from now?

• What would you, as a professional, recommend for a young adult pursuing this career?

(Excerpted from More than Credits: Skills High Schoolers Need for Life)

Perhaps your high schooler is motivated to learn more. You may not feel you have the expertise or the knowledge necessary to help your young adult move forward. Guess what? You are not alone. And, you don’t need to know the answers. There are people in your high schooler’s field of interest who do, people who work in the profession. Seek them out.

Wondering what types of questions you and your learner could brainstorm together? I offer ideas in this post. This is a sampling in what you will find in More than Credits: Skills High Schoolers Need for Life.

High school is more than credits. It’s being future-ready.

Preparing High School Learners to Interview Professionals

We can’t know everything.

No one can. But, we do have the ability to know how and where to get our questions answered. Our learners should be empowered to do the same.

Let’s say your high schooler is interested in veterinary medicine. Your majored in business and finance.

How do you help your young adult learn more about this career field?

Find a trusted professional who is willing to share his or her passion, and then ask. Most people wait eagerly for an opportunity to talk about what they love. In the process, your young adult is afforded a chance to learn about the education requirements, niche areas of the profession, and perhaps even what the career might look like in the future (at the time when you learner is trying to land a job) from a person in the know. In addition, should an ongoing mentoring relationship form, there may be a potential connection made for later employment.

Identifying a person who could be interviewed is the first step. The second step, preparation, is key. Intentionality often reaps the greatest reward (another one of those life lessons our high schoolers learn from experiential learning).

Preparing for interviewing is an important skill. Afterall, if someone carves out time in a schedule to meet with a high schooler, being prepared for the meeting not only allows the learner to glean the most helpful information possible, but also shows respect for the professional’s time. Some high schoolers decide they need help brainstorming to make a list of questions and practice asking those questions through a role play scenario. Other young adults prefer to work more independently to create their list and then seek input or additions from someone they know will provide feedback. This process is another step in discovering how one learns best is a unique benefit of experiential opportunities.

When our high schoolers showed interest in an area and wanted to talk to professionals in the field, we developed a list of questions. I offer a full list in the appendices of More than Credits, but these examples will jump start the thinking process for your high school learner.

• How did your high school experiences benefit your career?

• Where did you attend college?

• How or why did you decide to choose this college?

• How did your post-secondary studies influence your career?

• Which post-secondary courses were particularly beneficial in your career preparation?

• Is there something you feel would have been helpful—maybe even a different major—than what you pursued?

• How do you see your career field changing in the next five years?

When preparing to interview someone in a trade or technical field, we adjusted our list of questions to address trade-specific aspects of a field. The complete list is also included in the book, but again, these should provide a place to start as you and your learner develop a list of questions.

• Did you earn industry certifications and if so, which were helpful to you?

• What should I consider as I research post-secondary education options?

• What skills do you use every day?

• What types of writing do you do in your field?

The high school journey is more than taking tests and finishing study guides. Those do have a place in education, but it is important to remember these aspects of learning should not overshadow and crowd out some of the most beneficial ways our young adults gain knowledge—through experiential learning opportunities like interviewing professionals.

Available through Amazon.