Even
bigger than the myth of public schools having some kind of corner on
the ideal scope and sequence is the fallacy that the concept of
"grade level" has any objective merit. In reality, "grade
levels" only exist in institutional schooling because grouping
children according to age is most convenient for the adults. But that
doesn't mean it's best for kids. In fact, in regards to learning, the
reality (which each of us knows in our gut if we're honest with
ourselves) is that there is a vast range of readiness and ability
among any given group of same-aged kids at any "grade level."
Thus, you'll see kids in "4th grade" who can comprehend and
enjoy books at a much higher reading level, and others who still
struggle with phonics. And you'll notice a wide range in terms of
those kids' abilities to understand whatever math is being taught in
the "4th grade" classroom as well; in fact, some of the
"high" readers might be the ones who struggle most with
math! It doesn't mean there's anything wrong with any child; it just
means that each is an individual whose abilities and
needed pace of learning differ from that of other children and across
the various academic areas of study.
The
system of institutional schooling has to deal with that in one way or
another. Tragically, in most cases the sad truth is that the "powers
that be" simply insist on standardization (i.e., all kids in a
certain "grade level" are taught the same things...at the
same time...in the same way...at the same rate). Of course, that
doesn't mean the children are all engaged in the process (the ones
who function at higher levels are bored out of their heads!) or are
all learning (the ones who have slower natural rates of learning are
being dragged along but still don't "get it"). But - beyond
a few teachers who try to make allowances to some degree within the
constraints of the system - that's just the way it is.
In
contrast, though, with homeschooling we have the freedom to actually
teach our children at each one's ability level and
pace - without regard to what the system says is a certain "grade
level." In practical terms, what that means is this: Even if you
choose to go with a traditional (i.e., textbook-based) curriculum and
use separate materials for each child, you do not need to - in fact,
you should not - simply go with one "grade
level" for every subject. If you do that, you're probably not
truly meeting the child's needs, and that would be a shame
considering that individualization is one of the main blessings of
home learning
Thus, don't use
the default "grade level" label based on your child's
chronological age when choosing curriculum. Instead, evaluate where
your child is in terms of what he knows and is able to do - many
companies provide placement tests to help in that process - and start
there. If that means he's six but using a "5th grade" math
book (I met a child recently for whom that would likely be true!),
meet his needs. And, if that means he's 10 and needs "2nd grade"
reading, meet his needs. Start from where your child really is
on Day 1 of your home learning program and be diligent about making
regular progress...but go at your child's pace of learning, whatever
that is.
In
the end, your child will be just where she needs to be upon high
school graduation. She won't have gone through the cookie-cutter,
assembly line schooling offered by the institutions; instead, she'll
have been given an individualized program of study that took
her real needs into account in every facet of
learning. As such, she'll be able to soar in her particular areas of
giftedness while still being more than competent in other areas.
She'll also be much more emotionally healthy than her
institutionally-schooled peers...and will come out of her educational
experience with a love for learning and a desire to continue learning
throughout her life. And isn't that what education should really be
about?
Photo Credit: priscillavorng
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