Is MEP Math CM? - Also, Kindergarten Math

On some of my Charlotte Mason message boards, whenever the MEP math program is mentioned, there are always some posts saying the MEP (Mathematics Enhancement Program) is not in the CM style of doing math. The main criticism seems to be that it is not a Mastery program.

So - is the MEP math program consistant with a Charlotte Mason education?

First it should be noted that Charlotte Mason did not put a great emphasis on math. She agreed that it was necessary and useful, but should not have a great importance put on it. Of course, a lot has changed in the last 100+ years, I think Science and Math has a greater importance than it did in the late 1800's!

So, what were Charlotte Mason's recommendations? Here is my understanding (at least for the early years).

1. Short Lessons (with attention)


2. No cramming (slow progress with math rules)


3. Teach concrete before abstract (ie, use manipulatives, or real life)


4. allow counters as much as they want


5. make a multiplication table before using one


6. use actual items (use money to learn money. Weigh and measure to learn weights and measurements)


7. put concepts on the board (or paper) to allow visual memory. (ie, write 2x4=8 instead of just reciting it)


8. Master a concept before proceeding. (I haven't found where this is said - but it seems to be mentioned on the message boards...)

So - how does MEP fit?

1. Short lessons. Although MEP (in Year 1) is designed for a 45 minute classroom class, I find that doing it 1 on 1 with my son takes us about 15 to 30 minutes... usually about 20. On top of it, each lesson is broken down into 4 to 8 different activities (including a streach and sing counting songs in the middle), each of which is different enough to keep my son's attention. On the occasional day that he has had enough before the whole lesson is done? Well, we just leave the rest for the next day. (That has happened maybe 3 times this year...)


2. No cramming - With MEP, you don't need to recite math facts - at least we haven't had any need. So far the facts have been being learned slowly, with the introduction of each number. Delta has learned many, and uses manipulatives as needed still. There certainly are not pages of "sums" to do...


3. Teach concrete before abstract - I think MEP does this well, using pictures, word problems, counters, dominoes, and other manipulatives you might have to help understand what you are doing before doing it straight with the numbers. (Note that you don't HAVE to buy expensive manipulatives. A set of dominoes is nice, although there is often a picture of dominoes when used.... and you can use anything for counters.


4. Allow counters when needed. - MEP has so far emphasised (even in the test) to allow counters.


5. Make a multiplication table before using one. - Well, we aren't that far in MEP yet, so not sure if it would do that - but if it doesn't specifically have you do that, before working with multiplication - take a week or so to make one! (ie, use several counters to figure out the various problems, then write the answer on the table.


6. Use actual items (money, measurements, etc.) Well, so far the money problems we have done in MEP have involved pense - we use pennies. We aren't up to doing measurements yet either - but I know that soon we will be measuring length - doing actual measuring.


7. Put concepts on the board for visual memory - MEP often tells you to write on the board the equation after discussing a word problem or other puzzle.


8. Mastery - talked about below.

Well, I guess MEP is a spiral program. I know that I read a post somewhere about how it isn't the same as most spiral programs, but is different. Unfortunately, I can not find that post as I would have liked to reference it.

That said, MEP is fairly spiral, in that not every student in a class is expected to understand every principle before the class moves on. It does Addition and Subtraction at the same time (and later Multiplication and Division at the same time), instead of focusing on Addition until it is totally mastered before starting subtraction. And it will throw in an advanced concept at times, just to give the student an idea of the existance (ie, negative numbers) then leaves it later.

I don't know - all that makes sense to me. And it seems to me that MEP does have the student work at basic concepts until they are likely mastered. For instance, a number is introduced (say the number 5) at the beginning of year 1. They learn different ways it can be represented (sticks, tally marks, roman numerals, and of course a 5) They practice writing a 5. They do basic addition and subtraction problems using pictures that use the number 5. There are problems that include up to number 5, as well as review numbers 1-4. There are word problems that work with number 5 (or others done), logic puzzles. This goes on for about a week or so, with a few other things thrown in for variety - then they move to the number 6. I don't feel that there is a lot of jumping around, even though there is variety, and cool concepts.

So, to me, MEP seems like a mixture of Mastery and Spiral - somewhere in between.

In any case. I feel that MEP follows CM recomendations in SO many ways. Add in that it is FREE (except your paper and ink), and that most kids seem to love it - it seems like a great choice to me.

RECEPTION

Oh - and the Reception (Kindergarten) Year lessons have been being added to the website. As Echo was always wanting to do math with Delta, we started her on the lessons. They are very similar, but move slower than the Year 1 book - and is dealing with the concepts through pictures. They are not using the actual abstract numbers - like 1, 2, 3.

So, for instance, there will be a picture (usually of a family - used throughout) that the child will describe. They will count various things in the picture, and do basic math in a real-life situation. For instance, there will be a picture of the family setting up for a birthday party - and you have your child count the plates (5) and the cups (3) - and you ask how many more cups they need to get out so there will be enough. The numbers have been slowly increasing... we are working with the number 6 right now.

Concepts we have seen so far (we are on lesson 23) include more/less; horizontal/vertical; very simple addition/subtraction (usually by 1 or 2); First, second, third, etc; Right/Left / Above/Below / Next/Before / etc; colours (child is asked to colour something a certain colour); basic writing skills (copy over a line in the picture); and probably some I have forgotten.

Note that the pictures (that come with the program) are all in color - so this course will cost a bit more to print off - but it seems very worth it!

ADDITION: Check out this http://ohpeacefulday.blogspot.com/2010/04/are-mep-and-cm-compatible.html for more on MEP and CM

Narration with the not-natural narrator

Charlotte Mason emphasized the importance of Narration in the learning process. Narration is the process of telling back in your own words, in detail, a story, event, or other information. Narration is important because it causes the person to truly process the information in their head, and kind of sets it into the memory.

However, narration is a learned skill. Many children are natural narrators, although when first introduced to it in a "Schooling" setting, they may freeze with a type of "test anxiety". There are a few children out there that normal oral narration does not come naturally.

Delta is one of these children. He was a late talker, and then stammered for years. Even now, he has a hard time expressing his thoughts in everyday life. He has improved a lot. (His speach has been evaluated a few times along the years, and he is in the "normal" range - so it isn't a "problem" - but it is a bit of a challenge.

So for years, when Mike would ask Delta "What did you do today" - the answer was (and is) almost always "Nothing" or "I don't know". At times I think we could see a huge crash, watch the fire fighters put out the fire - and when asked what happened today, Delta would answer "I don't know". So I knew that narration would be a challenge.

We have completed week 2 of year 1 with Delta so far. I have gotten a couple of good narrations from him, and a few with almost nothing. I am so far just having him narrate 50 Famous Stories, and Aesop as I feel those are the easier readings. (Next week I will be including the Blue Fairy book).

For Aesop - if he can't narrate directly, I have found that asking him to draw a picture, then tell me has helped. For 50 Famous Stories, I am trying having him act it out with finger puppets. Asking questions like "What was the best part of the story" seems to work better for Delta than asking "What happened". I have also narrated some stories for him, to demonstrate what I want.

It can be frustrating working with the children that don't naturally narrate. It can be easy to feel that they aren't retaining anything. Keep doing the readings. Keep working on the narrations, knowing that this is an area that is a weakness. Trust in the process - it will happen. Trust that some of the information is going to stay in the brain, even if not obvious immediately. Some of it will start coming out while they are playing.

Finally, I try to keep in mind that what we are doing is better than what I think he would be doing in school.

Winter Fun

This probably seems like a wierd subject to bring up in the middle of the summertime - but it does seem to be a question that comes up about now with new homeschoolers in Canada who have discovered Charlotte Mason, and realize the amount of outside time suggested.

How do you get outside enough in Canadian Winters, where it might be -40 (C or F) or even colder for days or weeks at a time? (Some of these ideas may be adapted by people who can not get outside in their summer because of the extreme hot temperatures...)

First off - I say that sometimes it is tempting to stay inside, when the weather is still fine for going outside. I figure if it is in the guidelines here for the Public Schools to go outside for recess (for 15 minutes), that we should definately be able to go outside for at least as long.

From people who HAVE to go outside, I can say that proper clothing is vital. "Long Johns", good pants (wool if possible), shirts, sweaters, snow suits, a baclava with neck warmer (Better than a scarf and hat) 2 sets of mitts, and good boots make a huge difference. (I have heard from a homeschooling mother who is on a farm with animals. When the weather is super cold, they are probably outside LONGER because of the work that needs to be done. They bundle up, and the children learn to keep moving.)

Things to do outside:

• if snowing, catch some snowflakes on black material and look at them.
• go skiing, sleding, skating, walking.
• make a snowman or have snowball fights. make snow angels

If you really feel that you can't go outside, there are things you can do inside for Nature Study...

• mount flowers/leaves that were collected in the summer/fall and have been drying that long
• make an indoor conservatory in an old fish tank
• grow carrot tops / apple seeds / other things from food....
• look through old nature journal entries and remember
• read good nature books - maybe watch outdoor shows on TV (animal planet (watch content), zaboomafoo, etc)
• visit a conservatory if there is one nearby - they are warm happy places in dreary wintertime with plants all around
• visit a planetarium and enjoy a star-show
• in our museum, there are some full-sized nature diorama's that can be fun to explore
• study and draw your pets or houseplants for the nature journal
• study parts of the human body.... really look at that foot or hand... look at a hair under a magnifying glass or microscope. do fingerprints. (we are nature!)

And - to get the wiggles out...

• put on some music and dance!
• If you move the furniture back, or go in the basement, could you have room to jump rope?
• if you can get hold of an exercise-mini-trampoline - let the kids enjoy jumping on it
• setup a little obstical golf course (soft balls)
• setup a little treasure hunt
• or - go to the Y and swim, play in the gym or playstructure

As a final note - don't ever "throw the baby out with the bathwater". That is - don't decide not to do Charlotte Mason schooling just because you feel that you could never get the kids outside enough. Do the best you can, and your kids will benefit, even if you don't hit the "ideal". (Also note that the amount of outside time often quoted as being needed for CM misses the part that CM suggested that time from April to October)

About Charlotte Mason

Information about Charlotte Mason is easily available by doing a search on the internet. But here is at least some of what I understand about her and her methods.

Charlotte Mason was born in 1842 in England. She grew up to be an educator, and did a lot to revolutionize education in England. She had schools following her methods, but she also provided information for people that were teaching their children at home in a type of correspondance school.

She wrote 6 books about Education, which are available here.

Whenever I read Anne of Green Gables, or watch the movie (with Megan Follows), I am reminded of Charlotte Mason's methods as would be seen in the classroom. Of course, I'm talking about the part where Miss Stacey is the teacher - having the class out on nature walks, reading interesting plays, doing exercises outside, and other enlightened learning activities.

It is hard to do a decent summary of the Charlotte Mason (CM) methods in just a few words. There is so much "meat" to it.

CM involves keeping the lesson period very short. For the first years, say about 1-3, most lessons should be about 5 to 10 minutes. 15 minutes on the outside. A lot can be accomplished when the student has his attention to the subject at hand. Daydreaming and inattention, which occurs when lessons are longer, just waste the time of both student and teacher. I have also seen the advantage of stopping a lesson while the student still wants to do it - it makes them eager to tackle the same subject the next day. Working on a subject until the student no longer wants to do it causes them to not want to start it up again the next day.

CM feels that students should learn from "living books". For literature, that would mean good literature (mostly classical, as the classics have proven their worth). We are talking about the type of book that you don't want to put down. "Twaddle" should be avoided - that is the type of books that talk down to children, or provide no challenge in reading. Subjects like History and Science should be approached with living books too. Either books written during the time - or written by someone with a passion for the subject. Textbooks should generally be avoided (although there may be some better textbooks today than in CM's time.)

CM felt that math should be "hands-on" in the earlier years, and I believe that she would agree that understanding how math works, and what you would use it for would be very important instead of memorizing math rules by rote.

Handicrafts should be useful, or of a quality to be kept (for art) - instead of the paper crafts that are destined for the garbage within a few days. (after discussion, a number of people following the CM method do feel that some of the work that a year 0 student would be doing would be a pre-handicraft practice.... learning to cut, draw, etc.) Things like knitting, sewing, wood-work, needlecraft, weaving, etc can be learned a lot younger than we tend to think. (My mom, for example, started knitting at the age of 3....)

Students should put forth their best efforts at all time - striving for excellent. It is better to get 3 or 4 perfect strokes (in handwriting practice), than lines and lines of illformed ones. Remember that this is easier with the short lessons!

Children should have a lot of time outside in nature. In today's world, this needs to be scheduled in. This is especially important with Year 0 children, but is still important even with older children. I personally feel that this is even more important for us to plan as the habits of our society have changed in this area. Even when I was a child, many of my days were spent outside playing with other friends. In my parents time, children spent almost all their free time outside. Today it seems rare for children to play outside at all.

For raising children, it is important to instill good habits. Habit training can become a habit with the mother. The better habits you have given your children, the easier time you will have as a parent. If you find that you keep having to tell your children over and over to do something, then there is a habit that you wish them to have that you have not trained them to have. I must admit that this is an area on which I need more work!

I am sure there is a lot I have forgotten to mention. There is a lot to consider. However, I do feel that working on implementing these methods help make the homeschool an enjoyable place, and a place where children love to learn!