Well, this week was short, in terms of teaching, as I had other commitments with a school field trip. I could only teach my daughter on Monday, but surprisingly enough, she didn't seem to mind that she was going to have some free time on her hands :)
Actually, with two educational settings (high school and home education), it takes a bit of getting used to. Add extra activities after school (Color Guard) and suddenly any free time is 'phew-I-get-a-breather' time.
As we had missed IGCSE Co-ordinated Science, Geography and English Literature last week, I concentrated on these three subjects on Monday:
IGCSE English Literature (0486)
The University of Cambridge International Examinations Anthology of Stories in English: Stories of Ourselves (2008) [ISBN 9780521727914] pp. 155-159; 184-194
Strengths of the student: strong reading and comprehension skills; strong, opinionated reactions to both stories
Challenges: only two short stories could be read at a time; strong opinions (she disliked both stories) may hinder deeper analysis
How we covered the material: read the story silently (I re-read it at the same time), and then discussed first impressions, further thoughts and feelings
How I judged knowledge/skill acquisition: [same as last class] through careful questioning about salient aspects of the stories; through discussion about the writer's craft (to build upon with each story that is read)
IGCSE Geography (0460)
Ross (2002) Essential Mapwork Skills [ISBN 9780748764617] pp. 16 -17
Guinness & Nagle (2014) Cambridge IGCSE Geography [ISBN 9781471807275] pp. 2 - 6
Strengths of the student: enthusiasm for the subject; inquiring mind
Challenges: lack of time (pacing will get easier as I realise the student's abilities)
How we covered the material: quickly covered the remaining introduction to basic map skills; then started on population dynamics. Read through pages 2 - 6 on population dynamics, and used online resources to understand the demographic transition model examples. We didn't worry that the topic wasn't completed, as we can carry on in the next class.
How I judged knowledge/skill acquisition: discussed new vocabulary; asked questions to assess comprehension; used online resources as a research tool so that the student could find examples of countries in every stage of the demographic transition model.
IGCSE Co-ordinated Science (0654)
Mackean & Hayward (2014) Cambridge IGCSE Biology (Third Edition) [ISBN 9781444176469] pp.24 - 33
Strengths of the student: interested in the topic; had some prior knowledge
Challenges: content dense subject
How we covered the material: reading the text (sharing the task); discussion and note taking. We skipped the practicals as we were working in the public library, but I will get materials for the practicals. I have a good light microscope waiting at home.
How I judged knowledge/skill acquisition: through discussion and by eliciting examples, wherever possible, when taking notes.