Homeschooling your children using saxon math
Saxon Works is a phrase that is heard consistently in Saxon classrooms across the country. Saxon math products and programs have a proven record of success in every type of setting - urban, suburban, rural, public, private, charter and parochial. The success of Saxon programs can be attributed to the program's unique, effective and research-based pedagogy, which helps students develop a deeper understanding of concepts and how to apply them. Saxon's innovative instructional approach breaks complex concepts into related increments, recognizing that smaller pieces of information are easier to teach and easier to learn. The instruction, practice and assessment of those increments are systematically distributed across a grade level. This distributed approach ensures that students gain and retain critical thinking skills.
Developed while homeschooling our son using Saxon Math books 76 through physics; from discussions with other homeschooling parents; and during my decade of using Saxon Math books for special education students in public schools.
When the child begins working in the recommended book, I carefully observe the process to note if the book is a good fit for the child’s skill level. If the early lessons in the book prove to be too easy for the child, I change my plan, setting the book aside while I administer one test after another until the child scores less than 85–90%. At that point, I put the child back into the book – for the lessons covered by that specific test, and I begin instruction at that point. I remain attuned to the child, and flexible in my thinking, as I decide whether the child’s existing, and developing, skill base warrants slower or more rapid progress through each book.
Developed while homeschooling our son using Saxon Math books 76 through physics; from discussions with other homeschooling parents; and during my decade of using Saxon Math books for special education students in public schools.
When the child begins working in the recommended book, I carefully observe the process to note if the book is a good fit for the child’s skill level. If the early lessons in the book prove to be too easy for the child, I change my plan, setting the book aside while I administer one test after another until the child scores less than 85–90%. At that point, I put the child back into the book – for the lessons covered by that specific test, and I begin instruction at that point. I remain attuned to the child, and flexible in my thinking, as I decide whether the child’s existing, and developing, skill base warrants slower or more rapid progress through each book.
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