Nature Study Monday :: April 2015 :: NSM {LinkUP!}

Hellooooo! and thanks for your continued interest in the NSM blog linkups!


We've been a little more relaxed about nature study around here the last few months as we're still doing some catching up on regular schoolwork. So 'scheduled' nature study walks and journaling have been irregular. It's been more free-for-all as in: we fall in love with, have a good look at and document whatever whenever whether it slithers, flutters or just happens by.

This last month, we've acquired a stray kitten, found a snake in the bathroom (whom everyone is happy to have as a permanent guest as long as he stays in an aquarium), as well as other regular visitors who stay long enough to have a good look and then are free to go.


I hope visiting the other homeschool nature study blogs linked below will inspire and encourage you to continue or make a start in your own nature adventures!


Here's a link up for April!

Snag a button if you wanna! :)
Come back and share your nature studies with us this month!

The {Nature Study Monday} link up is for ANY nature study-ish blog post written at any time during the current month. Which means, when you submit your link, it will show up in every. single. {NSM} post. during the whole month! Oh, and be not confused, feel free to link up on any day, be it Monday or not! 

hello, long time no blog.

happy almost-year-end to you!

can you believe more than six months have passed without a word from Fisher Academy?
heheh. and see? the world is still turning. :)

i bet you've had some interesting moments in this past half-year! i would have loved to have shared those with you. unfortunately, furlough kind of snuck up and held me hostage. i had no idea beforehand that six months across the US and Canada, in a van, with a family of 8, including a baby, would be so busy! HAhAHaHAHaHAhAh!

whoa, was i naïve! my expectations having been ever so slightly unrealistic, i thought writing a minimum of blog posts would be no big deal.

um... wrong.
keeping our family's loose ends together and stitches tight proved a gargantuan task! :)


i do sincerely apologize for not keeping up with communications here... it became pretty evident early on, the first week to be precise, that i would spend all my energy keeping up with our super packed itinerary alone. we were SO blessed being able to spend time with SO many people. we hardly had time to sleep!

regardless, i feel pretty bad that i just up and kind of disappeared without even a word. :(
i hope you'll forgive me.

one of the countless things that has become crystal clear to me over these past months is
that as much as we'd like to DO everything and BE everything... we can't.

we only have 24 hours in each day. likely, only 16 of those are awake hours.
we blink and 6 months happen. well, almost. life goes by very quickly. there are only 365 earth blinks times 70, give or take, in a lifetime. i know that you know this. but you may not have thought about the fact that we only get about 25-30,000 days. total.
at least half of mine are already spent.
at most, i only have 900 days left with my oldest boys in the house. i don't have time to mess around. i've got to live fully. today.

we only have time for one day at a time. the day the Lord gives.

we don't have time to do what everyone else is doing, or what everyone else might like for us to do. when it comes down to it, we don't have time to do what we'd like to do each day!
and until the day turns, we don't know what unexpected events will come around that corner demanding our immediate attention.

so just like that, six months pass.

it was about all i could do to keep up with my 100mph husband who laughs at the idea of turning down an invitation! (He makes a good missionary).


first, we drove from Texas to Northern Alberta. i know, right? there aren't enough letters in that sentence to give it the weight it deserves. let me just say it again. we drove from Texas to Northern Alberta. that is a LONG way, folks. not only that, we meandered.

from there, we traversed over mountains with glaciers and then pretty directly across to the west coast, hitting Washington, Oregon and California. after a couple of months like that, having seen our families, we drove halfway back across the continent. we stopped a handful of times along the way of course before flying the other half to the east coast of New Jersey. did you catch the latest heavyweight? coast. to. coast. let me reiterate. we drove the height, half the width, half the width again and then flew half again of North America.

and on our way, we spent a lot of moments with really neat people. i am really thankful for all of that.

i only really regret not having time for writing and posting pictures & updates.
do forgive me, and i'll love you forever. :)

phew. thanks for letting me get that off my chest.

i have a few more posts coming off the stacks VERY SOON, in which we need to talk about:

• the mislaid CM Blog Carnival,
• a great deal on living books for your kindle or other reading device, AND
• my annual ART Calendar Give-away!

be encouraged! 
live fully the today the Lord has given you! 

"Only one life, will soon be pass'd
Only what's done for Christ will last.C.T. Studd"

(read the entire poem)

Butterfly :: {NSM!}

A four legged butterfly.
How intensely interesting is that?! Read on if you are mystified... or even if you're not. You might learn something.
I did!! :)

Well, I promised a post, and I can't say that it'll be super interesting to everyone, but we certainly enjoyed ourselves! ;) Hopefully, you are getting outside (daily?) already and enjoying yourselves just as much this March in your own corner of the world! I know that at least several of you are doing just that and were mighty quick on the draw with your posts. Three of you beat me to the linky! Shoot. I can get the nature studies done, but the posts... Well, all I can say is, I claim tired-exammed-out-prego brain.

{Please do share your nature study posts for the month! See the linky below... AND there's a group of my fellow AOer's attempting to get outside everyday this month. Wanna join them?}

There's the evidence. Look closely, it seems to have only four legs. How is that possible? Don't all insects have six? We'll get to that. Meanwhile, have you ever noticed the names of butterflies...? How 'bout a Grecian Shoemaker, Red Admiral, Isabella, Julia, Esmeralda, Mosaic, Wizard, Common Map... Wow. Cool names! Well, some of them anyway. A few of them are rather common... poor guy.

I'm pretty sure we've narrowed down the possible identity of ours to a Tiger Butterfly, a Large Tiger or a mimicry of one or the other. It's not exactly like the pictures in the book, but it does say they vary. The antennae of ours isn't orange like the typical Tiger Butterfly, rather more similar to those of the Large Tiger. Its markings are not as like the latter's as to those of the former. So, you see, I don't know. However, both are part of the Nymphalidae family, which means it is a relative of "some of the world's most beautiful and spectacular butterflies," according to my book. And what's really cool is I recognize a good number from this family.

Either way, it was fun looking it up. :)

I mentioned that we read it might be a mimicry of something else, and so we were surprised by joy when we just happened upon this interesting tidbit:

"Poisonous butterflies of the same species often fly together so that their warning colors are more easily recognized. A number of poisonous species even share a similar warning pattern. In this way, birds have only to learn that one species is poisonous to avoid all the rest. Some nonpoisonous species mimi poisonous species, so that they too are left alone. In the past, these mimicry associations have confused entomologists, who have only recognized one species where several in fact existed."

Butterflies and Moths by David Carter

So, there you have it. We may have discovered a new species. You just never know. If so, I want everyone to note the date of this post. Just in case. :)

As to the question of legs:
My kids are the ones who pointed out to me that the butterfly only had four legs. I said, "All insects have six", and then I looked very, very closely and can I just say it's third pair seemed very non-existent? I told the kids they must be there... somewhere. I even showed them where they could be completely and perfectly hidden... practically invisible even. But, as motherly as possible, I kept my doubts to myself.

I admit, I looked it up tonight for backup. In the book it says reassuringly, "The most important characteristic separating this large group from other species of butterfly is the front pair of legs, which are usually undeveloped so they no longer have a walking function." So there. Apparently, in many butterflies (not just this mutant family), the first pair of legs are short or kept folded up. Such is the case with our butterfly. Phew. I'm glad I was right. :) I can't wait to tell the kids.

Oh, and, we are not the only ones to have doubted. Just do a google search. It's funny. Apparently, it's a common question. :)


Want a really great butterfly book?
Here's the one I use the most: (and you can get it super cheap!)(and at the same time throw us a tip since it's an affiliate link and all)

The {Nature Study Monday} link up is for ANY nature study-ish blog post written at any time during the current month. Which means, when you submit your link, it will show up in every. single. {NSM} post. during the whole month! Oh, and be not confused, feel free to link up on any day, be it Monday or not! 

Snag a button if you wanna! :)
Come back and share your nature studies with us any time this month!

Sloyd: Warming the Intellect

No, not Slide nor Sled, even if it IS snowing at your house... apparently they got 4" in Portland!?!

Sloyd. 
Incorporating Paper Sloyd as schoolwork provides great warm-up exercises in strengthening intellectual habits all year round (I've tried it!!). Who would have thought? Paper folding! It can also be great fun and spur one on to make some cool stuff.  Read on and you'll see what I mean.

I learned about Sloyd through Charlotte Mason some time back, but never was sufficiently inspired to do more than schedule it until this summer while attending a workshop by my friend BobbyJo in Minnesota. At that time, I had recently been considering it again, though I can't remember why... maybe due to my friend Richele and its relation to Mathematics or maybe convos with yet another friend Tammy? Either way, for better or worse, I resolved to begin our adventures in Paper Folding the subsequent schoolyear (last fall).


Of course, we didn't start during the first term; that would have been So Very Drastic. :) This term however, we started at the very beginning (which is a very good place to start) in Paper Sloyd for Primary Grades. Even for the elder students who have no experience, Sloyd has it's benefits, though we must keep moving in order to keep attention and not insult pride or patience. We started with the basics as presented in this book. Working in order, we've finished the first nine projects over the last several weeks.

My littles have been especially SUPER excited about each project they can make as-is or adapt for gifts for their siblings and friends' special occasions! Two days after creating the envelope, we had a birthday! Not incidentally, that sister received more than one special note wrapped in a handmade envelope/wall hanger this year. :)


All of us have had to work into this new venue. I had to learn to be clear and careful in GIVING instructions. We have all had to work to maintain a friendly and relaxed atmosphere (struggle on, perfectionists!). The kids have had to make an effort not to get overwhelmed or frustrated while listening and concentrating in a group context with various skill levels represented. We have seen great progress in all of these after the first few projects! Yay!

Every project boasts a series of instructions to be followed including drawing lines, cutting, folding, etc. The comeliness of the final product is in direct correlation to how carefully each instruction is carried out. At every point, each step depends upon the previous step being done exactly. Students must pay attention and concentrate all the way through the verbal instructions. They must follow those same instructions thoroughly and accurately or their project will be wrong or turn out looking 'junky'. 


Here's the low down...

• A perfect product is not the immediate goal (though I would be concerned if they cared not at all, but that hasn't been a problem with mine). My main objective is that the students take care to listen, concentrate and follow instructions thoroughly and accurately. If desired, they may later redo a project that they feel turned out poorly because of lack of skill or as a result of some inadvertent mistake (see below).
• Instructions are succinct on purpose. The student has to audibly process the instructions in order to follow through. I repeat the instructions aloud twice (w/ demo for my year one student when there's any potential confusion). Ahead of time, I emphatically encourage them to *think* before asking a question. It's much easier to ask a question than to think. If they can't seem to figure it out, they may wait and watch how someone else interprets the information (though obviously, I'd rather they figure it out for themselves).
• Everyone must respect others' need for concentration and NOT talk during the process unless asking a necessary question. It's also easy to get frustrated and have an outburst upon making a mistake - great for practicing self-control. (I encourage them that this is a learning process, to look for a way to make up for their mistake, and continue if possible. See next point)
• Disallowing re-do's mid-project obliges the student to experience natural consequences (a less than stellar final result). I have given second chances once or twice in order for my littlest to not feel overwhelmedly discouraged. One difficulty is, allowing one student to 'start over' because they're not happy with their cut or have folded wrong, requires the rest of the group to wait while they catch up. Or, I have to keep track of where two different sets are in the instructions line-up. Asking them to carry on (sometimes it's easy to make amends for mistakes by adjusting the measurements of the initial project size by trimming off a mistake), finish the project and re-do it if desired AFTER they know all of the instructions, seems to have been an acceptable consequence in most cases. This might be explained ahead of time to ward off an emotional blow up mid-project.

Teacher Tips: 
Of vital importance for parents and educators → DO: Initiate & Direct, DO NOT: Control or Dominate.

Pre-work reminders...

• Make sure to have materials ready - mine are kept in a basket and collected at the end (scissors, rulers, hole punches, glue sticks, etc.).
• Have everyone clear their space of everything except scissors, ruler and a sharpened pencil.
• Remind everyone that this is a time for listening, concentrating and working quietly. "We want to be quiet so that others can do the same." 
• Remind them that you will be repeating each of the instructions several times. For that reason also, we will listen carefully and think before asking questions. We might wait and see if watching what our neighbor does will help us to understand."
• Remind everyone that this is practice. "It's okay if we make a mistake. We'll do our best and get better with practice. If we do make a mistake, we'll keep going if possible. If it's not possible to fix it, we'll keep listening and following along to all of the instructions until they are finished and we can start over."

We've been talking about this on the AO Forum, check that out here and here.

The optional topic for discussion during February for the Charlotte Mason Blog Carnival is: Some Unconsidered Aspects of Intellectual Training. This post is my contribution to that discussion. If you would like to participate, see this post for more information! All CM inspired posts are welcome.

Wanna Share?! 

If you do blog specifically about Paper Sloyd, please come back and link with us so we can see and learn from you!!

JoviOval Time: What it looks like... kinda.

Remember those idyllic moments I mentioned happening 'bout every 23 days around here? You know, the 'glowing hour' surrounding what we call 'JoviOval' time...?

Well, the other 22 days go something like this.


I don't know about you, but this picture  mentioned in this context makes me LAUGH!


Sometime before 10am, I call to my kids, giving a 10-20 minute warning. They've already been doing school on their own since 8:30 or so, hopefully. During those minutes, I take a shower or make my coffee or eat breakfast, gather my stuff and finally sit in My Spot in the circle-ish, perhaps more ovate, sitting area of the schoolroom.

Usually, at least some of the kids are sitting there waiting when I come in. Other times, they run over immediately. Occasionally, they have to be called another time. Almost always there's a scuffle over who sits where... we are all still in training. :)

From there, for the next hour and a half or so, we're able to get a lot of things in that might otherwise slip through the cracks. Wait, that DID slip through the cracks. Many years ago, we started out with just memory work and our read-alouds, but with travel and moving there were lots of cracks! Plus, things have morphed as we've added students and subjects over the years to come by what we now have an official name for and everything!

During JoviOval time we SING and dance... uh, just kidding. We mostly stick to singing, though we could dance. ;) We read the Bible and poetry. The kids tell their memory work and practice recitations. In between stuff, usually everyone scuffles over seating arrangements. Again. Sometimes they tackle [ahem..] bother each other. Yes, in fact, they do.

Just keepin' it real. ;)


In fact, here's a real life of one our moments...
me reading aloud, people milling about,  someone grabs the camera... yeah. It's like that. :)

We also do Helpful Together Things which smooths having lots of students at different levels. I read aloud from a science, geography, literature or history book for EVERYBODY. We do French and Spanish together. And a bunch of other stuff. You'll see. In my next post, I'll put up the list of what we're doing this term.

After we finish the official 'all together' stuff, some students skedaddle and we move on to the subjects that need at least my partial attention. That'd be mostly math, but can include Latin and/or grammar, among other things.

We've had to change lots of stuff to make 'JoviOval' time work. Matter of fact, I make changes every term. Some things I hope to do seem to get put off for an entire term even though they're on the list. Sometimes, it's all a flop because of moodiness or unpreparedness. Which is why habits contribute so much to atmosphere. It definitely doesn't just happen. No magic here. I have to make it happen, and all of us have to keep working to ensure that it continues. :)

Please don't forget that nothing really worthwhile will just up and happen overnight. One doesn't accomplish one's goals without some trial and error. It wasn't 'til last year that I really started to feel really quite happy with our 'together time'.

Key point: Take one thing at a time.

Also in my next post, in the Spirit of Newness (yes, I am in fact stretching the New Year theme out THIS LONG), along with our schedule, I'll share what's new in JoviOval time for this term/year, what's being tossed and why.

If you want to be really inspired, or need help with ideas for beginning a Morning/Circle Time, definitely have a browse over at Cindy's. She's got 30 days of MT! If you're interested in an all-out-AO-ambler's outlook and of her sundry daily experiences gathering her chicks into an egg-shaped formation and of some multi-age combinations, you'll want to read my next couple of posts, too. AND there's the linky, too! Only my friend Brandy has shared so far. She has a habit of posting about her Circle Time each term, so you could see her older posts as well.

Have you blogged about your Morning Time/Circle Time? Do you wanna? Help us out!
Please post and share your experiences in the linky below!

:)

Jovi'Oval Time... or whatever you wanna call it.

Here we are, happily engaged in a French lesson...  Can you just envision a new baby thrown into that mix?! Heheheh! Makes me laugh!
Many people call it 'Circle Time'. Others call it Morning Time. Whatever you call it, it's that glowing hour of the day when mothers demurely call their children to begin their studies. These come skipping hand-in-hand cheerfully, having finished their respective duties, as they are in the habit of always doing something helpful or productive. They then gather eagerly around their mother with fresh and radiant faces all set to profit from every word that proceeds from her sweetly up-turned lips.

It's almost exactly like that in my house every 23rd day or so. :)

Problem is, similar to Cindy's (aka: the Morning Time Master) sage words in one of her extremely helpful MT posts, if I call it and think of it as Morning Time and it doesn't happen in the morning, 3 out of 5 times I'd probably end up skipping it altogether. Which is in fact, exactly what has occurred MANY times.

Hmph.

Then there's the perfectionist in me that still slightly quails at the prospect of circles. They're so perfect. Do you remember, as a child, learning to draw a circle? Have you tried to free hand a perfect circle lately? Try it. How'd you do? Perfectly round? Right.

All of these are reasons why, this year, I've come to call our together time Jovi'Oval Time. Who doesn't need a little joviality every single day? Well, that and 'cause we're just not circle perfect people, ya know? Obviously, this is not meant as judgment on those who DO choose to call it Circle Time. This just how it IS with us. Besides, Circle Time people probably are perfect... ;)

The label 'Jovi'Oval Time' may be, in part, a recognition of just how much grace we require around here! In our diversified and dynamic lifestyle, Jovi'Oval Time has become a way to keep us oriented, get a lot of learning done, and build togetherness. It's become a pretty important part of our everyday. A liturgy of sorts, as Cindy might say.

The name 'Jovi'Oval Time' is new as of this school year, so during this month of Newness I'm gonna share a little about what we do. Hopefully, you'll be encouraged by our experiences and will feel free to share your own!

If you'd like to SHARE your Circle, Morning, Together Time posts, I'd be happy to collect the links in a linky here in this post! Do you have an older post on what y'all do? Are you just formulating your thoughts and plans? Whatever. Share your posts below if you feel so inspired... I'm sure we can all learn from each other!

:)

Nature at Your Fingertips :: December {NSM Linkup!}

The {Nature Study Monday} link up is for ANY nature study-ish blog post written at any time during the current month. Which means, when you submit your link, it will show up in every. single. {NSM} post. during the whole month! Oh, and be not confused, feel free to link up on any day, be it Monday or not! (scroll down for linky).

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Charlotte Mason Blog Carnival :: Holiday Edition 2013

Hello Bloggy Buddies and fellow Charlotte Mason Enthusiasts!

I hope you all are enjoying this holiday season, we sure are! I just can't believe it, because of the busy wonderfulness of having guests, the holidays really snuck up on us ever so suddenly this year! This year, being the first year in a long time we've been able to pull out all the stops having all our holiday paraphernalia on site. We've been enjoying our Basket of Delights and holiday themed movies and nativity scenes and Christmas trees and lights and traditional daily Advent readings...


This unwrapped recently from our Basket of Delights.  This year, I wrapped up a number of old favorites to add an element of excitement.  We unwrap and read one per night.
Can you believe we've almost finished another year?! 2014 is only days away. Have you had a chance yet to reflect back over 2013 yet? How has this year gone for you in your family, in life, in your homeschool? What have you accomplished this year that you are proud of? Which things have you had to put aside because plans up and changed? What circumstances have made you and your family stronger? In which areas do you see need for improvement? As the end of the year approaches, these are things that have been on my mind and I'm planning to blog about reflection in the next couple of weeks. See more here.

“The heart of man plans his way, but the LORD establishes his steps.”

Proverbs 16:9 (ESV. Good News Publishers/Crossway Books. Kindle Edition.)

Sometime during the next couple of weeks, wouldn't it be neat if we could make and take the time to reflect and write down some observations on the past year? Perhaps this kind of an exercise might help us to make wise decisions regarding how we face the coming New Year?*

(*If you happen to decide to blog your reflections on the past year, don't forget to visit this link to find out how you could receive a free 2014 Art Calendar!)

As far as the CM Blog Carnival is concerned, we've covered a LOT of ground this year. See digest below for links to all the carnivals in 2013! It could NOT have happened without all of your help. I am especially grateful to all the wonderful hostesses this year. I'm already looking forward to next year!

Thanks to these blogging lovelies, we have a handful of freshly blogged reading selections to spread over the next couple of weeks until the CM Blog Carnival starts up again next year. Grab a cuppa somethin' and enjoy!

Cindy shares: Christmas Nature

Nancy shares: Christmas Books

Celeste shares: Picture Books We Love :: My Top Ten Christmas Books for Littles

Patti shares: Rosa Bonheur - Deer in the Forest, Arcangelo Corelli - Trio Sonatas Opus 3, John Oxenham - What Can a Little Chap Do?

Carol shares: Ambleside Online Year 2 with an 8yo

Jen shares: What We've Learned October through December 2013

Tammy shares: Peacefully Guided

amy in peru shares: A Year's Reflection & Joy to the World, a Christmas Carol Songbook (a blast from the past)


My kids are getting so big... they're all bigger than at least one tree now! :S

Digest of 2013 Charlotte Mason Blog Carnival Editions:
New Year Edition: Favorite CM Moment! @Holisitic Homeschooler
Self Education @Journey & Destination
Born Persons / Nature of a Child @Grace to Abide
Proper use of Authority @Delightful Education
Sacredness of Personality @Living CM in California
Education is an Atmosphere @Windy Hill Homeschool
Education is a Discipline @North Laurel
Education is a Life @Harmony Arts
Making use of Mind @Afterthoughts
Way of the Will @Dewey's Treehouse
Way of Reason @The Winding Ascent
Summer Edition: What we love MOST about CM!! @Simply Charlotte Mason
Knowledge of God @Higher Up and Further In
Knowledge of Man: History @Piney Woods
Knowledge of Man: Literature @Journey & Destination
Knowledge of Man: Citizenship (Morals & Economics) @The Common Room
Knowledge of Man: Composition @Epikardia
Back to School Edition: CM Planning and Organization! @Our Journey Westward
Knowledge of Man: Languages @Fisher Academy
Knowledge of Man: Art & Music @I will lift up
Knowledge of the Universe: Science @HNS blog
Knowledge of the Universe: Geography @Dewey's Treehouse
Knowledge of the Universe: Math @Aut2bhomeincarolina
Knowledge of the Universe: Physical Development & Handicrafts @Hunsucker's Home
Holiday Edition: Celebrating the Year! @Fisher Academy


If you are a fellow Charlotte Mason enthusiast have always dreamed of hosting the Charlotte Mason Blog Carnival on your blog, please send an e-mail to charlottemasonblogs (at) gmail (dot) com, as the schedule for 2014 is in the works!

See you all next year!!

:)



{This is embarrassing... just in case some of you are ultra prompt and find a couple of missing links in this post, due an unexpected turn of events, the links referring to A Year's Reflections will be posted sometime tomorrow. I was waylaid this week and I really didn't want to postpone publishing this carnival even a minute longer... my clock says 11:55pm, December 14, which means it is not technically late, yet!! ;) }

Jungle School! {from the archives}

I thought it'd be fun to have a look back at what we were doing this month five years ago... and it was fun!! I have such cute kids! ;) This is a look at Jungle School before we actually moved here. Now of course, we do Jungle School every single day. heheh.

Originally posted in 2008, from the archives:

Jungle School!

Here's what school looked like for us last week. We spent a total of 40+ hours in the car, 4 HOT nights in hostels and 2 1/2 days in the jungle! woohoo!

The boys had several free-reading books by Roald Dahl that they finished. We kept up on Bible reading and had several nature study opportunities. Fun.



We finished reading Squanto, by Feenie Ziner and Landing of the Pilgrims, by James Daugherty.
These two books coincide perfectly... definitely read these two together for SUPERB living books on pilgrims/mayflower/colonist history!











Jungle school is fun :)



{original post can be found here}

Ah. This is the Life... {NSM! LINKup}

The {Nature Study Monday} link up is for ANY nature study-ish blog post written at any time during the current month. Which means, when you submit your link, it will show up in every. single. {NSM} post. during the whole month! Oh, and be not confused, feel free to link up on any day, be it Monday or not! (scroll down for linky).

We've been on vacation from school since the beginning of June, so any nature study that has happened lately is completely spontaneous and informal. Actually, I've been SO busy between prepping for and hosting a short-term mission team, working on AO projects, holding down the fort for the last week and a half with my husband away, among other super enveloping projects... I wondered if ANY nature study at all would happen.

Oh! Can I just say that I've been SO pleasantly surprised?! One of the wonders of a CM education is the way it changes one's whole way of life. And it makes me want to exclaim... yippety, skippety! Or something.

I mean get a load of this; this is what I'm talking about...
Our days have been spent learning new jumprope rhymes, letter play, catching wasps-of-unusual-size, reading, writing and a whole lot of masterly inactivity on my part.

Doesn't that just sound downright wonderful?! I get happy all over again as I sit here writing it down. These are the days...

Here's some of the spontaneously informal nature-ish stuff we've done last week.

• Kids asked to look at the moon with binoculars.
• Heard and searched for a night bird, can't wait to try and observe it (maybe it's the owl come back?)
• Compared a moth and butterfly.
• Watered plants and observed new growth in all the kids' own edible greenery projects.
• Observed a VERY large spider. Unsuccessfully tried to exterminate said spider. Still looking...
• Listened to thunderstorm.

So, what do you do for nature study over the summer?


Grab this image to share in your post...


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Nature Study Monday :: July! {LINKup!}

The {Nature Study Monday} link up is for ANY nature study-ish blog post written at any time during the current month. Which means, when you submit your link, it will show up in every. single. {NSM} post. during the whole month! Oh, and be not confused, feel free to link up on any day, be it Monday or not! (scroll down for linky).

The day after tomorrow marks one month since my Dear Blue (my mac) was inadvertently drowned in a large cup of iced coffee. So sad. See a picture of us together, here. The mourning of whom, I hope, will be a reasonable excuse for not having posted the regularly scheduled Nature Study Monday posts. Dear Blue was replaced last week by Bluely Beloved and so, here I am again! Praise the Lord!:) Please forgive the lack of new and inspiring nature-ish notes this week, but please do feel free share your nature study posts for everyone to visit!!


A momma kitten came and shared her bed with us for a few days...



Grab this image to share in your post...


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How examining exams can help teachers teach better

There may often be a direct correlation between exam success and the quality of the term's work. Exams ala Charlotte Mason can be a pretty good indicator of whether or not things are going well with books, methods, character, etc. Though maybe not in the way we'd be naturally inclined to think. We are primarily looking for what the student DOES know, not what they missed. Exam week should simply be an extension of term work, an opportunity for the student to remind herself (& you) of the things s/he has spent time caring to know about.

What we have perhaps failed to discover hitherto is the immense hunger for knowledge (curiosity) existing in everyone and the immeasurable power of attention with which everyone is endowed; that everyone likes knowledge best in a literary form; that the knowledge should be exceedingly various concerning many things on which the mind of man reflects; but that knowledge is acquired only by what we may call "the act of knowing," which is both encouraged and tested by narration, and which further requires the later test and record afforded by examinations."   v6, p291

Taking a closer look at how we feel about exams and reviewing the student's given answers, I suspect, we might uncover some clues as to how we as teachers could improve; in order to increase and inspire MORE opportunities for 'acts of knowing' in subsequent terms. If exams are stressful for our kids, maybe we're getting too much in the way, or pressuring them unduly. If their answers are lacking, maybe we're asking the wrong questions. Or maybe the books we're feeding them are leaving them dry as dust? Considering exams can also help us become aware of personal weak spots (ours and theirs).

In this post, I'm going to take a look at a couple areas that recent examinations have exposed in our homeschool. But first, let's look at some of the main perks, guidelines and ideals in term exams.

Boys and girls taught in this way take up ordinary school work, preparation for examinations, etc., with intelligence, zeal, and success. v3, p302

When the terminal examination is at hand so much ground has been covered that revision is out of the question; what the children have read they know, and write on any part of it with ease and fluency... v6, p7

At the end of the term an examination paper is sent out containing one or two questions on each book. v3, p273

They appear to enjoy doing this; indeed, the examinations which come at the end of each term are a pleasure; the only difficulty is that small children want to go on 'telling.' v3, p276

For it is a mistake to suppose that the greater the number of 'subjects' the greater the scholar's labour; the contrary is the case as the variety in itself affords refreshment, and the child who has written thirty or forty sheets during an examination week comes out unfagged. Not the number of subjects but the hours of work bring fatigue to the scholar; and bearing this in mind we have short hours and no evening preparation. v6, p158

It is not the best children that answer the examination questions; the general rule is that everybody takes every question. v6, p297

After the experience of over a quarter of a century in selecting the lesson books proper to children of all ages, we still make mistakes, and the next examination paper discovers the error! Children cannot answer questions set on the wrong book; and the difficulty of selection is increased by the fact that what they like in books is no more a guide than what they like in food. v6, p249

"The terminal examinations are of great importance. They are not merely and chiefly tests of knowledge but records which are likely to be permanent. There are things which every child must know, every child, for the days have gone by when 'the education befitting a gentleman' was our aim. v6, p291

So, now that we have those key things about exams in our minds, let's take as an example a few of the things that our recent exams have made me aware of in our homeschool.

Books (History, Geography, Literature, etc):
This is my kids' strong point. What they read, they know. And I love that. As long as the questions are open-ended, they can usually give me something awesome. (Over the years there have been a very few problem books, when they just don't 'care' and there was serious lack of 'book connect'. But thankfully, that wasn't the case this term. Besides, I'm usually aware of that before exam time anyway).
Teacher takeaway: I can't take credit for all our book choices. But I can take credit for choosing the way we do learning around here. I'm SO glad for Charlotte Mason's philosophy, especially her emphasis on living books, and for AO's attempt at modern day CM programmes! :)
Something we've learned from past years... one issue we have to be careful of in particular is, having two students in the same year, they share the same books. I have to be careful to give the kids their questions a solas or else give them different questions, otherwise they are bent towards comparing.

Artist study:
Not one of my kids knew the name of our artist this term. Um, that's right, nobody knew. And I am a little embarrassed about that. Poor Seurat. While everyone definitely had a favorite painting or two or three, and I did read about the artist and mention his name, somehow it completely slipped ALL of their minds.
Teacher takeaway: Frequently, but unobtrusively, incorporate artist's name, the name of painting and other interesting data into weekly picture studies.

Writing:
Several of my kids don't write their names/dates very well. Though, this is not the end of the world with an 8yo, it is practically unforgivable with a 14yo.
Teacher takeaway: After thinking, I've realized that I rarely ask for assignments where they write their names. I bet it won't take more than a week to fix this little slip.

Also, CM says this, "Children in Class III. write the whole of their examination work." (v3, p288) Yet, my y8 students did about half written and half oral answers. I suppose that's in part because we did exams this year over three days instead of an entire week, and oral work is quicker. But the other part, honest-to-goodness, is due to my extreme aversion to reading cryptic handwriting and diversified spelling (note the courteous phrasing). I can honestly hardly bear reading their written answers. This is my bad.
Teacher takeaway: This is completely lackadaisical on my part. I need to keep them writing and I need to diligently correct a portion of their weekly written work. Even if I hate it. Perhaps not tons, but a regular amount until we see marked improvement. I am failing them as a writing teacher if I don't.

Singing:
Anything musical seems to be the most happy part of all our schooling. Everyone everywhere around here likes to sing everything singable every term, be it folksongs, hymns, harmony... what have you, we like it. Fun, huh?!
Teacher takeaway: Keep up the good work! And on the dull days, sing something to cheer us all up. Make sure to stay positively encouraging in everything musical. And PLEASE get on top of piano lessons before it's too late!!

Recitation and Memorization:
We consider these two separate subjects, even though there can be overlap. All of my kids did well with their recitations considering how little they've actually been taught. They read their selections nicely with good enunciation and inflection, even if their eyes were glued to the page. It was obvious their teacher {ahem!} had failed to teach them of the importance of connecting with the audience (eye contact, body language, etc). The only memorization we do is several Bible selections a term.
Teacher takeaway: While I regularly feel we come up short on the quantity of memorized material each term, my kids are slowly improving their presentation of such. I have given very little attention to the whole read aloud/memorize, prepare and present for an audience thing each week. Next term, I'll set aside some moments to go over this each week and maybe watch some examples on youtube.

"It cannot be too often said that information is not education. You may answer an examination question about the position of the Seychelles and the Comoro Islands without having been anywise nourished by the fact of these island groups existing in such and such latitudes and longitudes; but if you follow Bullen in The Cruise of the Cachelot the names excite that little mental stir which indicates the reception of real knowledge."  v3, p169

So, we know that even with Charlotte Mason style exams, as with other types of exams, at first glance, children might come off successfully from exams without having cared deeply about the term's work. But hopefully, as we listen carefully to their answers, especially to what's between the lines, we'll sense the extent to which they really care about the knowledge they're acquiring. Troubleshooting, we may look into areas of personal habits as well as quality of material. It's the teacher's job to analyze these things, adjusting to make sure we're doing all we can to lay the feast, stay out of the way and encourage the child to take a personal interest in and responsibility for learning. Our ultimate goal being that they and we take advantage of the full life set before us.

“The question is not, -- how much does the youth know? when he has finished his education -- but how much does he care? and about how many orders of things does he care? In fact, how large is the room in which he finds his feet set? and, therefore, how full is the life he has before him?” v3, p171

More Fisher posts on exams:
Nervous about CM-style exams? Don't be.
Our Exams {AO year 8, term 3}

really cool nature. {NSM}.

Keeping things lively, I'll be attempting to identify and post about some of the wild and crazy jungle finds pictured above over the next month. These aren't your average Handbook of Nature Study foci. This should be interesting! :)


'Kay, so we're accumulating posts for sharing May's nature studies... Won't you add yours to the list?
Please feel free to share the following image in your post inviting your readers to come on over and join us, too! The more the merrier!! :)

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MEP. A math story.

This post has been written in response to some questions on the AO forum regarding our process with MEP maths, particularly how to start students in the middle years, or how we've skipped years when needed. I've added some of my general thoughts about teaching math as well. But, you are formally excused from the table if this is excruciatingly boring fare for your palate. You don't even have to feel bad. Just click away. ;)


So. Here goes...

Another realm open to Intellect has an uninviting name, and travelling therein is difficult, what with steep faces of rock to climb and deep ravines to cross. The Principality of Mathematics is a mountainous land, but the air is very fine and health-giving, though some people find it too rare for their breathing. It differs from most mountainous countries in this, that you cannot lose your way, and that every step taken is on firm ground.    v4p39

Once upon a time, we came to a definitive crossroads in our math story. One boy continued to struggle as he always had, and at the very same time, we ran plum out of math books. While I'm not a big fan of curriculum hopping, if it were ever to come to pass, this was the time. Should I stick with the same ol' or go with something new? If something new, should I go with a non-curricular approach, popular at the time with some of my friends, or with a more traditional math program? Hmmmm. Have you ever asked those questions?

Though my boys could *do* math, I realized that there was a serious lack of understanding of the concepts. This was not necessarily the fault of MUS, but most likely due to the fact that I was not really teaching them math. I didn't know how to teach math. With that said, I really don't think your average later elementary kid is just going to 'pick up' on math on his own. Yes, there are kids who like math and catch on quickly, and can work independently, and can make their way through the elementary years without much trouble. This was me years ago and now this is my second-born. Fast forward, start high school math with more abstract concepts, and if one still lacks a deeper understanding, it is by no means easy anymore.

So, we found as we were working through Math-U-See, on the whole, they could do the lessons that were asked of them, but they didn't really understand what they were doing. Read more MEP transition nitty gritty here.

Enter MEP. It was practically love at first sight.

First of all, the entire curriculum is available for free online for one's perusal. That's convenient. It's all in electronic format. That's convenient. And it's the best math curriculum I've ever seen. That's really convenient!

You see, somehow I had never realized that math could be a living subject. MEP takes complex concepts and breaks them down to the point that most are introduced as far back as YEAR ONE, and are continually touched on and subsequently built upon by lots of roundabout ways, concrete activities, and real-to-life approaches, throughout every year, so that at some point, one just kind of already seems to know how to measure volume and solve for an unknown factor, etc. without really ever having had to struggle to learn it. Well, that's been our experience, anyway, with those children with whom I have used MEP from the beginning.

Trouble was, with my older boys, I didn't know how or where to start. You see, it has been said that MEP is difficult to accelerate because of it's richness. Well, it is that same richness that makes it difficult to know where to begin. When all along your other math program hasn't introduced those building block concepts, how far back do you have to go to fill in the holes? You cannot start a fifth grader back at Y1 simply so that he gets the whole scaffolding thing. Because the fifth grader knows LOTS of it already, he needs some foundation repair, that's all. Foundation repair is more difficult when you have an existing structure, you know. However, that's whats we needs. SO, where do we begin then? We are not going to pour a whole new foundation. We're just going to patch up. And that means, we'll fix problems as we come to them. We want math to be challenging without being frustrating.

For us, this meant, I needed to start the boys about a year behind where I thought they should be in MEP. Get this, NOT where they should have been according to MEP standardized levels. They were approximately 2-3 years behind that schedule. Students taught with MEP are in standardized schools and are started at 5 years old and are given an entire schoolyear to work steadily through each year of the curriculum. In standardized schools students don't have the luxury of skipping up a year or working on a personalized plan. They do MEPy__ because they are __ years old, and are in __th grade. Period. Not so, with my childrens. Almost everything around here is custom built. Including the garden gate and my closet shelves. Custom can sometimes mean makeshift. But not always. In the case of educational plans for my eldest children, they are almost always makeshift because often I have no idea what I'm doing. I learn from them, and hopefully the second batch will turn out better as a result. :)

So, we put them back in MEPy4. With daily one-on-one lesson time, one child picked up quickly and was actually up to speed within that year, I believe. The other, who had been struggling with MUS, now struggled with MEP. It's not magic, after all. Math struggles seemed to run in his veins (he's now built up an immunity!). But, math is a subject that needs teaching. And in 30min/day per lesson, we made the transition. I admit that MEP requires teacher time. But as a homeschooling mom, that's what I'm here for, right? :) Now, wait a second, I totally get the whole 'I have lots of kids though!' thing. I am not saying it's easy. It's not. I was sort of rebellious at first. But I'm SO glad we stuck through.

I had my struggler take a term to do a Life of Fred book. We plowed on with MEP. There were days. Let me tell you there were days. Little by little we worked through the new concepts and the new way of looking at math. I resigned myself to the idea that he might always be a year behind his younger brother. And he would probably never love math. Some people are built for math and others are not. That's absolutely okay. But, they must be disciplined to DO math, to take the time, even if it isn't their strong point. And we learned this.

We are so made that truth, absolute and certain truth, is a perfect joy to us; and that is the joy that mathematics afford. Also, there is great joy in standing by, as it were, and watching our own thought work out an intricate problem.   v4p63

Last year, miracles happened. Or it finally clicked. Whatever. In AmblesideOnline's y7, Javen was in y6 and Cullen in y7. Everything was going fine. Most days. Except for my anxiety that they would only finish junior high math in high school. Uh, slight problem. WAY back when I was researching MEP, I came on a homeschool conversion chart. I don't know who made it, or how true it is, but it says, that since MEP years 7 & 8 have a lot of repetition, they might be skipped. I was pretty much banking on it. So, when we got to the end of that year, I hesitatingly went forward and put them both straight into y9. It worked. And guess what?! I'm not sure when the pivot turned but, struggler, struggles no more.

Can I hear a big “Hallelujah”, please? :)

SO. whether or not MEP was meant to do just that, we've found that it is possible. I think it is a workaround for kids who don't start off in MEP, and I would still recommend going through the years in order, at the regular speed. I think that's best. But, if you didn't start way back at the beginning as did my younger children, there is still hope!

Now. An important note.
I have seen success with my boys and now with my younger kids using MEP, not because it is a miracle math curriculum. Though I am quite infatuated with it. :) I am confident our success is because of time spent every. single. day. with. each. student., working through the lessons, not verbatim mind you, but usually covering 50-80% of the lesson plan. I have learned the hard way, that I must take the time to check their work (this is how to check for comprehension), and go over problem areas (this is how to ensure mastery). As I postulated at the beginning of this post, for 90% of kids, it isn't going to be enough to send them off to teach themselves math. And though it is a significant chunk of my time, at the end of the day, I really believe it to be worth it! :)

I hope this has been helpful!
Please feel free to add your thoughts and experiences in the comments! ;)

A Fallen Earthly Glory {NSM}

You may have noticed a trend lately here at Fisher Academy. Nothing but nature study posts lately.
Well, too much life, I guess. It isn't at all indicative of the variety of our days. It's just that I like nature study and blogging about it is a way to keep myself accountable. Plus, I get to share some of our many monthly pictures. We have been ultra busy these last months from sun up to sundown with myriads of interesting pursuits and an equal quantity of distractions!

Or maybe you've noticed nothing and I just let the cat out of the bag?

Oh.

Speaking of cats, I saw a friendly black and white spotted one the other day outside our garage door. Though, I haven't ever seen it inside our property's high wall. I did see a man last week in the street with a slingshot who let loose at one of our resident doves. I didn't hear or see anything fall, but he seemed convinced he had been successful as he eagerly tramped off into that part of high grass indicated by his baby-slinging wife following close after. However, neither of these seem sufficient explanation for the discovery of the mysterious demise of our flitting emerald gem.

"Look, Frank, that's a colibri. You 've heard of colibris?"

Frank looked at the living gem, which hung, loud humming, over some fantastic bloom, and then dashed away, seemingly to call its mate, and whirred and danced with it round and round the flower-starred bushes, flashing fresh rainbows at every shifting of the lights.
Frank watched solemnly awhile, and then:

"Qualis Natura formatrix, si talis formata? Oh my God, how fair must be Thy real world, if even Thy phantoms are so fair!"

...from chapter 17 in Westward Ho! by Charles Kingsley 

Slightly traumatic it was when we found his eyes were either sunken or gone. As we gazed, we were struck that perhaps he had died recently; we saw movement! It seemed his heart was still beating or maybe his acutely wound nerves were causing him to still twitch. Only later did we discover, to our horror, the corpse was teeming with maggot-ish creatures underneath the feathers intent on their business of returning him to dust. Another pity was, the long thin wire-ish string sticking out the side of his beak, that we determined must be his tongue, gave him a rather grim aspect

Still, obviously, he had been a real beauty, so tiny too.

For not all flesh is the same, but there is one kind for humans, another for animals, another for birds, and another for fish. There are heavenly bodies and earthly bodies, but the glory of the heavenly is of one kind, and the glory of the earthly is of another. 

1 Corinthians 15:39-40

It seems, since the Lord of all Creation knows we'll be looking, that He takes pleasure in spoiling us by showing off His beauty and wonders specifically on Nature Study Mondays! Fun. Even Bria noticed it this week. She said, "Weird! It seems like God gives us something extra special for nature study EVERY Monday!"  :)

Share YOUR nature study posts for all of March in 

the brand spankin' new LINKY by clicking here...

Nature Study Monday... Rocks!

We went out on Saturday this week to San Pedro de Cumbaza, in order to scope out yesterday's baptism spot (more on that soon, at the tuttle tribe, and probably a pilgrim's project as well since this time some of my offspring went under the spring). :)

I had in mind to suggest looking at tree bark because of something I'd read lately, and because on the way I was aroused by several trees with blatant orange bark, which took first prize over those with very round white spots, a close second.

Having arrived at the first potential site, while everybody was off doing their own thing, I embarked with full intention of looking at trees, but I couldn't help noticing the nice round rocks, some with pink twinges and well, I do love rocks. I was once again completely taken in. Have I ever mentioned my favorite color is grey? And I have a soft-spot for heart shaped rocks? Nevertheless, I quickly succumbed. [I'm pretty sure succumbed is the weirdest word I've seen today, just sayin']

I'm not sure that anyone else present particularly noticed the rocks, though certainly, you couldn't avoid seeing at them, stepping/tripping on them, etc. They didn't receive even one special mention. But you may be sure, we'll be going back to that spot. The rocks are calling me. I can hear them now... oh wait, maybe that's my bed.

It is getting late. I almost didn't make it in time for nature study monday this week. Last week was a complete fail. I can't remember if we had an out of the ordinary walk, or just a backyard browse, but either way, I posted nothing. I wonder if anyone noticed? Of course you can link up any day you please, but the fact that it's called nature study monday gives me a deadline. I need that sometimes. :)

Feel free to link up to your February nature studies in the comments of this post! 

It's fun to share. :)

Link up and find more nature study links for February by clicking HERE.

MEP Y9 Maths without a printer? {well, almost}

While it is possible to teach MEP maths without a printer, I must admit that, doing it completely without a printer is ever so slightly challenging. Technically however, it can be done. I'm going to show how we prefer to do it, with only a minimum of printing, and how we could almost do without.

What we do:
Though at first it seemed to me that I was skimping on MEP by only printing out SOME of the materials; I got over it. Quick. And now that I've adjusted, I have seen that MEP is none the worse for almost entirely electronic implementation. AND I'm SUPER glad that I've saved myself (and the environment!) over the years from using SO much ink & paper! For every MEP year, I print* the Student Practice Books. I look at my kindle* or computer screen for the Teacher's Lesson Plans & other files. {If I had been certain that I was going to use MEP with ALL my kids EVERY year, maybe I would have gone and printed them all...? Probably not. I AM skimpy with my printer ink and paper and I don't like having TONS of printed off materials to try and keep track of with lots of kids doing lots of years. AND it would have been REALLY expensive if I'd taken ALL those files to the printer.} 


:: 
If you do NOT have a printer, the practice book is really the ONLY thing you MUST print if you also own a kindle/iPad or computer. This could be sent to the print shoppe.
Obviously, if you LOVE paper and have unlimited ink and such, or hate electronics in general... you could print it ALL. 
In which case, you should STOP reading this post.
::

What you need for MEP - Year 9:
Note: The upper years of MEP, beginning in y7, are a little different than the lower years in that, the curriculum is arranged topically (seems a little more mastery-ish than the previous spiral-ish approach). It may seem like it is more printing, but if it is more, I think it's only slightly more.
Also, there are three tracks in the upper years, Standard, Academic and Express. Each track increases in the amount/difficulty of the student's work, which also translates to the amount of problems and pages finished per lesson/booklet.

Student(s):
1 Practice Book per student (PRINT!* technically, students could do this off of a kindle screen, writing out all of their work and answers in their exercise books, though imo, this would be rather difficult, and unnecessarily exasperating...) For us in y9, this turns out to be, one little mini-booklet over a week or two*, for a grand total of 18 books per year. When printing booklet style, each practice book is only about 6-8 double sided sheets of paper.
1 Exercise Book per student (purchase whichever size notebook, preferably with graph paper)

Teacher:
Teacher Lesson Plan/LP** (Kindle/iPad or Computer or PRINT!* - I print this & write planning notes, I ONLY print the Academic pages, as that's the track we're using)
Overhead Sheets/OS** (Kindle/iPad or Computer, IF you use these)
Activity Sheets/Answers/ACT1,2** (Kindle/iPad or Computer, IF you use these)
Practice Book Answers/PBA** (Kindle/iPad or Computer)
Mental Practice/MT** (Kindle/iPad or Computer)
Revision Test/REV** (you could have students copy down the questions, OR do them orally OR PRINT! - if you use them as traditional tests)
Extra Exercises/EX** (I don't use these, but you could do the same as above)
Teacher's Notes/TN** (I look this over at the beginning of a new math section, there'd be no reason to print, imo)
For the younger years: 
Copy Masters/CM** (Kindle/iPad or Computer or PRINT if you don't have a dry erase board, these work really well for working out the problems with the students.)

(**denotes the abbreviations used in actual .pdf file names downloaded from MEP website)

Here's how I do MEP maths EVER-SO-EASILY-Electronically!!
On our computer, I keep a file on the desktop called >> MEP. There I have >> Y2 – LP & CM files, >> Y3 LP & CM files and >> a folder for Y9 materials, which contains >> LP, OS, ACT, PBA**, etc. .pdf files for the Y9 book we're in. 
Note: That will make a LOT more sense to those of you who have already looked over the MEP materials or have previously worked through one of the upper years of MEP.

At math time, I open up the MEP folder on my computer, and open ALL the files in it. LPs & CMs for y2 & y3, and ALL those files in the y9 folder (listed above). If everyone does math, there are about 12 .pdfs open on my computer at the beginning of math time. I follow the lesson plan for the given child's year, and as I finish using each .pdf resource listed in the lesson, I close it. When everything is closed, we're done! :)




Previously, I kept a dry erase board handy or a notepad to work out the example problems. But we discovered something recently that we're having a LOT of fun with... We write right onto the screen of my laptop when using the overhead sheets and the activities!! :) We use fine tipped wet-erase markers that wipe right off with a wet tissue when we're finished! Saves even more paper! And it's fun. ;) The kindle fire screen is also glass, so the same could be done there! 

:: PLEASE NOTE:: 

Computer/kindle screens made with permeable materials will STAIN!! 

Please check your device BEFORE writing on it!!

* MEP maths is a complete curriculum available online for free. It has been implemented in schools in Europe and many homeschoolers have successfully adapted it for use with their students.
* When printing materials, I find it WAY more economical - and only slightly if ever annoying to the student when doing measuring exercises - to print them booklet style as opposed to the full sheet size (which prints 2 pages per sheet of printer paper, in order to fold the pages that can be then opened/read as a booklet, not to be confused with multiple pages option which just prints 2 consecutive pages side by side, per sheet of paper).
* Transfer the .pdf files to your kindle via USB.  ** See above for the key to abbreviations of specific files.

Helpful Links:
MEP - Centre for Innovation in Mathematics Teaching website
Queen of getting started with MEP for homeschool, imo: Jeanne @ A Peaceful Day!
MEP thread on the AmblesideOnline forum (must be a member to read & post)