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<blockquote data-quote="Marguerite" data-source="post: 197253" data-attributes="member: 1991"><p>gcvmom, a variation on just doing the odd-numbered problems - we set up a different system ini collaboration with difficult child 3's maths teacher.</p><p></p><p>For us, it's ALL homework. But we do it during school hours, at home.</p><p></p><p>Because difficult child 3 is good at maths but extremely slow, the teacher has allowed difficult child 3 to decide for himself if he understands it or not. If he feels he DOES understand it, he is to choose the problems at the end to do first, especially the ones labelled "harder" or "optional". If he can do these easily then that's all he has to do. But if he has a little difficulty, then he does a few more, mostly randomly selected but beginning from the problems at the end because generally the problems get more difficult the deeper into the set work you go. </p><p></p><p>If he can do the harder problems, especially the ones with more steps or 'tricks' to them, then it's certain he would be able to do the easier ones at the beginning.</p><p></p><p>This way he gets more challenging work (which is what he needs). It tests his capability, without taking him so long that he never gets to learn anything new.</p><p></p><p>And because difficult child 3 is self-monitoring, he's happy. The teacher marks the work we post in, so if difficult child 3's self-monitoring fails in any way (if he cheats, for example, by telling himself he can do it when he clearly can't) then his teacher will call him on it and make him do more. They haven't had to do this, though. This all reinforces the trust in difficult child 3, to know what he needs to learn his work.</p><p></p><p>It only works with the subjects he's good at, but it's a beginning.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 197253, member: 1991"] gcvmom, a variation on just doing the odd-numbered problems - we set up a different system ini collaboration with difficult child 3's maths teacher. For us, it's ALL homework. But we do it during school hours, at home. Because difficult child 3 is good at maths but extremely slow, the teacher has allowed difficult child 3 to decide for himself if he understands it or not. If he feels he DOES understand it, he is to choose the problems at the end to do first, especially the ones labelled "harder" or "optional". If he can do these easily then that's all he has to do. But if he has a little difficulty, then he does a few more, mostly randomly selected but beginning from the problems at the end because generally the problems get more difficult the deeper into the set work you go. If he can do the harder problems, especially the ones with more steps or 'tricks' to them, then it's certain he would be able to do the easier ones at the beginning. This way he gets more challenging work (which is what he needs). It tests his capability, without taking him so long that he never gets to learn anything new. And because difficult child 3 is self-monitoring, he's happy. The teacher marks the work we post in, so if difficult child 3's self-monitoring fails in any way (if he cheats, for example, by telling himself he can do it when he clearly can't) then his teacher will call him on it and make him do more. They haven't had to do this, though. This all reinforces the trust in difficult child 3, to know what he needs to learn his work. It only works with the subjects he's good at, but it's a beginning. Marg [/QUOTE]
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