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Teaching Method
Traditional
Teacher-centered curriculum commonly used in classrooms that may include a text, teacher manual, tests, etc.
Charlotte Mason
A methodology based on the work of a 19th century educator who maintained that children learn best from literature (Living Books), not textbooks.
Classical
A methodology based on the Latin Trivium (three stages of learning), including the grammar stage (memorization and facts), logic stage (critical thinking), and rhetoric stage (developing/defending ideas).
Unit Study
A thematic or topical approach centered around one topic that integrates multiple subject areas.
Montessori (Discovery)
A methodology based on the work of a 20th century educator that emphasizes student and sensory-driven discovery learning and real-life applications.
Other
Other methodologies
Religious Content
Secular
Contains content contrary to common Christian beliefs (i.e. evolution).
Neutral
Avoids religious or theoretical topics or presents multiple viewpoints without preference.
Christian/Religious
Faith-based or including instructional religious content.
Learning Modality
Auditory
Learns through listening, talking out loud or reading out loud.
Visual
Learns through seeing, prefers written instructions and visual materials.
Kinesthetic/Tactile (Hands-On)
Learns through moving, doing and touching.
Multi-Sensory
Curriculum that employ a variety of activities/components.
Presentation
Sequential
Curriculum progresses through well-defined learning objectives. Emphasizes mastery before moving to the next topic.
Spiral
Topics and concepts are repeated from level to level, adding more depth at each pass and connecting with review.
Conceptual/Topical
Focus is on the “why,” often with a unifying concept as well as specific skills; coverage may be broader.
Teacher Involvement
Low Teacher Involvement
Student-led materials; parent acts as a facilitator.
Medium Teacher Involvement
A mix of teacher-led time and independent student work.
High Teacher Involvement
Teacher-led lessons; may utilize discussions, hands-on activities and working together.
Additional Materials Required
No other materials needed
Everything you need is included.
Other Materials Required
There are additional required resources that are a separate purchase.
Other Materials Optional
There are additional resources mentioned or recommended but are not absolutely necessary.
Grandfather, Thomas, and the cat, Ringo, find themselves in the middle of a storm, where all the lights have gone out. They're trying to figure out what to do because they can't see enough to read and the electricity is out, so they can't watch TV either. Grandfather decides to tell Thomas of a tale about when he was a little boy and a storm he found himself afraid in. He tells of how his bravery took over when he realized that his little dog, Melvin, was all alone outside and that he had to put his fear aside to venture out and rescue him. Written by Mary Stolz and beautifully illustrated by Pat Cummings.
Publisher's Description of Storm in the Night
Storm in the night. Thunder like mountains blowing up. Lightning licking the navy-blue sky. Rain streaming down the windows, babbling in the down spouts. And Grandfather? . . .And Thomas? . . .And Ringo, the cat? They were in the dark. Too early to go to bed, and with only flashes of lightning to see by, Thomas and his grandfather happily find themselves re-discovering the half-forgotten scents and sounds of their world, and having a wonderful time learning important, new things about each other in a spirited conversation sparked by darkness. Mary Stolz and Pat Cummings have each brought their unique talents to this lyrical tale about a magical, stormy night and a special relationship.
