Everyday Educator - Transcripts - A Snapshot of Your Homeschool Journey
00:00:00.000 | (upbeat music)
00:00:03.040 | - Welcome friends to this episode
00:00:05.480 | of the "Everyday Educator" podcast.
00:00:08.320 | I'm your host, Lisa Bailey,
00:00:10.040 | and I'm excited to spend some time with you today
00:00:13.320 | as we encourage one another, learn together,
00:00:17.060 | and ponder the delights and challenges
00:00:19.840 | that make homeschooling the adventure of a lifetime.
00:00:23.200 | Whether you're just considering
00:00:25.280 | this homeschooling possibility,
00:00:27.640 | or deep into the daily delight of family learning,
00:00:31.840 | I believe you'll enjoy thinking along with us.
00:00:35.200 | But don't forget,
00:00:36.600 | although this online community is awesome,
00:00:40.480 | you will find even closer support in a local CC community.
00:00:45.480 | So, go to classicalconversations.com
00:00:49.720 | and find a community near you today.
00:00:54.840 | Well, listeners, I'm happy to have you with us.
00:00:58.000 | We have been exploring the idea of assessment
00:01:03.000 | for a couple of episodes.
00:01:06.000 | We have learned a whole lot from Rachel Moriarty,
00:01:09.760 | who is here today to give us a little bit more information.
00:01:14.200 | But if you've missed a couple of episodes,
00:01:17.160 | let me kind of bring you up to speed
00:01:19.520 | with what we've been learning.
00:01:21.280 | And if you need to jump back an episode or two
00:01:25.320 | and pick up the threads, you'll be able to.
00:01:28.060 | We have learned that assessing really is about blessing.
00:01:33.060 | It's about blessing our children, blessing our families,
00:01:38.480 | blessing the relationship we have within our families.
00:01:42.400 | It's about blessing our conversations,
00:01:44.680 | and even blessing the growth that we experience,
00:01:48.560 | both as students and as parents.
00:01:51.040 | Assessing and learning to assess well
00:01:56.480 | really is, we've discovered, a growing experience
00:02:00.760 | for parents who learn how to assess the important things,
00:02:05.760 | which is very important as we shepherd our children.
00:02:12.000 | And it's a growing experience for students
00:02:15.440 | who hopefully learn the art of self-assessment,
00:02:20.440 | which will be a blessing to them throughout life.
00:02:25.040 | We ended up by reminding ourselves that assessment,
00:02:29.440 | however, is not or should not be an end in itself.
00:02:34.440 | That assessment is really just an activity
00:02:39.280 | that gives us a snapshot of our homeschool journey.
00:02:44.700 | And, you know, it occurred to me,
00:02:47.160 | a snapshot can be marred by any number of circumstances
00:02:52.160 | that are not really the subject's problem.
00:02:56.320 | So it really helps that we are learning how to assess well
00:03:01.320 | so that we get a snapshot that's not a mess.
00:03:07.720 | All right, so today, like I said,
00:03:10.960 | we have Rachel here with us again.
00:03:13.320 | Rachel is going to help us get ready
00:03:17.880 | to create that ultimate snapshot, a transcript.
00:03:22.600 | But we're actually gonna try something
00:03:25.200 | a little different today.
00:03:27.360 | Rachel is gonna become the presenter,
00:03:30.680 | and I have agreed to be the question answerer
00:03:35.680 | instead of the question asker.
00:03:39.520 | So Rachel is going to help me process through some ideas
00:03:44.000 | that hopefully you will be able to process along with me.
00:03:48.480 | Okay, Rachel, I put myself in your hands.
00:03:51.080 | - All right, thank you so much for allowing me
00:03:54.720 | to switch roles with you for a little bit.
00:03:56.600 | And we're gonna walk this journey of the game together,
00:03:59.320 | right, just a journey rather, more of a journey,
00:04:02.920 | but we get to have fun along the way,
00:04:04.140 | just like if we were playing a game.
00:04:06.080 | So I've had fun with you a lot
00:04:08.920 | these last few weeks,
00:04:10.600 | and I look forward to today's conversation.
00:04:13.560 | So transcripts, and we talked about last week
00:04:17.200 | how transcripts can create some negative feelings,
00:04:21.500 | right, within us.
00:04:23.000 | So I'd like to think about a different topic.
00:04:26.940 | Okay, you like movies, right?
00:04:30.240 | - I do.
00:04:31.140 | - Okay, so my kids make fun of me
00:04:33.480 | because they say that I like to watch movie trailers
00:04:36.760 | more than I like to actually watch movies.
00:04:39.080 | And I don't know if you're like me,
00:04:43.480 | but after watching an hour of movie trailers
00:04:45.960 | and not figuring out what movie I wanna watch,
00:04:48.640 | I'm ready for bed.
00:04:49.700 | Who needs the movie, right?
00:04:50.540 | - I know, it's like, okay, yep, I've had enough.
00:04:53.080 | Thank you, I've been entertained.
00:04:54.840 | I've been intrigued, I'm good.
00:04:57.000 | - And I tell the kids,
00:04:57.960 | actually, I just watched eight movies, right?
00:05:00.320 | I mean, what's the big deal?
00:05:01.160 | - That's right, I have enough of stories in my head
00:05:04.020 | that when I go to sleep, I'm gonna have some good dreams,
00:05:07.000 | right, I have story problems.
00:05:08.880 | - Well, let's talk about a movie for a second, okay?
00:05:13.200 | A movie, what are some parts that go into making a movie?
00:05:18.040 | - Well, I'm a writer, so I know that a movie needs a script.
00:05:24.400 | - Okay, okay, what else?
00:05:26.000 | - So we need a script, we need actors.
00:05:30.560 | - Yep.
00:05:31.640 | - We need costumes, we need set designers.
00:05:36.320 | We need a director who can say,
00:05:39.300 | okay, we're gonna shoot this scene now and this scene now,
00:05:42.420 | but then when we get an editor,
00:05:45.520 | they might reorder these things.
00:05:48.560 | So we need an editor, we need somebody running the camera,
00:05:52.840 | not just calling the shots, but running the camera.
00:05:56.920 | Then we need a set designer who can, I guess,
00:06:01.760 | read the script and figure out
00:06:04.980 | what the atmosphere should be like
00:06:07.880 | or what the places should, you know,
00:06:11.620 | how can what we see add to the story
00:06:16.200 | or tell a part of the story without words.
00:06:19.260 | - Well, I think that you actually know more about movies
00:06:24.360 | than I do, that's an impressive point.
00:06:26.680 | - Isn't that hilarious?
00:06:27.760 | I did not realize that I was gonna go on and on like that,
00:06:31.280 | but there's, I don't know, I guess what I think
00:06:33.960 | is that there's a lot of parts,
00:06:35.960 | there's a lot of moving parts to a movie.
00:06:38.120 | And I think I have been involved in enough filmings
00:06:42.000 | with classical conversations that I know
00:06:44.760 | it's a lot more involved than it looks like
00:06:47.840 | from the finished product.
00:06:49.360 | - Amen to that.
00:06:50.320 | Okay, well, let's say that a movie is like,
00:06:53.400 | if we relate that to the education life of our child,
00:06:57.200 | who might the child be in this metaphor?
00:07:00.320 | Does the child make all the shots?
00:07:08.000 | Does the child- - No, do they?
00:07:12.560 | - I, that's what I'm thinking.
00:07:13.760 | They like to think they should, right, or can, but-
00:07:16.840 | - Yes, and the older they get,
00:07:19.120 | the more they stick their oar in, you know,
00:07:21.200 | the more they want to be in the driver's seat.
00:07:25.560 | And I guess, really, Rachel, as they get ready to graduate,
00:07:30.040 | they should be learning to make some of those decisions.
00:07:32.680 | - That's true, yeah, that's true.
00:07:34.160 | - They should be, but-
00:07:36.280 | - That makes me think of, okay,
00:07:37.640 | so let's say my five-year-old might be the main actor
00:07:42.120 | in a play or in the movie, right, might be the hero.
00:07:46.120 | - Right, that's what I think, they're the main actor.
00:07:48.880 | - But maybe, I like what you just said,
00:07:50.960 | because maybe by the time they are in high school,
00:07:54.480 | maybe they're like those actor-producers,
00:07:57.080 | do you know what I'm talking about,
00:07:58.280 | where they have a little more stake in it
00:08:01.000 | and more say than your everyday actor.
00:08:06.000 | - And they have a little more experience
00:08:08.840 | so that the people, the producer,
00:08:11.240 | who's actually putting up the money,
00:08:12.960 | trusts them a little more
00:08:14.360 | because they've seen some of their work before.
00:08:17.160 | - Exactly, yeah, so then who might the director be?
00:08:20.760 | - Well, I tend to think that that's the homeschool parent,
00:08:26.160 | you know, that they have seen the script,
00:08:30.320 | they've seen the talent, they've seen the resources,
00:08:35.040 | and they are kind of above the story a little bit,
00:08:39.920 | able to show people in the best light
00:08:45.120 | and tell the story in the most understandable way.
00:08:50.120 | - Yes, yes, that's good.
00:08:53.280 | So, and I might even say, as parents,
00:08:57.400 | you know, as directors of this movie,
00:08:59.720 | we also need a director of our own, right?
00:09:02.760 | - Yes, we do.
00:09:03.600 | - Which is the Holy Spirit.
00:09:05.600 | The Holy Spirit has to be directing our steps
00:09:09.680 | so that we can do a good job of directing their steps
00:09:13.560 | until they're ready to be passed to God, right?
00:09:16.640 | And released for Him to then direct their steps directly.
00:09:21.080 | Well, what about the script?
00:09:22.600 | - Well, I think the script is our curriculum plan.
00:09:30.320 | It's what we have designed,
00:09:34.520 | what courses we've designed our student to take,
00:09:37.600 | what style of learning, you know, the environment,
00:09:41.320 | what they, the motions they have gone through
00:09:45.400 | to build the skills of learning
00:09:47.040 | and to amass a foundation of knowledge.
00:09:50.240 | - Excellent, yep, I agree with that.
00:09:52.560 | It seems the fitting place for it.
00:09:54.640 | So who is the audience?
00:09:58.120 | - Of this movie called "The Educational Life of My Child."
00:10:07.000 | - Well, okay, so I can think of several different audiences
00:10:12.000 | in my most spiritually mature,
00:10:17.320 | I realized that the audience should just be the Lord.
00:10:22.480 | My husband's a guitar player and he has the best t-shirt.
00:10:26.240 | It says, "Playing for an audience of one."
00:10:29.600 | Everything we do, if we do unto the Lord, that is beautiful.
00:10:35.840 | In the real world and in the high pressure,
00:10:39.480 | I gotta get this right world
00:10:40.880 | that many of us parents live in,
00:10:43.680 | the audience for this movie,
00:10:46.920 | "The Homeschool Education of My Fill-in-the-Blank Child,"
00:10:50.400 | it is the people who are gonna make decisions
00:10:52.480 | about their next opportunities.
00:10:55.120 | And, you know, maybe that's an employer
00:10:57.240 | or maybe that's a college recruiter
00:10:59.840 | or it's a scholarship decider
00:11:04.680 | or it's a mission organization.
00:11:07.920 | - And maybe even a governing body,
00:11:11.520 | like maybe they weren't gonna go off,
00:11:13.040 | we're not talking about a job or college as in the final.
00:11:16.680 | Sometimes it's, "Hey, I have to turn in."
00:11:19.560 | Yeah, locally, you know?
00:11:21.200 | Or as a parent, I have to turn in a transcript to enroll.
00:11:25.480 | You know, certain states have different laws
00:11:27.440 | that require reporting of various natures, right?
00:11:31.880 | - Yes, I have to turn it in once a year.
00:11:33.960 | I've got to show what we've been doing at our homeschool.
00:11:37.120 | Or if my child wants to do CC+
00:11:40.000 | or some kind of dual enrollment,
00:11:42.000 | somebody needs to know what they've done.
00:11:44.280 | And so my transcript is my way of telling them the story
00:11:48.080 | in a way they can understand.
00:11:49.760 | - Yeah, and if we're thinking about the education
00:11:52.640 | of a child, sometimes our audience
00:11:55.000 | can even be family members, like extended family members.
00:11:58.840 | - Oh my goodness.
00:12:00.160 | - When I first decided to homeschool,
00:12:02.280 | my daughter was four,
00:12:05.000 | and I was reading all kinds of books
00:12:07.080 | to try to decide which philosophy
00:12:08.800 | or the way I wanted to go about this.
00:12:10.440 | I wasn't even confident how to do it
00:12:14.920 | or that I could do it, but I felt compelled
00:12:18.440 | because of reading that verse in Deuteronomy
00:12:22.000 | that says to teach your children,
00:12:23.400 | "When you stand up, when you lie down,
00:12:24.800 | "when you go on the way."
00:12:25.840 | And I'm thinking, how am I supposed to do that
00:12:27.480 | if I'm not with them, right?
00:12:28.720 | And so that was a motivating guide for me
00:12:33.160 | of even being drawn into homeschooling.
00:12:35.280 | Well, my mother-in-law, she's a public educator
00:12:39.440 | for 40, 50 years, and she is a music teacher,
00:12:44.120 | and she's brilliant.
00:12:45.520 | And she's had a lot of training with education and stuff.
00:12:49.080 | And she comes to me and says,
00:12:51.440 | "Rachel, what about science labs?
00:12:53.760 | "How are you gonna do science labs?"
00:12:55.720 | And I have a four-year-old,
00:12:57.600 | and I don't even know how to get them to read, you know?
00:13:02.600 | - Right, my science lab is playing with water in the sink.
00:13:06.480 | - I was like, I have no idea.
00:13:09.360 | I'm just trying to figure out what do I do this year
00:13:13.080 | and what they gotta do, you know?
00:13:14.320 | - Yes, yes.
00:13:15.760 | - Looking back on it, she didn't mean anything against me
00:13:18.840 | by asking that.
00:13:19.840 | It's just, she had a scope of it that I didn't have,
00:13:23.240 | and she's thinking farther out.
00:13:25.800 | And it's not that you think farther out,
00:13:28.280 | because most of us are.
00:13:29.640 | I can't tell you how many times I've talked to parents
00:13:32.080 | who it's like, "Well, I made a commitment for this year,
00:13:35.440 | "but I don't know, you know, we take it year by year.
00:13:37.640 | "I don't know what I'm gonna do."
00:13:39.120 | And that's an honest answer.
00:13:40.880 | - Yes, absolutely.
00:13:42.360 | - But they probably feel the pressures
00:13:44.960 | of their family as well, like I did.
00:13:47.680 | Have to know all the things or, you know,
00:13:50.720 | 'cause the grandma loves your children
00:13:52.640 | just as much as you love your children,
00:13:54.400 | and they want, but we each talk out of what we know, right?
00:13:58.760 | - Yes, yes.
00:14:00.240 | - So, all right, so let's talk about
00:14:02.720 | the role of the director.
00:14:04.440 | Can you tell me, what does a director of a movie do?
00:14:07.960 | - Okay, so I'm talking kind of out of my ignorance,
00:14:13.320 | but, you know, from things that I have seen and heard,
00:14:19.160 | and what I have observed of directors
00:14:22.640 | from being in plays as a kid and as an adult,
00:14:25.920 | I think that the director gives direction.
00:14:30.600 | He tells the actor or the actress
00:14:33.880 | how to move or how to speak or how to deliver their line,
00:14:40.120 | maybe when to come in and which way to turn or to face
00:14:44.520 | to give the best performance.
00:14:47.120 | The director is constantly trying to help the actor
00:14:51.840 | be all he can be and bring all the skill
00:14:55.480 | that the actor has within him to the forefront
00:14:59.440 | so that he leaves nothing on the table
00:15:01.480 | and is not disappointed that he didn't try something
00:15:05.120 | or do something he could have done.
00:15:07.560 | - Right, okay, good.
00:15:10.120 | So what is the movie trailer?
00:15:14.240 | - The movie trailer is what encourages somebody like me
00:15:19.240 | to take a chance on a movie that doesn't,
00:15:23.240 | maybe the title didn't grab me,
00:15:25.400 | but the trailer gives me something to listen to
00:15:29.280 | and look at that maybe provides the hook
00:15:33.600 | that I needed to take a second look
00:15:36.200 | or to devote a little more of my time.
00:15:38.680 | It kind of wets my appetite, either for the story
00:15:42.200 | or for the portrayal of the story.
00:15:45.160 | - Okay, so the summary of that story,
00:15:50.520 | and we could call this in education life of a transcript,
00:15:54.520 | possibly a, I mean, excuse me,
00:15:56.000 | we could call this in the education life of a child,
00:15:58.680 | a transcript.
00:15:59.840 | - Yeah, we're gonna give you the overall picture.
00:16:02.960 | Good, that's good.
00:16:04.280 | - So we're gonna talk today about the role of the director
00:16:07.240 | and the role of a movie trailer in your child's life, okay?
00:16:12.440 | So let me think about,
00:16:13.800 | so there are two documents that we typically think of
00:16:16.840 | associated with graduating.
00:16:19.360 | Can you recall what those might be?
00:16:21.720 | - A diploma, that's what you get when you,
00:16:26.600 | that shows you did it,
00:16:28.640 | and a transcript that is the record
00:16:32.160 | of all the stuff you did that earned you the diploma.
00:16:37.160 | - Okay, and that's really only,
00:16:40.080 | does the transcript covers what grades?
00:16:42.120 | - Usually it's just high school, so nine to 12.
00:16:48.600 | - Yeah, sometimes people put some eighth grade things
00:16:51.920 | on there, but in general,
00:16:53.600 | a transcript is really only a record
00:16:56.080 | of the last four years, okay?
00:16:58.840 | So what about when you need to apply for a job?
00:17:02.440 | What kind of document do you use as a record?
00:17:08.600 | - I guess it's been a long time since I applied for a job.
00:17:11.500 | (both laughing)
00:17:13.520 | I mean, I remember needing to show my high school diploma,
00:17:17.760 | and then there were some, you know,
00:17:19.880 | there are some jobs that might want to see a transcript.
00:17:24.880 | I don't think I ever remember.
00:17:26.080 | My first job in high school,
00:17:28.920 | my first paying job in high school
00:17:30.760 | was as a bridal store attendant.
00:17:35.560 | And I don't think they asked me for anything
00:17:37.760 | 'cause I was still in high school at that point.
00:17:39.960 | - Probably not.
00:17:40.800 | Well, okay, so I remember last time I told you
00:17:42.760 | that my husband is looking for a job right now.
00:17:45.480 | - Yes, yes.
00:17:46.560 | - Okay, so he has been applying to jobs
00:17:50.440 | and he uses a resume, sometimes five, 10 jobs a day.
00:17:54.000 | - Yes, that's it, yep.
00:17:56.000 | - So when we, yesterday, I have to tell you
00:17:58.520 | this quick thing, this is a little rabbit trail.
00:18:00.440 | Yesterday, he was told there's an algorithms
00:18:04.080 | because he's for nine months been applying
00:18:06.040 | to jobs and he doesn't seem to be getting anywhere,
00:18:09.840 | but he has a really good resume.
00:18:11.520 | But evidently there's an algorithm system
00:18:14.280 | in AI uses that if your resume doesn't match
00:18:18.960 | enough criteria that they doesn't even make it
00:18:23.640 | to a human being.
00:18:25.520 | It's wrong.
00:18:26.760 | - They flag it based on some criteria.
00:18:30.400 | Oh my word.
00:18:31.240 | - Exactly.
00:18:32.080 | So we didn't, I didn't know that.
00:18:33.760 | And so having certain things on the resume,
00:18:37.760 | it's like playing a game.
00:18:38.920 | You know, he was, someone told us about a AI
00:18:42.560 | that actually you can take a job description
00:18:45.440 | and your resume, insert it into this AI program
00:18:50.440 | and it will spit out your information
00:18:52.960 | with all of the right words that will not,
00:18:55.400 | that will have it pass the--
00:18:57.320 | - Oh my goodness.
00:18:58.160 | - Isn't that interesting?
00:18:59.640 | - Yes.
00:19:01.360 | - So sometimes to me, that's like playing a game, right?
00:19:05.560 | With I've got, there's not a lot of critical thinking
00:19:08.800 | going on.
00:19:09.720 | It's how can I present myself in a certain way
00:19:12.400 | that you'll even have a conversation with me.
00:19:15.200 | And so a lot of times that's what people think
00:19:17.760 | about the transcript.
00:19:19.120 | And if we were to think about all three
00:19:22.320 | of those documents together, a resume, a transcript,
00:19:26.440 | a diploma, what do all three of these have in common
00:19:29.520 | with one another?
00:19:30.440 | - A resume, a transcript and a diploma,
00:19:37.440 | it's supposed to tell something about you.
00:19:40.640 | It's a way for someone to get to know you,
00:19:45.360 | maybe to get to know what skills you have,
00:19:48.240 | what experience you have or what knowledge you have.
00:19:53.080 | - Okay, so it, does it tell you how to do something,
00:19:58.280 | these documents?
00:19:59.360 | - No.
00:20:01.120 | - No.
00:20:01.960 | - Not really.
00:20:02.780 | - No, it tells you what you already did, right?
00:20:05.960 | - Yeah.
00:20:07.240 | - It's almost, and it's like that snapshot
00:20:10.200 | that we were talking about.
00:20:12.200 | - Yeah.
00:20:13.280 | - So both, if you had to give one word
00:20:17.840 | to define what all three of these things are,
00:20:22.520 | what might word would you choose?
00:20:24.160 | - A record.
00:20:28.000 | - A record, okay, good.
00:20:29.400 | - A record.
00:20:30.560 | - A record, I love it.
00:20:32.080 | So all of these are like the movie trailer,
00:20:36.280 | one for, but one is for the high school career
00:20:39.560 | and the other is for a professional career.
00:20:42.660 | Would you agree with that?
00:20:44.280 | - Yes, yes.
00:20:45.360 | - Okay, so let's talk about testing.
00:20:50.360 | So when, what do you, what image comes into your mind
00:20:54.240 | when I use the word testing?
00:20:56.840 | - Hmm, well, I'm old, so I'm old school.
00:21:01.840 | A test to me is about a pencil
00:21:07.760 | and a mimeograph or a Xerox copy
00:21:12.760 | of a set of questions or problems
00:21:17.000 | that a teacher or proctor is presenting to me
00:21:21.400 | that I need to respond to or solve.
00:21:25.880 | - Okay.
00:21:26.720 | - That's what a test is to me.
00:21:28.480 | - Yeah, okay.
00:21:30.000 | And does that process of taking a test,
00:21:35.000 | does that, what does it conjure up inside of you
00:21:38.880 | when you think about taking tests?
00:21:40.720 | - Well, this is really funny.
00:21:43.280 | When I took tests in subjects that I had loved
00:21:48.280 | or I had enjoyed the class or I felt really good about,
00:21:54.640 | I actually, I was one of those weird people
00:21:56.720 | that actually sort of enjoyed taking the test
00:21:59.320 | because I love to be able to show myself
00:22:03.680 | and the teacher what I knew.
00:22:06.720 | You know, how my knowledge had grown
00:22:08.320 | and how it had become part of me.
00:22:10.480 | But when I had to take a test in a subject
00:22:13.680 | that either intimidated me
00:22:16.480 | or I did not feel like I had fully grasped,
00:22:20.280 | I was anxious and I wanted more than anything
00:22:23.360 | for it to be over.
00:22:24.920 | - Yeah, yeah.
00:22:26.120 | I think a lot of us can identify with that feeling as well.
00:22:30.040 | Right?
00:22:30.880 | And it's probably because that test,
00:22:34.440 | it's gonna point out all the ways in which you failed
00:22:37.280 | or don't know something, right?
00:22:39.760 | - Yep.
00:22:40.600 | - So what about conversations that you have with people?
00:22:44.920 | Have you had conversations that both elicit
00:22:47.600 | a positive and a negative with testing?
00:22:52.360 | - Oh, sure.
00:22:53.480 | Sure.
00:22:54.320 | There are people who always make you feel
00:22:59.960 | better about yourself,
00:23:03.480 | either because they're very interested in what you did
00:23:07.000 | or they are
00:23:08.600 | determined or willing
00:23:14.520 | to see the best in you and in the situation.
00:23:18.720 | And sometimes the people who make you feel the best,
00:23:22.320 | when you're having a conversation,
00:23:23.560 | are the people who are just genuinely interested
00:23:26.880 | in what you have to say.
00:23:28.000 | They don't necessarily have their own agenda.
00:23:32.040 | They just wanna be with you.
00:23:33.960 | And they just wanna hear what you know
00:23:36.680 | that they could benefit from or become interested in.
00:23:40.040 | And so that's really good.
00:23:41.960 | And then there are people that make you feel
00:23:45.160 | like you are always running to keep up
00:23:48.520 | or that you didn't quite measure up
00:23:51.440 | or you didn't maybe do something
00:23:56.280 | or see something or answer something
00:23:58.920 | quite in the way they would have.
00:24:01.840 | And that just makes you feel a little anxious
00:24:04.000 | or a little less than.
00:24:06.000 | And nobody likes to feel less than.
00:24:08.400 | - No, nobody does for sure.
00:24:10.640 | So can a conversation achieve the same goal as a test?
00:24:15.800 | - I think it can in a lot of ways
00:24:19.320 | because it can elicit the information
00:24:23.400 | or elicit, well, information.
00:24:25.880 | Like, what do you know?
00:24:28.280 | How have you grown?
00:24:30.320 | How conversant are you with information?
00:24:35.320 | But how have you applied it as well?
00:24:39.840 | Are you able to apply it?
00:24:41.480 | Have you come to some conclusions on your own?
00:24:43.960 | Is there growth in your thinking?
00:24:48.360 | - Good.
00:24:49.200 | So in general, like Lisa, like right now,
00:24:52.080 | I don't have a cup of coffee in front of me.
00:24:53.560 | I should, darn it.
00:24:54.520 | But I don't.
00:24:55.400 | But having a conversation with you
00:24:57.120 | makes me want to have a cup of coffee.
00:24:59.520 | It is a pleasant thing every time
00:25:02.520 | that we're able to have a conversation.
00:25:04.000 | Yes, there are times that conversations can generate anxiety
00:25:08.400 | especially if you know you're walking
00:25:09.680 | into a confrontational conversation.
00:25:12.400 | But in general, right?
00:25:16.520 | Conversations don't in themselves generate anxiety.
00:25:21.080 | Would you agree?
00:25:22.440 | - I do agree.
00:25:23.800 | I do agree.
00:25:24.960 | Yep.
00:25:25.800 | Unless there was something going on.
00:25:28.200 | I just regular conversations to me are pleasant.
00:25:32.400 | - Yeah.
00:25:35.040 | So if conversation can generate a knowledge base
00:25:43.240 | of an understanding of someone else's knowledge base
00:25:47.480 | just like a test, right?
00:25:50.280 | Maybe that we can think about,
00:25:54.640 | maybe we need to do this assessing thing
00:25:56.560 | a little bit differently, right?
00:25:58.400 | Because if a person walks into a test,
00:26:02.640 | how many times have I heard about like anxiety
00:26:06.960 | where they have ways in which you can learn
00:26:10.400 | how to cope with the anxiety
00:26:11.840 | so you can do better on a test?
00:26:13.360 | 'Cause a lot of times the anxiety itself
00:26:16.360 | can actually cause a person to fail a test.
00:26:19.000 | Not that they didn't know it.
00:26:21.360 | - Right.
00:26:22.200 | There are absolutely people who know material
00:26:26.160 | but are for whatever reason, poor test takers.
00:26:30.600 | And so the test is not an accurate assessment
00:26:34.680 | of what they know at all.
00:26:36.840 | I have one child who is a good tester
00:26:41.600 | and one who is not,
00:26:43.680 | for whom I have one child who is a good tester
00:26:46.520 | and a test is generally a fairly reliable method
00:26:51.520 | of what she knows and how deeply she knows it.
00:26:54.280 | I have another daughter who is not a great tester
00:26:57.720 | and frequently the test is not an accurate measure
00:27:01.800 | of how much she interacted and held on to material.
00:27:06.800 | Yeah.
00:27:09.320 | - Right, right.
00:27:10.320 | Okay, good.
00:27:11.160 | 'Cause I'm like you,
00:27:12.080 | I have a child who loves taking tests.
00:27:16.000 | She thought the first time I ever gave her
00:27:17.600 | an end of the year Stanford test,
00:27:19.480 | she thought it was the most fun ever.
00:27:21.040 | And I told her, "Shh, don't say that out loud.
00:27:23.760 | "You will not be free."
00:27:25.680 | (laughing)
00:27:27.280 | You know, it does not make you look good.
00:27:29.800 | But she was that kind of child too
00:27:33.640 | where she just enjoyed all the details
00:27:35.720 | and things like that and loved to read.
00:27:37.840 | So it was like, "Ooh, how much have I noticed?"
00:27:39.760 | You know, she's my trivia girl.
00:27:41.160 | She loves trivia.
00:27:42.440 | - Yes, yes.
00:27:43.840 | - Yeah, she does.
00:27:44.920 | She loves it.
00:27:45.960 | But I have the children who in general,
00:27:48.080 | they don't like testing.
00:27:49.160 | And we honestly, as a family,
00:27:50.640 | we don't really do that much testing
00:27:53.280 | in the whole school world.
00:27:55.080 | There's some people who do it more
00:27:56.560 | and that's a part of their life.
00:27:58.640 | But mostly, I have learned a different way
00:28:01.440 | of assessing using conversation.
00:28:04.400 | And so if you...
00:28:08.440 | Well, let's just say we'll put the word assessment
00:28:10.680 | on both a test and a conversation.
00:28:14.240 | And that's kind of like what the director does in a movie.
00:28:17.440 | Would you agree?
00:28:18.280 | - Yeah, yeah, yeah, yeah.
00:28:21.600 | - So in what ways does the director
00:28:24.640 | walking in the skills of assessment in a movie?
00:28:29.360 | - So I guess that I would say
00:28:36.480 | that a director takes into consideration
00:28:41.480 | the abilities of his actors
00:28:46.520 | and their experience,
00:28:49.720 | maybe based on their past experiences.
00:28:52.440 | I imagine that he has seen other work they've done
00:28:55.280 | and he knows what they're capable of.
00:28:58.400 | I also think that the director as an assessor
00:29:03.640 | would know how to consider the environment
00:29:07.000 | and what he's asking
00:29:08.360 | and what role the environment or the setting
00:29:13.040 | might have on what the actor is able to give him.
00:29:18.040 | - And so in the middle of a shooting
00:29:23.080 | of the part of the movie, right?
00:29:25.760 | A scene.
00:29:26.920 | - Right, right.
00:29:27.760 | - When the actor doesn't do it
00:29:29.720 | the way the director wants it done,
00:29:31.520 | what does he usually do?
00:29:33.720 | - He says, "Cut."
00:29:34.640 | And they're gonna try again.
00:29:39.640 | And maybe the director would explain,
00:29:43.480 | well, this is what I thought was gonna happen
00:29:45.840 | and I wonder if we could try it a different way, you know?
00:29:49.680 | - Yeah, exactly.
00:29:51.520 | And so I bet that those actors
00:29:54.520 | actually are very grateful to those directors.
00:29:57.880 | - I imagine so too, yeah.
00:30:00.960 | Don't let me just keep going on in this.
00:30:03.520 | Yes, I don't want you to let me keep floundering around
00:30:06.240 | in this bad way.
00:30:07.440 | If you know a better way, tell it.
00:30:09.520 | - Exactly, exactly.
00:30:11.240 | And then also the director is able to like celebrate
00:30:14.960 | and jump and be excited
00:30:16.800 | because it was seen well, right?
00:30:19.440 | - Yes, yes.
00:30:20.280 | - Okay, so are transcripts more like directors
00:30:26.600 | or movie trailers?
00:30:30.440 | - I actually think transcripts are more like movie trailers
00:30:35.000 | because they're telling you what's already been done.
00:30:38.200 | - Right, right.
00:30:40.360 | And then, so how would you define a transcript
00:30:45.040 | in one sentence, a complete sentence?
00:30:47.640 | - Well, okay, so this is not a refined sentence
00:30:55.040 | 'cause I'm just doing it out loud.
00:30:56.520 | I'm not mulling over it a whole lot.
00:30:59.080 | A transcript is a record of what a student has attempted
00:31:04.080 | and how well they succeeded in learning.
00:31:14.360 | - Okay, and what a director does is assess
00:31:18.560 | and tells us how to get better and how to fix something
00:31:23.280 | and also well done, that was really good, right?
00:31:26.640 | This is what you did, that was good.
00:31:29.360 | Well, we call that an assessment.
00:31:31.880 | So is a transcript then an assessment?
00:31:36.000 | - You know, it's so funny, a transcript to me is different
00:31:46.520 | because a transcript is not interactive.
00:31:50.240 | I mean, it just is, it's a statement of what has happened
00:31:54.680 | and it's not an opportunity for me to explain
00:31:59.120 | and it's not an opportunity for you to say way to go
00:32:02.200 | unless the A has a plus behind it
00:32:05.080 | or a way for you to tell what went wrong.
00:32:09.440 | I mean, you just gotta see.
00:32:11.040 | The transcript doesn't tell you that, you know,
00:32:14.000 | that was the semester that my grandma moved in with us
00:32:18.400 | or the semester that I had a broken leg
00:32:20.680 | and missed three weeks of class, so yeah.
00:32:24.320 | - Okay, so then if I said a transcript is a summary
00:32:28.360 | or a record summarizing their high school career
00:32:33.160 | and not an assessment, would you say that's a true statement?
00:32:37.320 | - I would say that's true.
00:32:38.520 | A transcript is in fact a summary
00:32:41.280 | of a student's high school education,
00:32:43.720 | what courses they took
00:32:45.880 | and what assessment they received from it.
00:32:49.880 | - Okay, so now before you make a movie trailer,
00:32:54.120 | what do you have to be focused on?
00:32:56.320 | If you have, do you make the movie trailer
00:33:01.720 | before you make the movie?
00:33:04.200 | - No, I don't think so.
00:33:06.760 | You have to have, well, because you gotta have some footage
00:33:11.160 | and hopefully you have already shot the movie
00:33:13.520 | and you take the footage for the trailer
00:33:15.840 | from what you already finished of the movie.
00:33:19.160 | - Right, okay, so do all movie trailers
00:33:23.440 | accurately portray a movie?
00:33:26.400 | - Oh my gosh, I would say no
00:33:28.560 | because there are some movie trailers that I get,
00:33:31.640 | I think, oh, that's gonna be so good
00:33:33.320 | and I get to the movie and I realized
00:33:35.040 | that all 45 seconds of the good stuff was in the trailer
00:33:39.560 | and the rest of the movie is a snooze fest.
00:33:42.760 | - Yes, and I've actually seen, because I told you
00:33:46.200 | that I probably watch more movie trailers
00:33:47.840 | than I ever watch movies.
00:33:49.160 | - Yes, yes, yes.
00:33:51.120 | - Enough movie trailers that I didn't,
00:33:54.680 | wasn't even pulled into wanting to watch the movie
00:33:57.200 | but my kids and they encouraged me to do it
00:33:59.840 | 'cause they liked it and then it was phenomenal.
00:34:02.160 | The movie trailer didn't even do a job.
00:34:03.320 | - Oh my gosh, well, and sometimes the movie trailers
00:34:06.680 | are so, the worst one, the worst misdirection to me
00:34:11.680 | and this will date me too, but I don't even care.
00:34:15.480 | When "Pirates of the Caribbean" came out,
00:34:19.400 | the movie trailer was there and it just showed
00:34:22.760 | the skeletons walking under the sea on the seabed
00:34:27.440 | and coming toward people and I was like,
00:34:29.960 | oh my word, that's a terrible movie.
00:34:32.280 | I'm not, that has got to be satanic
00:34:34.160 | and it looks like a horror movie.
00:34:35.360 | I don't have any desire.
00:34:37.520 | Well, my husband and his friend who,
00:34:41.280 | and the two of them always go to bed early,
00:34:43.280 | they went to like the 10 o'clock movie
00:34:45.880 | and my friend and I were just like,
00:34:47.800 | okay, these people, A, they're gonna go to sleep
00:34:50.720 | and miss the whole thing
00:34:51.560 | and B, why are they going to a horror movie?
00:34:54.000 | This is not them.
00:34:55.520 | And then my husband came home and he said,
00:34:59.400 | no, no, no, you gotta watch this,
00:35:01.800 | there's a different trailer 'cause he saw the movie
00:35:04.040 | and he loved it and he came home talking about
00:35:06.120 | how great he was and I thought, who's my husband,
00:35:08.360 | where's my husband and what have we done with him
00:35:10.120 | 'cause it's not you and he said, no, no, no,
00:35:12.160 | you gotta see this other trailer
00:35:14.120 | and it was one of the trailers where he said,
00:35:18.120 | where Barbosa says, oh, I refuse to acquiesce
00:35:22.680 | to your request and it was like something about
00:35:26.600 | and then there was one that's like,
00:35:27.960 | where did the stories come from?
00:35:29.760 | That's ironic, isn't it?
00:35:31.400 | And I thought, oh my gosh, this is a funny movie.
00:35:34.640 | This is not a horror movie,
00:35:37.240 | this is gonna be a funny movie
00:35:39.200 | but that was the most,
00:35:40.840 | that trailer was most misdirection
00:35:45.400 | that I ever experienced in a movie trailer.
00:35:47.920 | - I mean, and that's the thing is it's whoever's
00:35:50.240 | and that's a lot of times movies have multiple trailers
00:35:52.800 | because it's who's the audience.
00:35:54.440 | - Different audiences.
00:35:55.520 | - And so have you, so I guess both of us
00:36:02.040 | has been surprised then by movies that were done
00:36:06.960 | from the movie trailer.
00:36:08.320 | So no matter how well a movie trailer is made,
00:36:12.040 | it cannot replace the movie.
00:36:14.280 | - Right.
00:36:15.120 | - As much as I want to convince my children
00:36:18.040 | that I don't need to watch the movie,
00:36:20.160 | I can just do the trailer because it just takes up
00:36:22.880 | so much time to watch a movie.
00:36:25.560 | - Right.
00:36:26.400 | - I mean, honestly, I like movies, but really Lisa,
00:36:28.920 | I only watch them to relate to my children
00:36:31.000 | because they love movies so much.
00:36:32.440 | That's not my favorite thing.
00:36:33.960 | - Right, so that you have something to talk to.
00:36:36.400 | - Yeah, well, or just it's one of their favorite things.
00:36:39.680 | So it's how we can, you know, but I don't feel,
00:36:42.160 | I don't feel like we're relating to each other
00:36:44.320 | really a lot in movies.
00:36:46.120 | Oh, I do have to tell you though this,
00:36:47.880 | okay, this is another side trail rabbit,
00:36:49.560 | just 'cause I think it's funny.
00:36:51.920 | My kids, they interact differently in movies than I do.
00:36:56.920 | And so they would get together with their friends
00:37:00.800 | and they watch movies as a group, right?
00:37:04.760 | So then, so you know that movie, "The Quiet Place"?
00:37:08.440 | - Yes, oh my word, yes.
00:37:10.120 | - Right?
00:37:11.040 | So I had not seen that movie.
00:37:12.560 | They watched it with their group, with their friends,
00:37:16.560 | and they were like, "Mom, this is such a good movie."
00:37:18.200 | I'm like, "I don't do horror movies."
00:37:19.560 | And they're like, "No, mom, it's not a horror movie.
00:37:21.120 | You'll like it."
00:37:21.960 | - Right, me too.
00:37:22.800 | I was like, "I don't wanna see it.
00:37:23.640 | I don't wanna see it."
00:37:24.480 | - And they were like, "No, come on, do it."
00:37:25.720 | I said, "Okay, fine."
00:37:26.640 | So they talked me into it.
00:37:28.240 | So we're watching it as a family and it's dark
00:37:31.760 | and it's in our basement.
00:37:33.360 | And I have a very strict no talking policy in a movie, okay?
00:37:38.360 | - Yes, yes.
00:37:39.320 | - So I cannot stand it when my kids talk
00:37:42.640 | and I'm like, "Oops, nope, no talking."
00:37:45.040 | And so-
00:37:45.880 | - That's right, I'm gonna miss that dialogue, yeah.
00:37:48.280 | - (laughs) And so then at one point, my kids,
00:37:52.320 | I told them, "I can't do this anymore, turn it off."
00:37:54.800 | And I turned it off 'cause it was too scary for me.
00:37:57.200 | And my kids were like, "Mom, it was not scary
00:37:59.760 | when we watched it before,
00:38:00.640 | but it's really scary when it's quiet."
00:38:03.400 | (laughs)
00:38:04.240 | - Oh my God, that's hilarious.
00:38:07.240 | - I know, because they, I didn't realize
00:38:10.680 | that when they watch movies, I said,
00:38:12.560 | "Wait, what are you talking about?"
00:38:13.800 | They were like, "No, we just make jokes the entire time
00:38:16.400 | and talk while the movie's going on."
00:38:18.000 | So we didn't-
00:38:18.840 | - So you miss all the reasons it's scary, hello?
00:38:22.240 | - Yes, but my point, you know, it's like,
00:38:25.040 | they have an entirely different experience watching it.
00:38:29.280 | - Yes. - They're social
00:38:31.280 | in watching movies.
00:38:32.240 | So I choose to be social with them,
00:38:34.720 | even though I don't let them talk.
00:38:36.120 | I know they love it and we talk about it afterwards,
00:38:38.480 | you know, so anyway, so, but I have to say
00:38:43.320 | that when you watch a trailer, a movie trailer,
00:38:46.600 | we know that the movie has to be made first.
00:38:49.760 | - Yeah.
00:38:50.600 | - You must be focused on making a movie good
00:38:54.160 | before you ever even try to make a movie trailer.
00:38:59.160 | - Yes, yes.
00:39:00.000 | - The movie trailer is the easy part.
00:39:02.880 | If you just take, you just have to make a good movie
00:39:07.200 | and just pull snapshots out of that story
00:39:12.040 | to put it together, to summarize the story itself
00:39:17.040 | in a short two minutes, right?
00:39:19.320 | There's not a lot of, there is,
00:39:22.280 | there is a good way and a bad way to make a trailer.
00:39:26.320 | We can all agree on that.
00:39:28.200 | But if the movie is bad,
00:39:30.640 | no matter how good the trailer looks,
00:39:33.280 | it will not replace a bad movie.
00:39:37.440 | So as homeschoolers, I would say that we need
00:39:42.440 | to change the question from how do I make a transcript
00:39:47.080 | to how do I classically educate and assess my student?
00:39:52.080 | A transcript is not an assessment,
00:39:55.240 | but we use that word as if it is an assessment.
00:39:59.720 | Making a transcript is just a snapshot.
00:40:04.640 | And yes, there is an art
00:40:06.320 | to how to make one better than another.
00:40:10.040 | However, if I have seen it over and over, Lisa,
00:40:14.000 | and I bet you can attest to this too,
00:40:16.220 | that parents come into the high school years,
00:40:18.880 | seventh, eighth grade,
00:40:20.600 | and they will change how they are homeschooling
00:40:23.920 | so that they can fit their homeschooling
00:40:27.040 | into what a transcript should look like.
00:40:30.160 | - Yeah, yes.
00:40:31.540 | - And that's the wrong way to look at it, right?
00:40:34.480 | Because what we have here is let's be focused
00:40:38.960 | on doing what is good and right that blesses your children,
00:40:42.760 | blesses you, that builds a love of learning into the student.
00:40:47.520 | Do not change and go.
00:40:49.760 | Like I have that verse in my mind right now that says,
00:40:52.480 | do not turn to the left and do not turn to the right,
00:40:55.440 | but stay moving forward on the path
00:40:59.720 | that I have for you, right?
00:41:01.640 | And so the transcript should not ever be something
00:41:06.640 | in which you are altering your education decisions
00:41:12.520 | to mold to a transcript.
00:41:15.600 | And so I would like to encourage our listeners
00:41:20.080 | that you crafting a transcript, that's the easy part.
00:41:25.080 | You know, my website classicaltoolsforchange.com
00:41:30.160 | is the number four.
00:41:31.640 | You go there, I can help you craft a transcript.
00:41:35.600 | I can do a private consultation,
00:41:38.260 | but you could take my class and that class itself
00:41:42.920 | is going to teach you how to assess classically.
00:41:46.280 | And it doesn't take long.
00:41:47.600 | If you focus on the movie,
00:41:50.680 | then it does not take long to walk through
00:41:53.200 | how to put those pieces into a transcript.
00:41:57.520 | Less than an hour, it does not take long.
00:42:00.660 | But a lot of that-
00:42:01.760 | - Because it's just a tool.
00:42:03.600 | It's just a tool for showing,
00:42:06.120 | for displaying what is good about the education
00:42:10.540 | you and your child produced.
00:42:12.580 | - Exactly, exactly.
00:42:14.360 | And I just want to encourage each of you
00:42:17.520 | that to stay strong and to know that this piece,
00:42:22.060 | oh, I have an idea.
00:42:23.640 | Okay, I'm just gonna use another, I love metaphors.
00:42:26.560 | But if another way to look at it, right?
00:42:29.200 | Like Lisa, if I didn't know you
00:42:30.880 | and I walked into a party, like a dinner party
00:42:35.680 | and I say, hi, my name is Rachel.
00:42:37.300 | And you say, hi, my name is Lisa.
00:42:40.200 | And I have a natural, I'm curious about people.
00:42:42.760 | And I would say, Lisa, tell me about yourself, right?
00:42:45.960 | Like, tell me about who are you?
00:42:48.600 | Where are you from?
00:42:49.480 | What do you do?
00:42:51.560 | What kind of people are in your, that are around you?
00:42:54.520 | What kind of books do you like to read?
00:42:56.800 | And after we've had this really great conversation
00:42:59.260 | for an hour, I am not gonna look at you and say,
00:43:03.440 | I would like to know what authority that you have.
00:43:07.120 | Or I'm not gonna question the pieces of your story.
00:43:11.440 | Does that make sense?
00:43:12.940 | - Yeah, it does.
00:43:13.780 | - And so a lot of times people think
00:43:17.500 | that the transcript is this document
00:43:19.560 | that someone is going to question
00:43:22.560 | all the pieces that are on there.
00:43:24.280 | And they're like, well, I don't wanna fail my student.
00:43:27.120 | I don't want them to not get
00:43:30.120 | and be able to do what they wanna do
00:43:31.680 | because I have failed them in some kind of way.
00:43:34.480 | But the truth of the matter is,
00:43:36.000 | if it truly is just a snapshot of your child's story,
00:43:41.440 | who is going to argue with that?
00:43:43.500 | Nobody.
00:43:45.340 | - Absolutely, nobody.
00:43:47.060 | - Nobody is gonna argue with that.
00:43:49.780 | And I'm telling you what, the transcript,
00:43:53.420 | it doesn't matter if it is from a public school,
00:43:56.660 | a private school, or a homeschool parent.
00:43:59.700 | It is subjective, completely subjective
00:44:03.880 | to whomever put those pieces together.
00:44:06.740 | There is no grade given by any instructor anywhere.
00:44:11.220 | - Right.
00:44:12.060 | - That was not subjective, right?
00:44:15.020 | So that's why we have to,
00:44:18.720 | we can go all into grades.
00:44:21.720 | Today's not the day for that,
00:44:23.340 | but I would love for you to take my class to hear,
00:44:26.720 | we talk about what is a grade?
00:44:29.720 | How do I grade, right?
00:44:31.580 | What is this letter that's supposed to imply good or bad?
00:44:36.580 | Nobody thinks so much about the B or the C.
00:44:39.640 | Those are just those average letters, right?
00:44:41.800 | That the A is the good one, the F is the bad one,
00:44:45.280 | and you're only averaging.
00:44:47.400 | Well, that is not something that I wanna be identified with.
00:44:52.400 | And I don't think that my own student
00:44:55.600 | wants to be identified by a letter, right?
00:44:59.360 | However, we live in a world
00:45:01.480 | in which that is how we have to communicate.
00:45:05.320 | So when I go over to Italy,
00:45:08.800 | and I talk to an Italian,
00:45:10.600 | and they are, we're talking and I have to translate.
00:45:15.960 | So I have to take what I know in English,
00:45:19.040 | and I have to learn how to translate that in Italian
00:45:22.800 | to express what I know and understand.
00:45:26.880 | So my vocabulary is really limited in Italian.
00:45:31.480 | And I sometimes like when I'm talking to my Italian friends,
00:45:34.760 | I only have like a 30 minute level of vocabulary.
00:45:39.760 | And it's always the same kind of conversation, right?
00:45:43.960 | Well, a lot of that is the same,
00:45:46.000 | you need to understand the language
00:45:48.360 | in which you're translating it in,
00:45:50.640 | and you need to understand the audience
00:45:52.760 | in which is going to receive
00:45:55.720 | the message you're trying to express.
00:45:58.080 | And the same is with the transcript.
00:46:00.480 | If our audience is a governing body or a university,
00:46:05.480 | or a, I don't know what some of the others
00:46:08.560 | that we mentioned, right?
00:46:09.440 | A college or a local, whatever agency, right?
00:46:14.280 | That needs to look at your transcript.
00:46:16.880 | A classical education,
00:46:19.680 | you have to learn how to translate that
00:46:22.800 | into a language that a university can understand.
00:46:28.520 | Right, and so there is a form to it,
00:46:31.760 | there is a language to a transcript that you need to learn.
00:46:36.760 | But what you really, it's the in between part,
00:46:40.520 | how do I bridge this education I'm not willing to sacrifice,
00:46:44.400 | I'm not willing to change,
00:46:47.880 | how do I communicate that or translate it
00:46:52.080 | into a one page record that is a summary
00:46:55.720 | of my children's high school so that they can understand
00:47:00.560 | what my children know or don't know.
00:47:03.240 | And honestly, it's like that algorithm
00:47:05.080 | with my husband's job and how he's making resumes in.
00:47:09.360 | - Yep.
00:47:10.280 | - Sometimes you just have to know how to write the transcript
00:47:13.320 | so that it can go past the algorithm or AI
00:47:17.240 | of universities and colleges, if you will,
00:47:20.840 | so that you can have an interview,
00:47:23.880 | so that you can have a conversation
00:47:27.280 | where someone can actually assess or write an essay
00:47:30.960 | where somebody can actually read your thoughts
00:47:34.440 | that can express in a more accurate way
00:47:38.200 | what you know and what you don't know.
00:47:40.560 | - That's so great.
00:47:41.920 | - It's important for us to know how to write transcripts,
00:47:46.320 | we cannot change that.
00:47:48.400 | But if we understand what a transcript actually is,
00:47:53.400 | then we can focus where we need to focus,
00:47:57.240 | which is on how to make a good movie
00:48:00.040 | or how rather how to educate my child
00:48:04.520 | so that they can know God and make him known,
00:48:07.120 | not so that they can get into a college,
00:48:10.120 | not so that they can make money down the road.
00:48:13.960 | But like you said, I loved your response, right?
00:48:18.440 | Of, well, I really want my audience,
00:48:21.160 | the audience of my child's educational life to be God,
00:48:25.000 | right? - Yeah.
00:48:26.000 | - Fear God and none other.
00:48:28.680 | Do not fear man.
00:48:30.720 | Oh, and the thing, you know, the thing about fearing God
00:48:34.160 | is that it's like Aslan from "The Lion, the Witch
00:48:36.640 | and the Wardrobe."
00:48:38.080 | That, is it the beaver that says--
00:48:40.120 | - Yes.
00:48:41.120 | - You remember, what did he say?
00:48:43.120 | I forget his line.
00:48:44.720 | - Is he scary?
00:48:49.200 | - It's like, he's good.
00:48:51.160 | - Oh, wild, I just remembered, is he wild?
00:48:53.000 | - Is he wild, yeah, yeah.
00:48:56.680 | - Or is he a tame lion and what is the beaver say?
00:49:00.960 | Do you remember?
00:49:01.800 | - It's such a good, I don't want to misquote it.
00:49:06.520 | I'm like you, Rachel, I don't want to misquote it.
00:49:08.360 | - We're thinking out loud together
00:49:09.520 | 'cause I'm trying to remember too.
00:49:11.600 | So I think it went something like,
00:49:13.480 | is it a tame lion or a wild lion?
00:49:17.320 | He's like, is it a tame lion?
00:49:19.360 | No, it's not a tame lion, but it's a good lion.
00:49:22.800 | - It's a good lion.
00:49:24.040 | - It's a good lion.
00:49:24.880 | - Yeah.
00:49:25.720 | - And that's the way that, I totally butchered that
00:49:29.480 | and you, "Lion, Witch and the Wardrobe."
00:49:31.000 | - I think it's not tame, he's not tame, but he's good.
00:49:35.480 | He's not tame, but he's good.
00:49:37.800 | - And that is kind of how with God,
00:49:39.440 | like God is the all-powerful God.
00:49:42.960 | And he says, "Fear no one but me."
00:49:46.520 | But the beauty is that he's good.
00:49:50.680 | - Yeah.
00:49:51.520 | - He's good and he loves us.
00:49:53.320 | And when we are afraid of man,
00:49:57.600 | it can make us fear, think that God is not good,
00:50:02.440 | that I need to get approval and validation from man.
00:50:05.960 | And really all that matters is,
00:50:08.440 | "Well done, my good and faithful servant.
00:50:10.040 | "You are my daughter and I love you."
00:50:12.560 | And when I know him and learn his voice
00:50:16.520 | and education helps me know him,
00:50:21.080 | it does help me to hear his voice and to see connections,
00:50:26.080 | to see the world around me and how it reflects the beauty
00:50:31.320 | and the goodness and the truth of who he is, right?
00:50:35.120 | That's one aspect that helps open my mind to him.
00:50:41.880 | But if I'm focusing on that
00:50:45.240 | and he truly is my main audience,
00:50:49.640 | and as a parent, if that's who I want my main audience
00:50:53.600 | for it to be for my children,
00:50:55.320 | then we cannot alter how we educate our children
00:51:00.160 | simply because of a transcript.
00:51:03.760 | - You're right.
00:51:04.680 | - And I am so thankful for you
00:51:07.160 | to just give us this opportunity today
00:51:10.440 | to have this conversation
00:51:12.680 | and to talk about the beauty of who God is
00:51:16.880 | and how the transcript fits into that story that you have.
00:51:20.800 | - This has been great.
00:51:22.120 | And I think a very valuable thinking exercise
00:51:27.120 | for all of us that really ought to always
00:51:31.680 | be the prerequisite for building a transcript
00:51:37.960 | for our children, because we get our thoughts in order,
00:51:40.880 | we get our heart straight, we get our priorities right,
00:51:45.520 | and then we look back and build the transcript.
00:51:50.400 | The transcript doesn't drive the education.
00:51:54.160 | The education provides the script for the transcript.
00:51:59.160 | - Beautiful. - I love that.
00:52:00.760 | - I love that too. - I love that.
00:52:02.520 | - Well, I have to tell you, Lisa,
00:52:04.040 | this experience of doing this podcast with you
00:52:06.360 | has been so much fun.
00:52:08.320 | It's been my first time able to do a podcast,
00:52:11.280 | so much that it has inspired me to start my own podcast.
00:52:15.760 | - Oh, tell us about it, 'cause you would be somebody
00:52:18.360 | that my listeners would love to know.
00:52:20.560 | - Yes, okay.
00:52:21.560 | Well, it's gonna be called the Worker Bee Podcast,
00:52:24.280 | adding honey to the hive, one podcast at a time.
00:52:27.840 | - Oh, I love that.
00:52:29.320 | - I'm like, it was really fun, came to me in prayer.
00:52:32.800 | And the honey, it makes me think of a verse,
00:52:35.840 | Psalm 119, I think, 103, where it's like,
00:52:38.600 | "Taste and see that your words are honey,"
00:52:41.280 | or like, "They are sweeter to me than honey."
00:52:43.560 | And I love hearing and talking about truth,
00:52:48.560 | about goodness, about beauty.
00:52:50.760 | And so it will be just a podcast
00:52:52.560 | where we can jump into lots of different conversations.
00:52:55.800 | And of course, as a home educator and a teacher,
00:52:58.840 | there will be literary discussions and metaphor pictures.
00:53:04.560 | All of those will definitely come into play,
00:53:06.720 | but it's gonna just flow as God leads.
00:53:08.960 | So I'm excited, and I just wanted to say thank you
00:53:10.920 | for opening the door for me to be able
00:53:14.120 | to step into this world of podcasting,
00:53:16.480 | and we'll just get to go on a journey and play with it.
00:53:20.080 | But I also want to be able to let you guys know
00:53:23.840 | that I will be featuring a free one-hour class.
00:53:27.760 | You can go to classicaltoolsforchange.com
00:53:32.720 | and be able to register for that free class.
00:53:35.320 | There is a limit of 30 people who can jump on.
00:53:38.440 | But if you liked today's conversation,
00:53:42.320 | it will be the same kind of conversation.
00:53:46.160 | It will help the audience to walk on a journey
00:53:50.040 | of discovering what the transcript truly is.
00:53:53.120 | And I want to just bless you and your family,
00:53:56.880 | but it's an interactive conversation.
00:53:58.920 | So come ready to talk the way Lisa and I
00:54:02.440 | have been able to talk today.
00:54:04.400 | And then that is gonna be a lead-in
00:54:07.200 | to the next assessment class
00:54:10.360 | that I teach called Tools for Transcripts.
00:54:13.040 | And that is where the first five hours
00:54:15.760 | are us learning and focusing on what assessment is,
00:54:20.200 | and how to assess classically,
00:54:22.760 | and how to assess what your students know.
00:54:26.160 | Because if you're like me,
00:54:27.840 | maybe you waited till your child was in the 10th
00:54:30.400 | or 11th grade, or even the 12th grade.
00:54:33.360 | And you're like, how am I supposed to go back
00:54:36.080 | and figure out what they know and what they don't.
00:54:37.920 | - And remember all of this.
00:54:40.240 | - And so that's the kind of assessment
00:54:42.920 | we are gonna be focused on,
00:54:44.880 | is learning how to sit and converse with our student
00:54:48.280 | so that you can figure out what holes are there,
00:54:51.440 | or if they actually know a subject,
00:54:53.800 | how well do they know it?
00:54:54.920 | And how do I then translate that onto a transcript?
00:54:58.840 | And we spend the last hour, hour and a half
00:55:01.080 | walking through actually how to craft a transcript.
00:55:04.600 | And I will go step by step,
00:55:07.040 | and then I can help you.
00:55:08.880 | Maybe you take that class and you're like,
00:55:11.600 | I still just need help.
00:55:12.800 | I've had people, and I sit with you one by one.
00:55:15.800 | People have done it for me,
00:55:17.280 | and I want to do it for others where I can guide you.
00:55:21.000 | Who is my student?
00:55:22.600 | What have they done?
00:55:24.240 | How can we move forward in this process as a director?
00:55:29.240 | Needing to decide what do I want this to look like
00:55:34.400 | as God has put me as a steward over my children's education?
00:55:38.200 | So join us.
00:55:39.040 | The next class I have for that is gonna be in February.
00:55:41.720 | You can get all the details on our website.
00:55:43.960 | And again, I just thank you, Lisa, for this opportunity.
00:55:47.080 | - Oh, this has been great.
00:55:48.400 | - It has been so fun.
00:55:49.760 | I really appreciate it.
00:55:51.520 | I have enjoyed it.
00:55:52.840 | And I know that you have blessed us all
00:55:56.280 | by helping us perhaps turn assessment
00:55:59.840 | and the whole idea of transcript
00:56:03.480 | and judging our children's education.
00:56:06.480 | You've helped us turn that on its head
00:56:08.480 | and put it in a right perspective.
00:56:11.080 | And Rachel, I appreciate that.
00:56:12.760 | Listeners, you check the show notes.
00:56:16.200 | It will remind you of those times
00:56:19.000 | for classes and other opportunities to hear from Rachel.
00:56:24.000 | Rachel, thank you so much.
00:56:25.600 | And listeners, I'll see you next week.
00:56:27.800 | Bye-bye.
00:56:29.120 | (gentle music)
00:56:31.720 | you
00:56:33.780 | you