W- started the kids on a review of positive and negative numbers. They got the hang of those quickly, so they worked on fractions, exponents, scientific notation, and engineering notation. They multiplied numbers with exponents, divided numbers with exponents, dealt with negative exponents, figured out the two answers to x^{2} = 1… Whee!

J- really wanted to review the Greek alphabet. We introduced it so that they can easily work with θ, α, β, and other characters when they encounter the letters in science and math. J- picked them up really quickly thanks to the flashcards we made. She used the same techniques to teach the other kids more of the letters, repeatedly cycling over small sets of letters, sharing original mnemonics (λ reminds her of “Mary had a little lambda” and a hill).

Watching the kids teach themselves Greek letters – and have *fun* doing so! – I wondered what on earth we were doing correctly, and if we could help other people do it too. Maybe it’s really just providing a space where the kids can get together and learn, and some guidance and exercises to help them grow.

J- says she learns more – and enjoys learning more – in our study groups than she does in school, because the study group is more fun, more focused, and easier to understand. It’s a happy middle between the intense focus and isolation of a one-on-one tutoring session, and the anonymity of a large class. I’m glad we’re doing it, and I’m amazed at how the kids are doing.

And they begged for more brainteasers! So now I get to dust off my collection of logic puzzles and go through them. Turnabout’s fair play, though, so they have free license to stump me with whatever they can throw at me. =)