The first workshop session on Saturday with Andrew Pudewa.

On Thursday evening, each of our featured speakers will be sharing a brief 5 to 10 minute introduction of themselves and the topics they are most passionate about, so that conference attendees will have a better idea of which sessions they might want to attend on Friday & Saturday. You won't want to miss this amazing lineup of INCH 2024 speakers! Meet Brant Hansen, Kevin Swanson, Phylicia Masonheimer, Andrew Pudewa, Kim Sorgius, Ginny Yurich, and more! -- ALL IN ONE FAST-PACED EVENING of "TED-Talk-like" Speaker Spotlights!

Many children have difficulty learning to spell, but the difficulty may not be with the student. Often parents and teachers feel ill-equipped to help students who are not natural spellers. Join Andrew Pudewa to learn how spelling information is most efficiently stored in the brain, to gain greater insight into the nature of spelling and neurological function, and to be better equipped to teach students how to spell.

As schools have made reading their new god, they believe that producing good readers will solve all their academic problems. As a result, many children—the dyslexic, the easily distracted, the auditorily challenged—are left behind in the rush to improve test scores. What schools do not know (but what many parents and teachers discover) is that reading is not simply being able to rapidly decode symbols with the eyes. With humor and insight, Andrew Pudewa shares stories and strategies for helping students who need to engage the cognitive processes of reading but who are more likely to excel through a wider variety of practical, creative, and imaginative approaches.

Recent years have seen an enormous increase in the use of technology in education for even the youngest students. But is technology really the cure-all that many believe it to be? While traditional skills such as cursive penmanship are seen as unnecessary in the modern world, the actual research tells a different story. Join Andrew Pudewa to learn the compelling reasons to read paper books instead of electronic devices, handwrite instead of type, teach cursive instead of printing, and grab a pen instead of a pencil. Discover how to unleash creativity that goes beyond technology.

Listening and reading well, speaking and writing clearly, and thinking and debating effectively are abilities that most parents hope to cultivate in their children. With that goal in mind, Andrew Pudewa explores various environments and activities that accelerate the development of these language skills, beginning with the youngest students and continuing into the high school years.

In this talk Andrew Pudewa shares many humorous experiences (and painful lessons) he has learned over thirty years of teaching and homeschooling. You will be challenged, reassured, and sure to leave with an expanded vision of your calling as a home educator.

A life-long student of motivation, Andrew Pudewa has organized fundamental ideas of motivation into categories: four forms of relevancy, three laws of motivation, and two secret weapons. This expansion of Andrew's previous talk Teaching Boys & Other Children Who Would Rather Be Making Forts All Day includes new and updated stories, tips, and information.

Today, many of us have an intuitive sense that major changes are coming. When this happens, our lives may become very different in ways not necessarily convenient or comfortable. At the same time, we must live each day as though things will continue pretty much as they are. Resolving this cognitive dissonance requires that we carefully contemplate our circumstances because we are in a cultural war, fighting the "non-gospel" of aesthetic and moral relativism on three fronts: personal, familial, and social. What should our priorities be? How can we prepare children to be culture warriors?

We've all suffered frustration about writing assignments. Either on the receiving end, or perhaps now on the giving end, there can be a few distinctly discouraging aspects to teaching and being taught writing. The tough questions include: What do l correct and how do I give a grade? How much help is too much? Isn't the assignment clear enough? Why don't students find their own errors? Learn and avoid four teaching mistakes that contribute to this frustration: overcorrecting, holding back help, unclear assignments, and over-expectation.

An in-depth look at the neuro-physiological differences between boys and girls- how they hear differently, see differently, handle stress and pain differently-- as well as the implications for our teaching of both boys and girls. (This is an expansion on Andrew's "Boys" talk.) With added research, together with humor and practical stories, this presentation will delight and enlighten parents of boys, girls, or both!

Today, many of us have an intuitive sense that major changes are coming, that soon our world may be very different in ways not necessarily convenient or comfortable. But at the same time, we must wake up each day and live as though things will continue on pretty much as they are. Resolving this cognitive dissonance requires that we carefully contemplate our circumstances because we truly are in a cultural war, fighting the "non-gospel" of aesthetic and moral relativism on three fronts - personal, familial, and social. What should our priorities be, and how can we prepare our children to be "culture warriors?"

At some time in our future, is it imaginable that freedom of speech and freedom of religion could be suppressed where we live? History would indicate so. How do we prepare ourselves and our families for such a contingency? What curriculum might best prepare us for persecution, even martyrdom? How do we cultivate necessary virtues without sparking burdensome fears? This may not be a pleasant subject to contemplate, but perhaps it will be an important one.

Escaping the conveyor belt approach of institutional education by which most of us were shaped isn’t easy, but it has to be done. In this inspiring and empowering session, you will not only come to understand the nature and purpose of today’s educational system as it was originally conceived and designed, but you will see a shining alternative path, one that develops the kind of true thinkers, leaders, and communicators so desperately needed in today’s world.

Many think good readers will naturally become good writers. Others think writing talent is a natural ability. Both are myths. History and research show clearly how good writers have developed. What two critical things can you do to develop a high level of aptitude from a young age and into high school? With humor and insight, Andrew will share two easy but powerful things that build language patterns and nurture competent communicators.

What are the language arts? It’s actually quite simple! Regardless of your educational approach, there are really only four core language arts: listening, speaking, reading, and writing. Attending well to the first two makes teaching the latter two so much easier. Prepare to have your educational paradigm adjusted, your load lightened, and your commitment to excellence renewed as you focus on the most important things in the limited time you have.

If you want excited and enthusiastic children who learn well, you must understand the key laws of motivation, and focus on the essential requirement of relevancy. If it matters, children will learn it, and if it doesn’t, they won’t. This session will enlighten you with specific ways to find and create relevancy for children, even when they have no apparent interest.

Join Andrew as he shares many humorous experiences (and painful lessons) learned over thirty years of teaching and homeschooling, including: It’s hard not to do to your kids what was done to you; Process over product; All kids are different; “Progressive” education doesn’t mean progress; What real “college and career readiness” is, and Two secret keys to successful teaching. Challenged, reassured, or both, you’ll leave with an expanded vision of your calling as a homeschooling educator.

Andrew will teach you a specific and successful method of separating the complex process of writing into the smallest possible steps making it possible for reluctant writers to produce short but complete compositions. Your student will be proud and motivated to write again. If you remove the problem of what to write, you will be free to help your child learn how to write using source texts, key word outlines, and “dress-up” checklists. Results guaranteed!

When asked, “What are the language arts?” people may respond by listing numerous subjects: spelling, phonics, grammar, penmanship, copying, dictation, narration, and composition. But actually it’s much simpler! For those adhering to the classical model, those ascribing to a Charlotte Mason approach, or those who just want a common-sense curriculum, there are really only four core language arts: listening, speaking, reading, and writing, and attending well to the first two makes teaching the latter two so much easier. Come prepared to have your educational paradigm adjusted, your load lightened, and your commitment to excellence renewed as you focus on the most important things in the limited time you have.

Evaluating a student’s writing can be very difficult, especially for the parent who may feel less than perfectly confident. Learn how to provide specific models and stylistic goals for each composition, giving specific assignments to your students for both fiction and non-fiction. Solve the “How long does it have to be?” problem. Never again hear yourself say, “Don’t you want to add a little more detail?” With confidence and precision, you can design and communicate to your students goal- and model-based writing assignments, and can have a concrete tool to objectively evaluate their efforts.

Many children (and some adults) have difficulty learning to spell, but the difficulty may not be with the student so much as with the method of presentation. Learn how spelling information is most efficiently stored in the brain, and why. With a greater insight parents and teachers will be well-equipped to meet the needs of all their children, not just the naturally good spellers.

Recent years have seen an enormous increase in the use of technology in education. But is technology really the cure that many believe it to be? While traditional skills such as cursive penmanship are seen as unnecessary in the modern world, the actual research tells a different story. Learn the compelling reasons to choose paper books instead of electronic devices for reading, to handwrite instead of type when note-taking, to teach cursive instead of printing for penmanship, and to grab a pen instead of pencil for composition. Discover how to unleash creativity that goes beyond technology.

Many think that good readers will naturally become good writers. Others think that writing talent is just that a natural ability. Both are myths. What are the two most critical things you can do as a parent to develop a high level of writing aptitude, from a young age and into high school? You will hear the two easy but unbelievably powerful things you can do to build language patterns and nurture competent communicators in your family.

As schools believe that producing good readers will solve all their academic problems. Many children—the dyslexic, the easily distracted, the auditorily challenged—are truly left behind in the rush to improve test scores. Reading is not simply being able to rapidly decode symbols with the eyes. Hear stories and strategies for helping students who need to engage the cognitive processes of reading, but who are more likely to excel through a wider variety of practical, creative, and imaginative approaches.

Music has become such an ever-present influence in our daily lives, we seldom stop to consider what effect it has on us. Man has changed over the last 100 years from being music makers to music consumers. We gradually lost control over, and even awareness of, our auditory environment. In what way is music beneficial to our bodies and minds? Can it actually be harmful? Scientific research provides some astounding answers to such questions—indeed, facts that must not be ignored.

This is part 2 and uses musical samples to help listeners learn to hear more actively, both to gain the most out of their listening experience as well as to encourage defensive listening with greater discernment. Musical selections of baroque, classical, folk, and popular genres are played and discussed. Without saying, “This is good, this is bad,” Mr. Pudewa presents a unique perspective on the question of whether all music is equally beneficial to the Christian.

Many parents think that good readers will naturally become good writers. Others think that writing talent is just that—a natural ability—some have it; others don’t. Both are myths. History and modern research show very clearly how good writers have developed. What are the two most critical things you can do as a parent to develop a high level of aptitude, from a young age and into high school? With humor and insight, Andrew will share the two easy but unbelievably powerful things you can do to build language patterns and nurture competent communicators in your family.

Children like to do what they can do, they want to do what they think they can do, and they hate to do what they think they cannot do. If you want excited and enthusiastic children who learn well, you must understand these key laws of motivation, and focus on the essential requirement of relevancy. If it matters, children will learn it, and if it doesn’t, they won’t. This session will enlighten you with specific ways to find and create relevancy for children, even when they have no apparent interest.

We’ve all suffered it at one time or another: frustration about writing assignments. Either on the receiving end or perhaps now on the giving end, there can be a few distinctly discouraging aspects to teaching and being taught writing. The tough questions include: What to correct and how to give a grade? How much help is too much? Isn’t the assignment clear enough? Why don’t students find their own errors? Learn and avoid four teaching mistakes that contribute to this frustration: Overcorrecting, Holding Back Help, Unclear Assignments, and Over-Expectation.

When asked, “What are the language arts?” people may respond by listing numerous subjects: spelling, phonics, grammar, penmanship, copying, dictation, narration, and composition. But actually it’s much simpler! For those adhering to the classical model, those ascribing to a Charlotte Mason approach, or those who just want a common sense curriculum, there are really only four core language arts: listening, speaking, reading, and writing, and the attending well to the first two makes teaching the latter two so much easier. Come prepared to have your educational paradigm adjusted, your load lightened, and your commitment to excellence renewed as you focus on the most important things in the limited time you have.

Are fairy tales good, even important, for Christian students? Where did they come from, what can they teach our children, and should we spend our valuable time reading them? In this session we will discuss several basic themes in fairy tales and traditional children’s literature (goodness, truth, beauty, hope, honesty, wishes) as well as key archetypes of literature and their importance to the moral imagination. With the confusion surrounding modern fantasy writing, many parents feel uncertain in discerning the good and important literature from misleading and confusing books, stories, and movies.

Knowing how to teach grammar is especially challenging for the parent who doesn’t feel confident in his or her own grammar proficiency. Grammar programs often consist of piles of workbooks, wasted dollars, and way too much time spent trying to fill that subject. Often what is taught in those workbook pages doesn’t translate into success in writing. The results are poor mechanics and a less than stellar understanding of “What is a verb?” or perhaps more importantly, “How do verb choices enhance writing?” If you are asking, “But what about grammar?” Andrew Pudewa has answers to your dilemma.

Children like to do what they can do, they want to do what they think they can do, and they hate to do what they think they cannot do. If you want excited and enthusiastic children who learn well, you must understand these key laws of motivation, and focus on the essential requirement of relevancy. If it matters, children will learn it, and if it doesn’t, they won’t. This session will enlighten you with speci?c ways to ?nd and create relevancy for children, even when they have no apparent interest.

Evaluating a student’s writing can be very dif?cult for anyone, but especially for the parent who may feel less than perfectly con?dent in her own English or grammar skills. Learn how to provide speci?c models and stylistic goals for each composition, giving speci?c assignments to your students for both ?ction and non?ction. Solve the “How long does it have to be?” problem. Never again hear yourself say, “Don’t you want to add a little more detail?” With con?dence and precision, you can design and communicate to your students goal- and model-based writing assignments, and can have a concrete tool to objectively evaluate their efforts.

Many children (and some adults) have dif?culty learning to spell, but the diff?culty may not be with the student so much as with the method of presentation. Find out in this workshop how spelling information is most ef?ciently stored in the brain, and why. With a greater insight into the nature of spelling and neurological function presented in this workshop, parents and teachers will be well- equipped to meet the needs of all their children, not just the naturally good spellers.

When asked, “What are the language arts?” people may respond by listing numerous subjects: spelling, phonics, grammar, penmanship, copying, dictation, narration, and composition. But actually it’s much simpler! For those adhering to the classical model, those ascribing to a Charlotte Mason approach, or those who just want a common- sense curriculum, there are really only four core language arts: listening, speaking, reading, and writing, and the attending well to the ?rst two makes teaching the latter two so much easier. Come prepared to have your educational paradigm adjusted, your load lightened, and your commitment to excellence renewed as you focus on the most important things in the limited time you have.

Many parents think that good readers will naturally become good writers. Others think that writing talent is just that—a natural ability—some have it; others don’t. Both are myths. History and modern research show very clearly how good writers have developed. What are the two most critical things you can do as a parent to develop a high level of aptitude, from a young age and into high school? With humor and insight, Andrew will share the two easy but unbelievably powerful things you can do to build language patterns and nurture compe- tent communicators in your family.

Exploring the practical elements of the Thomas Jefferson education model, Andrew will explain the seven keys as well as the five learning environments as developed by DeMille and his colleagues. (There’s even an unofficial “eighth key.”) With humorous stories from his own family’s experience, Andrew will delight homeschooling moms looking for tips on how to escape the “conveyor belt” approach to doing “school” at home.

Many children really do not like to write. Why? This workshop will answer that basic question and teach a specific and successful method of separating the complex process of writing into the smallest possible steps, making it possible for even the most reluctant writer to produce short but complete compositions. He will be proud and motivated to write again. If you remove the problem of what to write, you will be free to help your child learn how to write, using source texts, key word outlines and �dress-up� checklists. Results guaranteed!

Music has become such an ever-present influence in our daily life, we seldom stop to consider what effect it has on us. But we must. As we changed over the last 100 years, from being music “makers” to music “consumers,” we have gradually lost control over, and even awareness of, our auditory environment. In what way is music beneficial to our bodies and minds? In what circumstances can it actually be harmful? Solid scientific research provides some astounding answers to such questions--indeed, facts that must not be ignored by today’s parents and children.

We've all suffered it at one time or another: Frustration about writing assignments. Either on the receiving end, or perhaps now on the giving end, there can be a few distinctly discouraging aspects to teaching and being taught writing. The tough questions include: What to correct and how to give a grade? How much help is too much? Isn't the assignment clear enough? Why don't students find their own errors? Learn and avoid four teaching mistakes that contribute to this frustration: Overcorrecting, Holding Back Help, Unclear Assignments, & Over-Expectation.

Andrew presents the most significant neuro-physiological differences between boys and girls and how to teach each more effectively, along with an overview of principles of motivation--the four Relevancies, the three Laws, and the two Secret Weapons.