If you took my “Find your approach to homeschooling quiz” you hopefully now have a short list of homeschooling methods to consider. To help you in that endeavor, I would like to share with you now my own list of bullet points on each of the 16 approaches I considered in that quiz. These were my working notes as I developed the quiz. They are by no means a complete introduction to all the many ways to educate your children, but I share them with you in the hopes that they can help you get a quick feel for each of the philosophies. If you are looking for more information, check out my resources page here.
Bullet Points on 16 Approaches to Homeschooling
School-at-home
- the parent/teacher teaches either one student or a group of students
- the job of the teacher is primarily to teach, that is, to impart knowledge
- teacher-directed learning
- the material learned is fairly traditional – the 3Rs plus history and science; STEM subjects may be emphasized
- the focus is primarily intellectual with more artsy pursuits taking at least a second seat
- textbooks and worksheets are used
- learning is measured through testing
- learning is done for its own sake; whether one likes it is of secondary importance
- the goal is to be educated so as to make one’s way in society, get a good job, get into college, be “successful”
- the child is shaped by the teacher, through education, to be like adults/fit into society
Online/distance learning
- very similar to school-at-home
- the job of the teacher/curriculum is primarily to teach, that is, to impart knowledge
- the student may interact with one teacher, one teacher and a group of students, or just with the materials
- traditional subjects, likely with a heavy emphasis on the STEM subjects
- the appeal is primarily to the mind
- fairly traditional teaching tools, but obviously with an online/technology-driven twist
- learning is likely measured through testing
- learning is done for its own sake; whether one likes it is of secondary importance
- the goal is to be educated so as to make one’s way in society, get a good job, get into college, be “successful”
- the child is shaped through education to be like adults/fit into society
Classical/Great Books
- the parent/teacher imparts knowledge
- the teacher interacts with one student or a group of students
- the material is fairly traditional with an emphasis on classic literature which often includes real classical classics (think Homer, Plutarch)
- there is a core body of knowledge all people should know
- the focus is primarily intellectual with more artsy pursuits taking a second seat though there may be some inclusion of art history and the like
- learning is through great books but also through memorization of facts, especially in the early years
- learning may be measured through testing
- learning is done for its own sake; whether one likes it is of secondary importance
- the goal is to be educated in order to make one’s way and even to excel in society. There is a sense of “those who do not know history are doomed to repeat it” so that those who get such an education will contribute to society/be good citizens as well.
- the child is shaped by the teacher, through education, to be like adults
- the child goes through stages of development: the earliest years are for taking in facts, the middle years for getting context, and the last years for rhetoric, that is, learning to argue one’s position
- learning is teacher-directed. There is a goal or ideal of what an educated person is and the child is moved toward that ideal
- there is a sense in which children are not complete; they need to learn to reason and develop abilities
Christian Classical
- same as classical/great books, with an added Christian slant:
- there is a sense of adults know best and discipline is likely not a bad word in such a household
- there may be an added or greater emphasis on being virtuous
Charlotte Mason
- the parent/teacher selects materials but it is up to the child to “ingest” them
- learning is done by the child and cannot be forced
- the role of the teacher is minimized
- implicit assumption that some materials are better than others
- heavy reliance upon “living books” with nature study in addition for science
- handicrafts and physical education are included, but not as a part of the main study
- a broad education is the goal with a balance of history, science literature, and arts
- ideas are the food of the mind and are emphasized over facts
- all truth is God’s truth – which means that we can find truth in non-Christian sources
- the Holy Spirit is the real educator
- there is little formal education before age 6 or 7
- play is not part of education but free time (“masterly inactivity”) is valued
- motivation should be internal; we because of an innate love of learning; we don’t need to make it “fun”
- “Children are born persons” – the assumption is that all children can learn and are born equipped to learn
- though there is a generally positive view of children as made in the image of God, there is also an acknowledgment that they need habit-training
- the goal of education is to “set their feet in a wide place,” that is to give them connections with a lot of different things
- re goals: we ask not how much they know, but how much they care
Thomas Jefferson Education
- the teacher is mentor; the teacher is important; his job is to inspire (“inspire, not require”)
- the teacher and student have a one-on-one relationship
- the child cannot rise above the mentor
- the child can pursue interests but the teacher’s role is still vital
- greatness inspires greatness
- classic, living books; not textbooks, no busywork
- no one set curriculum though classics and living books are valued
- there are stages in a child’s development; no formal education till age 8 or so
- children have an inner genius but there is also the idea that younger children are not yet equipped for real learning
- motivation is internal and love of learning is a goal
- leadership education; training leaders is a goal
- the goals are at least in part societal
- a certain set of values (freedom, democracy) are assumed
Montessori
- teacher as guide
- the teacher creates the environment for learning
- originally developed for children with developmental issues
- children explore at their pace within the created environment
- children will develop appropriately in the right environment – implies that children need to develop and that the teacher is essential in creating the right environment
- the environment is controlled and scaled down for children
- there are stages in a child’s development
- the last stage is to influence the world and be a leader
- one goal for M. Montessori was world peace
Waldorf
- in the early years, the teacher is an example because children learn through imitation
- lots of arts and specialized movement (“activity always precedes headwork”)
- no books in early education but songs and finger-plays
- in later years good books are included and subjects are studied in chunks, ie a few weeks on history, then a few on science and so on
- no textbooks
- children create their own coursebooks as a way of cementing learning
- children are whole people
- people are spiritual beings
- each one has a specific life purpose
- children are fundamentally different from adults
- though there are stages, the idea is that children evolve as they grow
- in high school, being well-balanced is a goal but so is pursuing individual interests
- goal: “to produce individuals who are able, in and of themselves, to impart meaning to their lives”
Enki
- teachers are cornerstones and examples
- in the schools, in early years, two teachers and a class of kids; but can be a parent and child
- security and variety; very nurturing and gentle approach
- the rhythm of learning is important
- physical and hands-on/arts activities are integral
- arts-based; all academics are introduced through the arts
- stages of development but with a sense of evolving, as a caterpillar into a butterfly
- the central task: “the integration of body, heart, and mind within each child and parent”
- societal goals, concern for the global community
- whole person education: body, heart, mind
- connectedness and confidence are goals
- goal: meaningful connections with the larger world
Unit Studies
- all subjects ate studied around a common theme which could be based on one book or be a theme like knights or apples or really anything
- the burden is on the teacher to tie all subjects together
- education should be fun, interesting, enjoyable
- there seems to be some assumption that the child cannot but that the teacher can
- themes could be child selected but there is still a large role for the teacher
Ruth Beechick
- parent/teacher as tutor
- one-on-one teaching
- “teach the child, not the book”
- individualized education; not one core curriculum
- real books, not textbooks for history but also one should not be too “bookish”
- teachers provide a rich learning environment
- no busywork
- if it is boring, the fault is in the curriculum, not the child; implies curriculum should be made enjoyable/fun
- basic skills must be mastered so further learning can occur
- pre-K and K don’t need schooling
- information should be processed in some way leads to hands-on projects, real life activities
- can use unit studies
- thinking skills are taught and learned – this implies that there is some development in the child
(Radical) Unschooling
- the role of the teacher is minimal
- though learning is initiated by the child, the parent may help in finding resources
- learning is done by the child
- there is no one set of material that everyone needs to know
- very individualized
- child-led learning
- the child will learn what they need when they need it
- there is an inherent belief in the child’s goodness and ability to select what is right for him
- often combined with the disciplinary view that the adult should not impose their will on the child
- goals can vary greatly but are likely to include allowing the child to be an individual, find himself, find his passion
Moore Method Homeschooling
- parents are the best teachers
- manual work as much as studying plus household work or community service
- fewer workbooks and textbooks, but drills are used
- no formal education before at least age 8
- learning also happens through real life activities
- the best motivation is internal
- goals: high achievement, responsibility, sociability
Robinson Curriculum
- self-education, but with a set curriculum
- almost no teacher interaction, but the curriculum and study environment are very important
- uses high quality books; learning is through books, almost exclusively
- core subjects are taught: math, LA, science, history
- “they teach themselves to think”
- goals are academic and learning to think, self-educate
Accelerated Learning
- geared to the whole person, understood in a very scientific sense
- activity based learning
- students collaborate
- real world contexts are important
- positive environment is essential
- goals: “success”, “excel”
Reggio Emilia
- focuses on early years (preschool and primary) only
- the teacher facilitates based on the child’s interests
- children’s interests are important; self-guided learning
- children have “a hundred languages”; are knowledge bearers
- heavily reliance on the arts
- environment is important
- long term projects are vehicles for learning
- relationships are important as is the community
- goal: to develop one’s potential
(Biblical) Principle Approach
- there are principles which underlie everything and these are the goal of education, not facts
- the principles are assumed to be biblical principles
- “There is no better textbook than the Bible.”
- emphasis on “America’s Christian history”
- the process of education is found in the 4R’s: research, reason, relate and record.
- A teacher with students like a rabbi with disciples
- the teacher’s role is important; the teacher is the living book
- no worksheets
- individuality is appreciated but it is also believed that there are right answers
- a fairly high, positive view of human nature and reason
- idea of personal calling
- a societal goal as well: “What did you do to secure freedom and proliferate it while it was in your power to do so?”
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