Bullet Points on 16 Approaches to Homeschooling

Dear Reader,

Recently I published my “Find your approach to homeschooling quiz.” If you took the 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.

Nebby

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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