Methodology

Homeschools use a wide variety of methods and materials. Families, for a variety of reasons (parent education, finances, educational philosophies, future educational plans, where they live, past educational experiences of the child, child's interests and temperament) choose different educational methods, which represent a variety of educational philosophies and paradigms. Some of the methods or learning environmentsused include Classical education(including Trivium, Quadrivium),Charlotte Mason education, Montessori method, Theory of multiple intelligences,Unschooling, Radical Unschooling,Waldorf education, School-at-home(curriculum choices from both secular and religious publishers), A Thomas Jefferson Education, unit studies, curriculum made up from private or small publishers, apprenticeship, hands-on-learning, distance learning (both on-line and correspondence), dual enrollment in local schools or colleges, and curriculum provided by local schools and many others. Some of these approaches are used in private and public schools. Educational research and studies support the use of some of these methods. Unschooling, natural learning, Charlotte Mason Education, Montessori, Waldorf, apprenticeship, hands-on-learning, unit studies are supported to varying degrees by research by constructivistlearning theories and situated cognitivetheories. Elements of these theories may be found in the other methods as well. A student's education may be customized to support his or her learning level, style, and interests.^[20] It is not uncommon for a student to experience more than one approach as the family discovers what works best as the students grow and their circumstances change. Many families use an eclectic approach, picking and choosing from various suppliers. For sources of curricula and books, "Homeschooling in the United States: 2003"^[21] found that 78 percent utilized "a public library"; 77 percent used "a homeschooling catalog, publisher, or individual specialist"; 68 percent used "retail bookstore or other store"; 60 percent used "an education publisher that was not affiliated with homeschooling." "Approximately half" used curriculum or books from "a homeschooling organization", 37 percent from a "church, synagogue or other religious institution" and 23 percent from "their local public school or district." 41 percent in 2003 utilized some sort of distance learning, approximately 20 percent by "television, video or radio"; 19 percent via "Internet, e-mail, or the World Wide Web"; and 15 percent taking a "correspondence course by mail designed specifically for homeschoolers." Individual governmental units, e. g. states and local districts, vary in official curriculum and attendance requirements

Unit studiesEdit

In a unit study approach, multiple subjects such as math, science, history, art, and geography, are studied in relation to a single topic. Unit studies are useful for teaching multiple grades simultaneously as the difficulty level can be adjusted for each student.^[23] An extended form of unit studies, Integrated Thematic Instruction utilizes one central theme integrated throughout the curriculum so that students finish a school year with a deep understanding of a certain broad subject or idea.

All-in-one curriculaEdit

All-in-one homeschooling curricula (variously known as "school-at-home", "The Traditional Approach", "school-in-a-box" or "The Structured Approach"), are instructionist methods of teaching in which the curriculum and homework of the student are similar or identical to those used in a public or private school. Purchased as a grade level package or separately by subject, the package may contain all of the needed books, materials, internet access for remote testing, traditional tests, answer keys, and extensive teacher guides. These materials cover the same subject areas as do public schools, allowing for an easy transition back into the school system. These are among the more expensive options for homeschooling, but they require minimal preparation and are easy to use. Some localities provide the same materials used at local schools to homeschoolers. The purchase of a complete curriculum and their teaching/grading service from an accredited distance learning curriculum provider may allow students to obtain an accredited high school diploma.^[24][25]

Unschooling and natural learningEdit

"Natural learning" refers to a type of learning-on-demand where children pursue knowledge based on their interests and parents take an active part in facilitating activities and experiences conducive to learning but do not rely heavily on textbooks or spend much time "teaching", looking instead for "learning moments" throughout their daily activities. Parents see their role as that of affirming through positive feedback and modeling the necessary skills, and the child's role as being responsible for asking and learning.^{[citation needed]}

The term "unschooling" as coined byJohn Holt describes an approach in which parents do not authoritatively direct the child's education, but interact with the child following the child's own interests, leaving them free to explore and learn as their interests lead.^[19][21]"Unschooling" does not indicate that the child is not being educated, but that the child is not being "schooled", or educated in a rigid school-type manner. Holt asserted that children learn through the experiences of life, and he encouraged parents to live their lives with their child. Also known as interest-led or child-led learning, unschooling attempts to follow opportunities as they arise in real life, through which a child will learn without coercion. Children at school learn from 1 teacher and 2 auxiliary teachers in a classroom of approximately 30. Kids have the opportunity of dedicated education at home with a ratio of 1 to 1.^[26] An unschooled child may utilize texts or classroom instruction, but these are not considered central to education. Holt asserted that there is no specific body of knowledge that is, or should be, required of a child.^[22]

Both unschooling and natural learning advocates believe that children learn best by doing; a child may learn reading to further an interest about history or other cultures, or math skills by operating a small business or sharing in family finances. They may learn animal husbandry keeping dairy goats or meat rabbits, botany tending a kitchen garden, chemistry to understand the operation of firearms or the internal combustion engine, or politics and local history by following a zoning or historical-status dispute. While any type of homeschoolers may also use these methods, the unschooled child initiates these learning activities. The natural learner participates with parents and others in learning together.^{[citation needed]}

Another prominent proponent of unschooling is John Taylor Gatto, author of Dumbing Us Down, The Exhausted School, A Different Kind of Teacher, andWeapons of Mass Instruction. Gatto argues that public education is the primary tool of "state controlled consciousness" and serves as a prime illustration of the total institution — a social system which impels obedience to the state and quells free thinking or dissent.^[27]

Autonomous learningEdit

Autonomous learning is a school ofeducation which sees learners as individuals who can and should beautonomous i.e. be responsible for their own learning climate.

Autonomous education helps students develop their self-consciousness, vision, practicality and freedom of discussion. These attributes serve to aid the student in his/her independent learning.

Some degree of autonomous learning is popular with those who home educate their children.In true autonomous learning the child usually gets to decide what projects they wish to tackle or what interests to pursue. In home education this can be instead of or in addition to regular subjects like doing math or English.

According to Home Education UK the autonomous education philosophy emerged from the epistemology of Karl Popper in The Myth of the Framework: In Defence of Science and Rationality, which is developed in the debates, which seek to rebut the neo-Marxist social philosophy of convergence proposed by the Frankfurt School (e.g.Theodor W. Adorno, Jürgen Habermas,Max Horkheimer).