How does the ALC model compare to other alternative education models?
If you’re familiar with other alternative education models, you might be curious how ALC is different. Let’s take a look at some of the other education philosophies out there. You’ll see that there are lots of similarities, although each one has it’s own flavor.
➡️ Learn about our ALC program here.
Early Childhood Education Philosophies
Montessori
The Montessori method of education is a type of educational method that involves children’s natural interests and activities rather than formal teaching methods. A Montessori classroom places an emphasis on hands-on learning and developing real-world skills.
Montessori schools and ALCs both have mixed age groups and both support children in pursuing their own learning paths. Montessori programs group students who would typically be in three different “grades” into a cohort. ALC groups include a broader age span. Very young students or teenagers might be separated for specific activities, but most of the day includes everyone of any age.
Montessori students self-direct through a prescribed menu of subjects and concepts that changes based on the age range of the students. ALC students self- direct based on their interests, passions, and the opportunities they see in the world around them.
Reggio Emilia
In the Reggio Emilia approach the child is central to their own learning, able to pursue their own interests at their own pace. They are encouraged to express themselves in creative ways. The Reggio environment uses the classroom space to enable exploration and play. Reggio teachers don’t direct children’s learning, rather they support children in seeking out their own areas of interest.
All of this is very compatible with the ALC model! The ALC philosophy shares the view of the child as competent and full of potential. We share the recognition of the environment as a teacher and the importance of social relationships. We different in our emphasis on intentional culture creation, our documentation practices, and our structures for supporting self-directed learning.
Waldorf
Waldorf schools have a holistic education style intended to develop children’s intellectual, artistic, and practical skills, with an emphasis on imagination and creativity. The Waldorf classroom is a sensory-rich environment with play-based activities grounded in the natural world. Waldorf teachers plan activities and teaching methods around three distinctly defined developmental stages.
ALCs see development as even more complex and have fewer age-based expectations for children’s learning journeys. ALC facilitators are there to provide support for adventurous and unexpected learning paths. Additionally, while Waldorf schools typically de-empasize media technology, ALCs are willing to use media technology to support a child’s learning goals.
Self-Directed Learning Philosophies
Democratic Free Schools
ALCs are similar to Democratic Free Schools in that our students contribute to decision making at the school, direct their own learning, and participate in meetings. Many of the differences between ALC and Free Schools developed in response to challenges Free Schools commonly face.
For example, in some Free Schools decision making is consensus-based and adults strive to influence students’ learning journeys as minimally as possible. ALC decision-making more closely resembles a discussion of ideas followed by a trial period than consensus, and our staff comfortably make suggestions the way they would to friends they were trying to support. The former change leads to faster, more action-focused meetings; the latter gives students opportunities to practice the valuable life skill of navigating attempts to influence them.
The main differences between ALCs and Free Schools are that our students focus on creating culture rather than running the school, use structures to support intention-setting and reflection on their learning journeys, and explicitly aim to keep 90%+ of each day meeting free so students can focus on their learning.
Sudbury Schools
In Sudbury schools students have complete responsibility for their own education, and the school is run by a direct democracy where students and staff are equal citizens. Students use their time as they wish, directing their own learning and experiences. There is no predetermined curriculum.
Sudbury schools are legal, private schools. While some ALCs are full-time legal schools, many others, including Big Tree, are not. Sudbury schools prioritize individual freedom and autonomy. ALCs share these values and also include culture-building structures to additionally promote a cohesive and cooperative community.
Liberated Learners Centers
Liberated Learners Centers are not-for-profit support and resource centers for homeschooling teens. Many of the members are former schooled kids. Liberated Learners helps them navigate “liberating” themselves from school and from thinking about learning in a schoolish way. The center might offer classes, field trips, one-on-one tutorials, and a variety of rooms and resources. Participation is always voluntary. Members are encouraged to only stick around for as long as they need. Staff members are actively engaged in mentoring children.
ALCs and Liberated Learners Centers have a lot in common. The biggest difference is perhaps that ALCs seek to intentionally create a culture and a community among the participants.
Unschooling
Unschooling looks different for each family, so it’s difficult to compare a “typical” unschooling experience to an ALC experience. In both unschooling families and ALCs, the child is trusted to design their own education and is supported in doing so. The difference is that unschoolers focus on their individual paths, while ALC students engage in active culture and community creation. The social and community building component is foundational to Agile Learning: children learn from, inspire, negotiate, and collaborate with each other on a daily basis, enriching each other’s learning and challenging each other to constantly improve their social skills.