| Structured | Semi-structured | Informal | |
|---|---|---|---|
| GOALS | Promote self-discipline, good work habits,develop good memory -can’t be creative in a vacuum | Integrate education with everyday learning while producing children who are self-directed, self-disciplined and who love learning. | Give child joy in learning. Foster creativity. Allow the child to grow from within. |
| CURRICULUM | Tends to be textbook oriented | Uses textbooks and workbooks | Tends to be activity oriented, e.g. trial and error learning |
| Purchases a complete curriculum and follows it daily | Uses some curriculum but not rigidly adhered to | Uses resources around the home, from the library, from the community. As the need arises might use some traditional curriculum | |
| EVALUATION | Subject lines remain distinct | Parent may teach basic math and language separately but allow more freedom in other areas of study | There is more an incorporating of subjects around a central theme as in a unit study |
| Regularly scheduled testing | May test score subjects | Evaluation on a daily basis by observing the child | |
| SCHEDULE | Teacher directed according to student’s needs as identified by teacher | Teacher sets boundaries within which the student works | Student directed |
| Scheduled day prepared in advance by teacher according to child’s needs | Work generally planned by parent but student makes choices within parameters | Parent follows child’s lead and gives help when required | |
| School begins at a certain time – determined by parent | Flexible – somewhat controlled by parent | Child determines when learning will occur | |
| More work done at the desk – fewer field trips | Somewhere in between | Less work done at the desk – learning takes place where it takes place |