Holistic Learning Approaches


“A Whole Child approach to learning, teaching, and community engagement sees students as individuals, families as part of the school equation, and finds ways to meet their many needs, knowing that each child will grow at their own speed, have their own strengths and weaknesses.” ~ ASCD Whole Child Initiative
“Oh! I get it!” ~ Amber Rose

The Basic School National Center – Teacher’s College Columbia
a national elementary school initiative developed by Ernest Boyer, late president of the Carnegie Foundation for the Advancement of Teaching. The initiative centers around four priorities: School as Community, a Curriculum with Coherence, a Climate for Learning and a Commitment to Character.

Center for Inspired Teaching
builds the kind of teaching that recognizes each child’s innate desire to learn and builds on individual strengths to maximize academic, social and emotional achievement serving teachers, principals, and students in public, charter, and private schools in the Washington, DC metro area.

creates schools that will enhance relationships and build relevant learning environments that empower students, parents and teachers to make choices.

Expeditionary Learning Schools
content and skill standards connect learning to real-world issues and needs. Projects, fieldwork, and service learning inspire students to think and work as professionals do, contributing high-quality work to authentic audiences beyond the classroom.

North American Reggio Emilia Alliance
early childhood education which pays close attention to individual as well as group interests and potentials, and is a form of socio-constructivism that takes into account the deeply-felt desire “to do nothing without joy.”

National Center for Montessori in the Public Sector
includes Montessori practitioners who are using the ideas and practices of Maria Montessori in other settings. Many of her ideas are now part of our common knowledge, language and thinking about children. Other ideas are being reintroduced as part of larger efforts to reform contemporary education.

Q.E.D. Foundation
New Hampshire organization of adults and youth working together to create and sustain student-centered learning communities based on practices that support students’ growth and learning while improving the health of communities and society.

Quaglia Institute for Student Aspirations
identifies 8 Conditions that need to be in place if students are to strive for, and fulfill, their academic, personal and social promise. These Conditions emphasize relationships, engaged learning, and students’ sense of purpose.

Responsive Classroom
emphasizing social emotional, and academic growth in a strong and safe school community, the approach consists of practical strategies for helping children build academic and social- emotional competencies.

Summa Institute
A learning community where “Natural Learning Relationships” programs and curriculum are implemented to change the world through alternative education, family development, parenting classes, research and professional development.

Sudbury Schools based on the original Sudbury Valley School, schools in other places have developed where students from pre-school through high school age explore the world freely at their own pace and in their own unique ways. They develop the ability to direct their own lives, be accountable for their actions, set priorities, allocate resources, deal with complex ethical issues, and work with others in a vibrant community.

Tribes Learning Community
Students learn a set of collaborative skills so they can work well together in long-term groups (tribes), creating a positive school or classroom environment.

Association of Waldorf Schools of North America
based on the work of Rudolf Steiner to transform education into an art that educates the whole child—the heart and the hands, as well as the head.