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EL Design Principles

 

Expeditionary Learning is built on ten design principles that reflect the educational values and beliefs of Outward Bound. These principles also reflect the design’s connection to related thinking about teaching, learning, and the culture of schools


1. The Primacy of Self-Discovery

 Learning happens best with emotion, challenge and the requisite support. People discover their abilities, values, passions, and responsibilities in situations that offer adventure and the unexpected. In Expeditionary Learning schools, students undertake tasks that require perseverance, fitness, craftsmanship, imagination, self-discipline, and significant achievement. A teacher’s primary task is to help students overcome their fears and discover they can do more than they think they can.


2. The Having of Wonderful Ideas

Teaching in Expeditionary Learning schools fosters curiosity about the world by creating learning situations that provide something important to think about, time to experiment, and time to make sense of what is observed. 


3. The Responsibility for Learning

Learning is both a personal process of discovery and a social activity. Everyone learns both individually and as part of a group. Every aspect of an Expeditionary Learning school encourages both children and adults to become increasingly responsible for directing their own personal and collective learning.


4. Empathy and Caring

Learning is fostered best in communities where students’ and teachers’ ideas are respected and where there is mutual trust.  Learning groups are small in Expeditionary Learning schools, with a caring adult looking after the progress and acting as an advocate for each child. Older students mentor younger ones, and students feel physically and emotionally safe.


5. Success and Failure

All students need to be successful if they are to build the confidence and capacity to take risks and meet increasingly difficult challenges. But it is also important for students to learn from their failures, to persevere when things are hard, and to learn to turn disabilities into opportunities.


6. Collaboration and Competition

Individual development and group development are integrated so that the value of friendship, trust, and group action is clear.  Students are encouraged to compete not against each other but with their own personal best and with rigorous standards of excellence.


7. Diversity and Inclusion

Both diversity and inclusion increase the richness of ideas, creative power, problem-solving ability, and respect for others. In Expeditionary Learning schools, students investigate and value their different histories and talents as well as those of other communities and cultures.  Schools and learning groups are heterogeneous. 


8. The Natural World

A direct and respectful relationship with the natural world refreshes the human spirit and teaches the important ideas of recurring cycles and cause and effect. Students learn to become stewards of the earth and of future generations.  


9. Solitude and Reflection

Students and teachers need time alone to explore their own thoughts, make their own connections, and create their own ideas. They also need time to exchange their reflections with others.

 

10.  Service and Compassion

We are crew, not passengers. Students and teachers are strengthened by acts of consequential service to others, and one of an Expeditionary Learning school’s primary functions is to prepare students with the attitudes and skills to learn from and be of service to others.  


More News

Summer Camps and Programs - May 31st
https://www.columbus.gov/schoolsout/ https://www.columbus.gov/recreationandparks/programs/2016-Summer-Camps/
Breakfast Program 2017-18 - May 30th
Click here for information about the 2017-18 school breakfast program.
Summer Reading Programs - May 24th
Click here for more information about summer reading programs!
2017 Summer Food Service Program - May 17th
All children ages 1 through 18 are eligible to receive free meals during the summer months at participating program sites. Individuals ages 19 through 21 who have been identified as having mental or...
Check out the article about TCS@ODU! - May 12th
Pathway to Success: The Charles School broadens college access for students who need it

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