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David Gundale, Principal

640 Humboldt Ave., Saint Paul, MN 55107

(651) 293-8670 | Get Directions

Principal/School Name

360 Colborne Street, Saint Paul, MN, 55102

651-767-8100 | Get Directions

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Expeditionary Learning Design Principles

  • Expeditionary Learning 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 other 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 to exchange their reflections with other students and withadults.



    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.



    Copyright © 2003 by Expeditionary Learning Outward Bound.


    www.elschools.org

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