The core practices build on one
another to support high expectations and
high achievement in every domain.
They enable schools to place learning
expeditions, student work, and
teacher practice at the center of teaching
and learning.
Schools phase in the core
practices, starting with learning expeditions. Over time, schools
strengthen the work of each practice until the Expeditionary
Learning model for comprehensive school improvement is fully in
place. Just as schools assess student work and progress in relation
to standards and benchmarks, Expeditionary Learning's
benchmarks enable schools to assess
their progress in implementing the core practices and the
Expeditionary Learning design principles. The five core practices of
Expeditionary Learning are:
1. Learning Expeditions
High quality learning
expeditions are the core of teaching and learning at Expeditionary
Learning schools. The work students do within learning expeditions
centers on rigorous academic achievement, critical thinking,
essential skills and habits, personal development, and high quality
original work.
2. Reflection and Critique
At Expeditionary Learning
schools, teachers model a culture of reflection, critique, revision,
and collaboration. Examining and assessing student work allows
teachers to discover what students know and how they learn, and
provides teachers with information on how to improve instruction and
curriculum. Discussion and critique of instructional practice and
learning expeditions using a specific protocol helps teachers
improve their craft in a collegial and respectful forum.
3. School Culture
The culture of a school—its
shared beliefs and practices—has a tremendous impact on the
learning, teaching, and assessment of all students. Expeditionary
Learning schools promote a strong culture of best effort, high
expectations, community and collaboration, service, and diversity.
The Expeditionary Learning design principles are evident throughout
the school, in the way people treat one another, and in every aspect
of teaching and learning.
4. School Structures
Expeditionary Learning
requires the reorganization of time, student grouping, and resources
to support high quality learning expeditions. Schedules at
Expeditionary Learning schools provide longer and more flexible
blocks of time for project-based learning and fieldwork, for team
planning, and for community-building activities like community
circles. All students receive a rigorous curriculum that enables
them to meet high standards in every domain. Multiyear teaching
strengthens relationships in the classroom and improves the
likelihood of academic success by allowing students to stay with the
same teacher or team of teachers for more than one year.
5. School Review
Expeditionary Learning
schools engage in an annual cycle of reflection, planning, and
action to improve the quality of teaching and learning. Schools look
at evidence of student work and instructional practices to assess
progress toward full implementation of the design, set priorities
for improvement, and create an action plan for achieving those
priorities. Schools and Expeditionary Learning staff use the
Expeditionary Learning benchmarks to conduct an initial assessment
to gain baseline data and make an initial implementation plan, do
periodic implementation checks, and conduct an annual review of
school progress to reflect on their practice and plan for the
future. A periodic peer review to get outside critique is done every
three years.
