Here is a teaser:
In the decade-plus since the passage of the No Child Left Behind Act, schools and districts have struggled to bring all students to proficiency in core academic areas, as measured by standardized assessments. No question about it—students do need to be proficient in core subject areas, yet a legitimate criticism of this high-stakes environment,as found by researcher Wayne Au, has been that it can narrow the curriculum to tested subjects and result in an increase in teacher-centered pedagogy.
But what if student-centered learning, with an additional emphasis on intangibles like effort, motivation, and character, could result in an increase in student achievement outcomes? The Expeditionary Learning program is based on just that premise. InExpeditionary Learning schools (students engage in team-based, interdisciplinary “learning expeditions,” including fieldwork, case studies, projects, and service learning—all with an underlying focus on culture and character. These learning expeditions are intended not only to foster students’ academic growth, but also to contribute to the community. In Rochester, New York, for example, students worked on a proposal to beautify the area by uncovering a river that had been paved over and creating a riverfront park area. In Denver, Colorado, students proposed to build a planned new school as a “green” school, researching environmentally friendly building practices, proposing a school design, and creating pamphlets to present their findings to the district.