Join us to celebrate Graduation and Passages in the School Performing Arts Center
Passages (Grades K-8): Wednesday, May 22, 6:00 p.m. Graduation: Thursday, May 23, 7:00 p.m. |
Expeditionary Learning has been activated
Expeditionary Learning
Recent ActivityThe Silverton Public School follows an Expeditionary Learning Outward Bound (EL for short) academic model. EL provides a comprehensive framework to shape and guide our school’s structure and culture. Through this model, much of our academics are centered on learning expeditions. These expeditions and state curriculum standards provide a framework for study by focusing learning on a specific compelling topic; for example, the water cycle, history of U.S. education, Africa, the 20th Century, or the food cycle.
Given the small and isolated nature of the Silverton community, the fieldwork aspect of our EL learning model has become an important aspect of learning. Focused trips are planned by teachers that bring the real world into their expedition topic studies, and take place throughout the four corners region and occasionally beyond. For example, last year the middle school completed a year-long expedition on U.S. immigration, studying the historical aspect (Ellis and Angel Island) as well as current immigration issues. Their culminating fieldwork was a trip to San Francisco where they visited Angel Island, worked with students in refuge and immigrant schools, and toured Chinatown. These types of experiences bring a depth to their studies that can not be accomplished in the Silverton school setting.
Given the small and isolated nature of the Silverton community, the fieldwork aspect of our EL learning model has become an important aspect of learning. Focused trips are planned by teachers that bring the real world into their expedition topic studies, and take place throughout the four corners region and occasionally beyond. For example, last year the middle school completed a year-long expedition on U.S. immigration, studying the historical aspect (Ellis and Angel Island) as well as current immigration issues. Their culminating fieldwork was a trip to San Francisco where they visited Angel Island, worked with students in refuge and immigrant schools, and toured Chinatown. These types of experiences bring a depth to their studies that can not be accomplished in the Silverton school setting.
Design Principles
The design principles express the philosophy of education and core values of Expeditionary Learning.
1. The primacy of self-discovery
Learning happens best with emotion, challenge, and the requisite support.
Learning happens best with emotion, challenge, and the requisite support.
2. The having of wonderful ideas
Teaching in Expeditionary Learning schools fosters curiosity about the world.
Teaching in Expeditionary Learning schools fosters curiosity about the world.
3. The responsibility for learning
Learning is both a personal process of discovery and a social activity.
Learning is both a personal process of discovery and a social activity.
4. Empathy and caring
Learning is fostered best in communities where students' and teachers' ideas are respected and where there is mutual trust.
Learning is fostered best in communities where students' and teachers' ideas are respected and where there is mutual trust.
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.
All students need to be successful if they are to build the confidence and capacity to take risks and meet increasingly difficult challenges.
6. Collaboration and competition
Individual development and group development are integrated so that the value of friendship, trust, and group action is clear.
Individual development and group development are integrated so that the value of friendship, trust, and group action is clear.
7. Diversity and inclusion
Both diversity and inclusion increase the richness of ideas, creative power, problem-solving ability, and respect for others.
Both diversity and inclusion increase the richness of ideas, creative power, problem-solving ability, and respect for others.
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.
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.
9. Solitude and reflection
Students and teachers need time alone to explore their own thoughts, make their own connections, and create their own ideas.
Students and teachers need time alone to explore their own thoughts, make their own connections, and create their own ideas.
10. Service and compassion
Students and teachers are strengthened by acts of consequential service to others.
Students and teachers are strengthened by acts of consequential service to others.
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