• During our on-site summer institutes, teachers write interdisciplinary thematic curriculum, called "learning expeditions" in Expeditionary Learning schools. Starting with compelling questions and the state and local standards, teachers create ways to engage all students in their own learning.
• Much of the active pedagogy, the method of instruction in an Expeditionary Learning school, is practiced during EL professional development workshops, institutes and summits. For example, students learn to set criteria for projects by examining exemplary models of the kinds of projects they are about to undertake. Teachers go through the same process during summer institutes as they read and hear about exemplary expeditions. Teachers set criteria for "what makes a compelling question?" and "what makes an excellent expedition?" and use those criteria to assess and revise their expedition plans.
• As much as possible, student projects are designed to incorporate authentic audiences. Teachers also learn first-hand the power of real audiences through presenting their work at national conferences, presenting expedition plans to fellow teachers and parents, and presenting project work during summits.
• During summer institutes, teachers experience revision strategies that they can use in their classrooms. For example, in workshops, teachers write descriptions of their expeditions for course catalogues or newsletters for parents. Through these workshops, teachers practice the writing process, learn revision techniques, and realize the power of writing for an authentic audience.
• During our Outward Bound courses for educators, teachers have personal and professional experiences that rejuvenate, excite and ignite them. During the course as well, they have experienced and deepened their understanding of the 10 design principles of Expeditionary Learning and active pedagogy. After these experiences, teachers come back to the classroom ready to get students involved and excited about learning.
