The History of Expeditionary Learning
The Principles of
Expeditionary Learning
The Research Says
What is Expeditionary Learning?
The History of Expeditionary Learning
The Principles of
Expeditionary Learning
The Research Says
How to Plan an Expedition
Comments from Community
Members
Other Resources
Bibliography
Conclusion
What is Expeditionary Learning?
Expeditionary Learning is a curriculum designed to promote critical thinking, skills and habits, academic achievement, and personal development through the use of in-depth investigations that engage students in community, projects, and service. An expedition brings experts into the classroom, takes students into the field, and engages students in real world learning experiences (Practice). "At a successful Expeditionary Learning school, teachers, parents, staff, and students work together to create a school culture of collaboration, respect, and high expectations" (Odyssey).
The History of Expeditionary Learning
Expeditionary Learning was a program developed by Outward Bound, a non-profit organization for comprehensive school reform. Founded in Great Britain in 1941, it was brought to the United States in 1961. Outward Bound uses outdoor activities where students "learn teamwork, courage, craftsmanship, perseverance, and compassion" (Design). These instructional practices are incorporated into Expeditionary Learning classrooms to create powerful learning experiences and foster academics and personal growth.
The Principles of Expeditionary Learning
The educational values and beliefs of Outward Bound are the principles that guide Expeditionary Learning. The principles guide educators amongst the relationship of teaching, learning, and the culture of schools. The principles are:
The Primacy of Self-Discovery
The Having of Wonderful Ideas
The Responsibility for Learning
Empathy and Caring
Success and Failure
Collaboration and Competition
Diversity and Inclusion
The Natural World
Solitude and Reflection
Service and Compassion:
For more information on each principle, follow this link: http://www.elob.org/aboutel/principles.html
Schools and individual educators who have used Expeditionary Learning say student attitudes towards school changes, leading to more interest and engagement in school. Subsequently, student performance and achievement increases, while discipline problems decreases. "Students tend to perform well compared to state and district averages on standardized tests such as the Iowa Test of Basic Skills and the Georgia Curriculum-based Assessment Test. Positive results have been found across subjects (e.g., reading, writing, math, science, and social studies)" (Evidence). Conflict skills, such as conflict resolution and cooperation, were also strengthened.
Expeditionary Learning also was beneficial to teachers, helping them to develop new ways to teach and reevaluate their ideas about education.
The key components in planning a learning expedition are a theme or topic, guided questions, a clear set of learning goals, and a final project as an assessment task. It is important to align all learning expeditions with district and state standards.
The theme/topic needs to integrate the concepts the educator feels are most important for student understanding. Background skills and knowledge, big ideas, and modes of inquiry are important in developing a theme/topic. A theme/topic allows for the "learning expedition to encompass more than one discipline and make connections across fields of knowledge." An example of a theme is 'should the Glouster coalmine be reopened?," an expedition done by an area Athens school. Other examples of themes include reaching for the stars, winter olympics- a study of both ancient and modern olympics, we belong- a study of communities, and blast from the past- an expedition on ancient civilizations
Guided questions are those questions that you hope students will explore during the learning expedition. Guided questions start the learning expedition, and although at first may be broad, quickly lead to more focused questions. Questions are open ended, meaningful, controversial, challenge students’ thinking, have students investigate an idea or dilemma, or explore ideas.
Learning goals are what you want the students to know (content), do (performance), and be like (dispositions) at the end of the learning expedition. Students are asked to view issues from different perspectives, use prior knowledge, evaluate and examine the information, and make connections to the real world. Opportunities should be provided for students to communicate their ideas.
Not only is there a final assessment, but assessment occurs throughout the expedition. Students are continually asked to reflect, revise, and make improvements. Forms of assessment may include "critique sessions, peer revision, conferences, discussions of the qualities of good work by examining exemplars, and development of standards and criteria for what makes good work" (Learning). The final assessment may include a performance for parents and community members where students present the information they have learned. The final assessment for the Glouster students was their performance of a Reader's Theater for parents, teachers, and community members.
Comments from Expeditionary Learning Community Members
"I felt like a real scientist looking into a microscope and when I found the specimen I felt awesome. When I sit down in the grass and write down some information about the ponds, it feels like you are a reporter observing the scene and you've got to make sure you get everything because you want the front page. When you are done with the expedition, you go home and tell you mom and dad what you learned and they practically don't even know what you are talking about. It's like you wrote a new chapter in the encyclopedia. Six weeks ago I would never have known about pond life."
- Dalles Kalmes, student at Table Mound Elementary School, Dubuque, Iowa
"They learned much more than writing. They learned about commitment. . . . They developed a relationship with someone they never would have developed a relationship with before, and I think their attitude toward older people changed. They learned how to work with someone all year long, whether they got along with that person or not. They were constantly making decisions . . . It was definitely teamwork."
- Deb Fordice, a sixth-grade teacher at Audubon Elementary School in Dubuque, Iowa, explains the impact of a learning expedition where students wrote biographies of local nursing home residents
"The essence of expeditionary learning is that it motivates students. And I think motivated students are good students."
- Dan Eaton, parent at the King Middle School, Portland, Maine (Testimonials)
Hungry Minds in Hard Times by Rosalie M. Romano and Catherine H. Glascock
Using Expeditionary Learning, a middle school class, along with their instructor and students and professors from Ohio University, investigate whether a local coalmine in rural Ohio should be reopened.
Expeditionary Learning Outward Bound: http://www.elob.org/
A great site for information on Expeditionary Learning. It includes general information, as well as tools for teachers and
links to expeditionary schools.
Expeditionary Learning is a revolutionary idea in the way educators teach and students learn. Students are engaged with the world around them, learning in a meaningful way. Research has continually shown the benefits of Expeditionary Learning in a classroom or school system. As a future educator, Expeditionary Learning is a curriculum I will incorporate in my classroom.
Design. Web Page. 8 May 2003 < http://www.elob.org/aboutel/aboutdesign.html >
Evidence. Web Page. 11 May 2003 < http://www.elob.org/evidence/success/air.html >
Learning. Web Page. 11 May 2003 < http://www.odysseydenver.org/eLearning/expframe.html >
Odyssey. Web Page. 8 May 2003 < http://www.odysseydenver.org/Ref/whatis.htm >
Practice. Web Page. 8 May 2003 < http://www.elob.org/aboutel/practices.html >
Testimonials. Web Page. 11 May 2003. < http://www.elob.org/evidence/testimonials.html#parent >