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Implementing expeditionary learning
 | | Sudheendra Savanur |
In two previous articles on this page, a comprehensive school reform and development model based on Expeditionary Learning Outward Bound (ELOB) was introduced. In an expeditionary learning school, experiential learning is the central focus of the curriculum and instruction, not an addition or enrichment activity. For teachers as well as parents it is important to appreciate that expeditionary learning goes beyond projects, interdisciplinary learning and thematic studies. The core practice benchmarks for a comprehensive overview of the expeditionary learning model’s ten design principles were highlighted to help schools interested in introducing it. In this issue of EducationWorld, the focus is on important factors and issues for implementing expeditionary learning, and the benefits thereof. While core practice benchmarks and design principles determine the structure or organisation for curriculum development and management of expeditionary learning, acquaintance with learning principles discussed here, will help you understand how to implement expeditionary learning in your schools. Focus on literacy. Literacy is an integral part of learning expeditions which provide meaning and context for acquisition of skills and motivation required to read and write critically. In K-12 classrooms, EL teachers explicitly teach decoding, comprehension, and writing skills. Learning expeditions offer compelling reasons for practising and applying effective literacy strategies through projects that require reading, research, writing, debate, and presentation skills. Focus on high quality work. In expeditionary learning schools, students produce high quality work. Projects, papers, and presentations are not considered finished until they meet explicit criteria negotiated between students and teachers. To achieve excellence students take their projects through multiple drafts and critiques. Creating real work for real audiences motivates students to revise and ‘get it right’ to meet pre-set standards. In the process, students learn to persevere and do more than they thought they could. Focus on culture and character. The culture of a school has enormous impact on learning and social interaction within it. Expeditionary learning schools consciously shape and nurture dynamic and supportive institutional cultures by developing shared beliefs, traditions, practices, and rituals, and promote best effort, high expectations and quality work through collaboration between staff members and students. Structures and protocols for productive meetings are introduced and practised, and staff culture becomes a powerful model for student culture. Focus on school structures. Expeditionary learning requires schedules, student grouping, teacher teams, and resources that support high quality teaching and learning. Schedules provide longer and flexible blocks of time for project-based learning, fieldwork, team planning, professional development, and community-building activities. Teaching the same students for more than one year strengthens relationships and improves the likelihood of academic success. Shared leadership allows schools to structure practices and resources to support comprehensive school improvement Focus on planning and teaching/ learning expeditions. Learning expeditions are purposeful, in-depth investigations of a topic or theme such as simple machines, Colorado history, the scientific revolution, and World War II. They focus on challenging projects, literature that relates to the expedition, fieldwork, adventure, and service. They culminate in exhibits, performances, or publications for audiences beyond the classroom. Teachers formulate open-ended, provocative questions for the expedition which in turn stimulates student inquiry and debate. The benefits of expeditionary learning — for students and teachers — are numerous and durable. They : • Build strong connections to the world inside and outside classrooms; they focus on linking classroom and community resources• Set high standards and stakes. There is emphasis on student work of consequence, quality and value in major projects as well as on-going smaller tasks and assignments• Focus on assessment and comprehension fostering a continuous process of reflection, critique, and revision among teachers and students. They develop habits of reflection on work and soliciting feedback• Foster the ethic and practice of service — in the classroom, school and in the wider community• Prompt teachers to dream big and inspire students to do the same• Encourage students to assume responsibility for their own learning• Create a spirit of adventure and challenge that permeates classrooms and schools• Mandate changes in the use of time and space to make room for in-depth study, field work, collaboration among teachers, and multi-disciplinary connections• Stimulate leadership, teamwork and organisation within teachers and students• Mandate new roles for learners; groups of students serve as crew, while others become explorers, apprentices and even experts, and vice versa.
(Sudheendra Savanur is a Bangalore-based behavioural scientist and education consultant)
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